Mehmet ASMALI, Handan ÇELİK

In-service English Teachers’ Conceptions about ‘Learning’ and ‘Learner’: Reflections from the Shift in Language Teacher Education

Bu çalışma görev yapmakta olan 24 İngilizce öğretmeninin 'öğrenme' ve 'öğrenen' algılarını metafor analizi yolu ile incelemiştir. "İngilizce öğrenmek..................... gibidir çünkü......................." ve "İngilizce öğrenen .................gibidir çünkü................" ifadelerini içeren metafor üretme aracı veri toplamak için kullanılmıştır. Sonuçlar, öğretmenlerin 'öğrenme' ve 'öğrenen' algılarının geleneksel bir anlayışı yansıtmadığını, aksine genel anlamda öğrenen merkezli algılara sahip olduklarını ortaya koymuştur. Öğretmenlerin öğrenen merkezli algıları, lisans eğitimlerine ve lisans eğitimleri sürecinde İngilizce öğretmenliği lisans programına rehber olan öğretmen eğitimi yaklaşımlarına atfedilebilir

Görev Yapmakta Olan İngilizce Öğretmenlerinin ‘Öğrenme’ ve ‘Öğrenen’ Algıları: Dil Öğretmeni Eğitimindeki Değişimden Yansımalar

This study investigated 24 in-service English teachers’ conceptions about ‘learning’ and ‘learner’ through metaphor analysis. A metaphor elicitation task including the statements “Learning English is like …………… because…………………..” and “An English language learner is like …………… because…………………..” was used to gather data. Results showed that the teachers’ conceptions about ‘learning’ and ‘learner’ were not the reflections of a traditional understanding. Rather, their conceptions which generally seemed to be learnercentered could be attributed to their undergraduate education and the policies guiding English language teacher education programs over the course of the teachers’ undergraduate education

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