UNDERSTANDING THE REASONS BEHIND CHOOSING TO TEACH ENGLISH AS A FOREIGN LANGUAGE
Bu çalışma, Çanakkale Onsekiz Mart Üniversitesi, İngiliz Dili Eğitimi Anabilim Dalında eğitim gören 1. sınıf öğrencilerinin öğretmenliği bir kariyer olarak seçme nedenlerini inceleyen bir araştırmanın bulgularını rapor etmektedir. Açık uçlu sorulardan oluşan bir anket formu, öğrencilerin öğretmenlik mesleğini seçme nedenlerini incelemek üzere 96 katılımcıya uygulanmıştır. Ortaya çıkan nitel verinin içerik analizi genel olarak içsel, dışsal ve özgeci sebepler olarak gruplandırılan 20 farklı sebep ortaya çıkartmıştır. Katılımcılar genel olarak dışsal nedenlerden daha çok içsel sebepler bildirmişlerdir. Alan yazındakinin tersine, ozgeci nedenlerden daha nadir bahsedilmistir. Öğrencilerin motivasyon türlerine göre kümelenmesi işlemi, öğrencilerin büyük bir çoğunluğunun içsel ve dışsal sebepleri aynı anda belirttiğini ortaya koymuştur. Yapılan veri analizi öğretmenliği seçme nedenlerinde muhtemel cinsiyet farklılıklarına da işaret etmiştir. Bu çalışma sonuç olarak, her ne kadar aday öğretmenler daha çok içsel sebeplerle güdülenmiş olsa da, uzun soluklu olabilmesi için bu güdülenmemin devam ettirilebilirliğinin sağlanması gerektiği sonucuna varırken, yapılan bu tür çalışmalarda yöntemsel etkilerin en aza indirilmesi için önlemler alınmasının elzem olduğunu vurgulamaktadır.
This study reports on findings from an investigation into the reasons for year 1 students from the English Language Teaching Department at Çanakkale Onsekiz Mart University, Turkey, for choosing teaching as a field of study and future career. A questionnaire comprising of open-ended questions was employed to decipher the reasons of 96 participants. Content analysis of the emergent data revealed 20 reasons which were broadly categorized as intrinsic, extrinsic, and altruistic. Participants, in general, reported more intrinsic reasons than extrinsic reasons. Unlike those reported in the field, altruistic reasons were much fewer than other types of reasons. A further motivational clustering of students showed that the majority of students had a mixture of intrinsic and extrinsic factors. The data also indicated possible gender related differences. The study concludes that although student teachers are intrinsically motivated, this motivation may need to be maintained so as to be long term. Further, the study calls for measures to be taken to control possible methodological biases.
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- ISSN: 1307-4733
- Yayın Aralığı: Yıllık
- Başlangıç: 2007
- Yayıncı: -