Sayı 28 (Temmuz 2010/II), ss. 11-26 A Study in the Dissemination of Reflective Practice Among English Language Instructors at Tertiary Level

Özet Bu çalışmanın amacı yansıtıcı öğretimi yabancı dil eğitmenlerinin mesleki gelişimlerinin bir parçası haline getirerek yüksek öğretimde mesleki gelişim uygulamalarının yaygınlaşmasını sağlamaktır. Çalışmada veri toplama yöntemi olarak yansıtıcı öğretim programı geliştirilmiş ve İngilizce eğitmenleri ile yüz yüze görüşmeler ve eylem araştırması yapılmıştır. Çalışmada yer alan eğitmenlerin eylem araştırmalarında öğretimlerinde karşılaştıkları sorunlara çözüm bulmada büyük bir uğraşı içerisine girdikleri ve çalışma sonucunda öğretim süreçlerini daha eleştirel bir açıdan ele almaları ile öğretime olan bakış açıları ve uygulamalarının değiştiği görülmüştür. Eylem araştırmalarında eğitmenler kendi öğretimlerini içeren öğrenci isteklendirmesinin artırılması, öğretmenlerin kendi dil kullanımlarının geliştirilmesi, anadilin (Türkçe) kullanımının en aza indirilmesi ve hedef dilin (İngilizce) yaygın olarak kullanımı gibi konularda eylem araştırması yapmışlardır. Bu sonuçlar eğitmenlerin mesleki başarıları için kendi öğretimlerine eleştirel yaklaşmaları ve yansıtıcı eğitim uygulamalarında daha çok yer almaları gerekliliğini ortaya koymaktadır. Bu araştırmada uygulanan yöntemi, diğer benzeri kurumlar kendi elemanları için benimseyip uygulayabilirler.

Üniversitelerde Görevli İngilizce Eğitmenleri Arasında Yansıtıcı Öğretimin Yaygınlaştırılması Üzerine Bir Çalışma

The purpose of this study is to bring reflective teaching to the attention of practising language instructors at tertiary level. With four English instructors a reflective development program was implemented, interviews were held, and action research studies were conducted. The data findings show that instructors attitudes towards teaching mostly changed as they began to consider their own teaching much more critically. Results of the interviews reveal that these instructors gained more awareness of such issues as increasing motivation, lesson planning, making adaptations to courses, doing classroom research, reflecting on the lesson, and collaborating with colleagues. In action research studies the instructors specifically focused on motivating the learners, updating their own English knowledge, considering students language level, and using the target language in classes. The results of action research studies indicate that English language teachers need to reflect in/on teaching in order to get advanced professionally. This study can set an example for other educational institutions to organize a similar programme for their language teacherscontinuing professional development.

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