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YENİ MEZUN İNGİLİZCE ÖĞRETMENLERİNİN AKRAN DEĞERLENDİRMESİ İLE İLGİLİ GÖRÜŞLERİ

Öz Akran değerlendirmesinin etkinliğine dair güçlü bulgular bulunmaktadır. Ancak akran değerlendirmesinin eğitimsel bir araç olarak kullanılması hakkında daha önce yapılan çalışmalar, çoğunlukla öğretmen ve öğrenciler tarafından verilen notların güvenirliği ve bu notlar arasındaki korelasyon üzerine odaklanmıştır. Alanda birçok çalışma olmasına karşın, öğretmenlerin bu konudaki algıları ve görüşlerine yönelik çalışmalar azdır. Akran değerlendirmesinin öğretmenler tarafından aslında nasıl kullanıldığı, kullanılmasıyla birlikte ortaya çıkan yeni öğretmen ve öğrenci rolleri ve bu değişen rollerin öğretmenler tarafından nasıl algılandığı ile ilgili daha fazla çalışma yapılması gerekmektedir. Bu çalışmanın amacı yeni mezun Türk İngilizce öğretmenlerinin, İngilizcenin yabancı dil olarak öğretilmesinde akran değerlendirmesinin yeri hakkındaki görülerini belirlemektir. Çalışma, bir devlet üniversitesinin Hazırlık Okulunda çalışan dokuz İngilizce öğretmeni ile yarı yapılandırılmış odak grubu görüşmesi yöntemiyle gerçekleştirilmiştir. Bulgular öğretmenlerin akran değerlendirmesi hakkındaki sınırlı algılarını, akran değerlendirmesini derslerinde nadir olarak kullandıklarını ve öğretmenler tarafından aktarılan bazı fayda ve uygulama zorluklarını ortaya koymuştur. Sonuçlara göre öğretmenlerin akran değerlendirmesi hakkındaki düşünceleri üzerinde, üniversite eğitimlerinde bu konuda eğitim almamış olduklarından dolayı oluşan kısıtlı bilgilerinin, mevcut eğitim sistemindeki sınav merkezli ve öğretmen odaklı ortamın, tespit ettikleri bazı fayda ve zorlukların ve öğrencilerin bu konuda istekli olup olmamalarının önemli etkisi bulunmaktadır. 
Anahtar Kelimeler:

Akran değerlendirmesi, öğretmen algıları, öğretmen görüşleri, öğretmen eğitimi, yabancı dil öğretimi

NOVICE EFL TEACHERS’ VIEWS ON PEER ASSESSMENT

AbstractThere is compelling evidence on potential effectiveness of peer assessment; however, the focus of earlier research on peer assessment as an instructional tool has largely addressed the correlation and reliability of grading conducted by teachers and learners. Despite the large body of literature on peer assessment, research that focuses on teachers’ perceptions on peer assessment has been somewhat limited. More research on perceptions and views of teachers about the use of peer assessment as a teaching tool is necessary in order to account for the change of teacher and student roles which is naturally dictated by peer assessment as well as how such a change could be perceived by the teachers. This study aims to report on the Turkish novice EFL (English as a Foreign Language) teachers’ views about peer assessment in teaching English as a foreign language. The data for the current study was obtained from nine teachers who worked at the Preparation Class of a state university in Turkey using semi-structured group interview. Results revealed teachers’ limited understanding of peer assessment, infrequent use of peer assessment in their instruction, and some perceived benefits and challenges of peer assessment. Results also revealed that the novice EFL teachers’ views about and use of peer assessment is significantly affected by their narrow understanding of peer assessment due to a lack of training during undergraduate years, the role of examinations and teachers in the existing educational environment, perceived benefits and challenges in its implementation, and learners’ willingness for accepting and incorporating peer assessment. 
Keywords:

Peer assessment, teachers’ perceptions teachers’ views, EFL, teacher education, teacher training, language teaching.,

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SAVSAD Savunma ve Savaş Araştırmaları Dergisi-Cover
  • ISSN: 2718-0301
  • Yayın Aralığı: Yılda 2 Sayı
  • Başlangıç: 2006
  • Yayıncı: MİLLİ SAVUNMA ÜNİVERSİTESİ > KARA HARP OKULU > DEKANLIK
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