Why Do Pre-Service English Teacher Candidates Hush in Micro Teachings? An Analysis on Early Language Teaching Classes

Behavioural classroom management has been a concern for all teachers at various experience levels. However, this situation is thought to be a bigger problem for pre-service and inexperienced teachers. In mentioned class management, we may have witnessed various maneuvers such as warning, punishment and even physical intervention when we were students. This study aims to reveal ‘hushing’ word sequences, one of the behavioral classroom management maneuvers. It was conducted in a kindergarten located in the campus of a state university in Turkey and with 57 pre-service English teacher candidates, from the same universtiy’s department of English Language Teaching. These pre-service teachers are registered in Teaching English to Young Learners I and II courses in the ELT department program. In accordance with the study plan, micro teaching sessions were recorded with video recorder, then copied and transcribed into Transana software. As a result of investigations made on ‘hushing’ word sequences, its two main features were revealed: (1) Hushing in Non-Task Speech Sequences and (2) Hushing in Task Completion Sequences. In consequence of the study, it is seen that teacher candidates have difficulties in controlling the behavior management of the classroom and therefore, they frequently resort to hushing in order to control the actions towards non-task behaviors. On the contrary, it has been demonstrated that teacher candidates apply more successful task management to maintain pre-designed pedagogical tasks.

İNGİLİZCE ÖĞRETMEN ADAYLARI MİKRO ÖĞRETİMLERDE NEDEN 'HİŞTLER'? ERKEN YAŞTA DİL ÖĞRETİMİ SINIFLARI ÜZERİNE BİR ARAŞTIRMA

Davranışsal sınıf yönetimi, çeşitli deneyim düzeyindeki tüm öğretmenler için bir endişe kaynağı olmuştur. Ancak, bu durumun hizmet öncesi ve tecrübesiz öğretmenler için daha büyük bir sorun kaynağı olduğu düşünülmektedir. Bahsi geçen sınıf yönetiminde bizler de öğrenci olduğumuz zamanlarda uyarı, ceza ve hatta fiziksel müdahale gibi çeşitli manevralara şahit olmuş olabiliriz. Bu çalışma, davranışsal sınıf yönetimi manevralarından ‘hiştleme’ söz dizelerini ortaya çıkarmayı amaçlamaktadır. Araştırma, Türkiye'de bir devlet üniversitesinin yerleşkesi içerisinde yer alan bir anaokulunda ve aynı üniversitenin İngilizce Öğretmenliği bölümünden 57 öğretmen adayıyla yürütülmüştür. Bu öğretmen adayları, ELT bölüm programında Erken Yaş Öğrencilerine İngilizce Öğretimi I ve II derslerine kayıtlıdır. Çalışma planına uygun olarak, mikro öğretim oturumları video kayıt cihazı ile kaydedilmiş ve Transana yazılımına kopyalanarak transkript edilmiştir. Hiştleme söz dizileri üzerinde yapılan incelemeler sonucunda, hiştlemenin; (1) Görev Dışı Konuşma Dizilerinde Hiştleme ve (2) Görev Tamamlama Dizilerinde Hiştleme olarak iki temel özelliği ortaya çıkarılmıştır. Çalışma sonucunda öğretmen adaylarının sınıfın davranış yönetimi kontrolünde zorluk çektikleri görülmekte ve bu nedenle görev dışı davranışlara yönelik eylemleri kontrol altına almak için sık sık hiştlemeye başvurdukları anlaşılmaktadır. Bunun aksine, öğretmen adayları önceden tasarlanmış pedagojik görevleri sürdürmek için daha başarılı görev sürdürme yönetimi uyguladıkları ortaya konulmuştur.

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