The Foreign Language Classroom is Like an AirplaneMetaphorical Conceptualizations of Teachers' Beliefs

Yapılandırmacı yaklaşımı takip eden bu çalışma hizmet öncesi İngilizce öğretmenlerinin yabancıdil sınıfı ile ilgili var olan bilgilerini metafor analizi yöntemi ile ortaya çıkarmayı amaçlamıştır.2012-2013 eğitim-öğretim yılının bahar döneminde bir vakıf üniversitesinde verilmekte olan biryıllık yoğun bir pedagojik formasyon programının okul deneyimi dersine kayıt olan iki hizmetöncesi İngilizce öğretmeni çalışmada yer almışlardır. Bahsi geçen okul deneyimi döneminin araştırmaya katılan öğretmenler tarafından dile getirilen metaforlar üzerinde bir etkisinin olupolmadığı da ayrıca incelenmiştir. Bu yapılırken, katılımcılardan çalışma boyunca belirttiklerimetaforlar üzerinde yansıtıcı bir şekilde düşünmeleri istenmiştir. Araştırmada veriler metafortamamlama, yarı-yapılandırılmış görüşme ve takip amaçlı gönderilen elektronik postalarlatoplanmıştır. Elde edilen verilerin nitel analizinin sonucunda hizmet öncesi İngilizceöğretmenlerinin mesleğe başlamadan önce tabula rasa olmadıkları ve metafor kullanımının örtülübilgilerin gün yüzüne çıkarılmasında etkili bir yöntem olduğu belirlenmiştir. Bunun yanı sıragerçek sınıf ortamında elde edilen öğretim tecrübesinin çalışmada yer alan hizmet öncesi İngilizceöğretmenlerinin okul deneyimi başlamadan önce ifade ettikleri metaforlar üzerinde bir dereceetkili olduğu belirtilebilir.

Yabancı Dil Sınıfı Bir Yolcu Uçağına BenziyorÖğretmen İnançlarının Metaforik Kavramsallaştırmaları

Drawing on constructivist perspectives, this study aimed to investigate the tacit knowledge of pre- service English teachers regarding the foreign language classroom by discovering their beliefsystems mainly through a metaphor analysis. The participants consisted of two pre-serviceteachers, who enrolled in a practicum class of a one-year intensive teaching certificate courseoffered at an English-medium foundation university located in Istanbul, Turkey, during the springsemester of 2012-2013 academic year. The possible effects of practice teaching period on themetaphors were also explored. In so doing, the participants were requested to reflect on themetaphors they generated. In this exploratory design, the data collection tools included a metaphorcompletion task, a semi-structured interview, and follow-up e-mails. The results suggested thatpre-service teachers do not enter teacher education as a tabula rasa and that the use of metaphors toreveal previous knowledge was a useful instrument. It was also found that real teaching experienceseemed to influence the metaphors expressed prior to practicum. Implications and applications forteacher education and suggestions for future research are discussed.

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