Pedagojik Formasyon Alan Yabancı Dil Öğretmen Adaylarının Dönüt Konusundaki Görüşleri

2000 yılından bu yana Avrupa Birliği ve Avrupa Konseyi belirledikleri hedeflere ulaşmak için,eğitimle ilgili çalışmalarında yabancı dil eğitiminin yanı sıra, yabancı dil öğretmenlerinin eğitimine de giderek daha fazla önem vermektedir. Bu amaçla hazırlanan çerçeve programlarda yabancı dil öğretmenlerinin belli bir mesleki yeterlilik kazanması için üzerinde durulması gereken en temel noktalardan birinin dönüt/geri bildirim olduğu dikkat çekmektedir. Dönüt gerçekten de öğretme/öğrenme sürecinin hedefine ulaşıp ulaşmadığını saptamaya yarayan ve ölçme-değerlendirmeyi tamamlayan en temel araçlardan biridir.Bu çalışmanın amacı yabancı dil eğitimi veren çeşitli fakültelerden mezun olup öğretmen eğitiminin verildiği eğitim fakültelerinde pedagojik formasyon alan öğretmen adaylarının öğretmenlik uygulamaları sırasında etkinlikleri ile ilgili aldıkları dönütler konusundaki görüşlerini almaktır. Böylece öğretmen adaylarının öznel gerçekliklerinden hareketle, dönüt konusunda somut olarak edindikleri deneyimin olumlu ve olumsuz yanlarını ve dönüt konusundaki düşüncelerini ve farkındalıklarını belirlenmesi amaçlanmaktadır. Bu amaç doğrultusunda tarafından geliştirilmiş olan 40 maddelik bir geri bildirim ölçeği kullanılmıştır. Araştırmanın çalışma grubunu eğitim fakülteleri dışında yabancı dil eğitimi veren çeşitli fakültelerden mezun olup 2017-2018 öğretim yılında bir eğitim fakültesinde pedagojik formasyon almakta olan 133 öğretmen adayı oluşturmaktadır. Araştırma verileri betimsel istatistik teknikleri kullanılarak çözümlenmiş, öğretmen adaylarının dönüt hakkındaki düşünceleri ortaya çıkarılmış veyabancı dil öğretmen adayı olan pedagojik formasyon öğrencilerinin öğretmenlik uygulamalarına yönelik aldıkları dönüt türlerinin dağılımı ve dönüt alma sıklıkları frekans ve yüzde değerler açısından verilerek sonuçlar tartışılmıştır.

Opinions of Foreign Language Trainee Teachers Enrolled in The Pedagogical Formation Program on “Feedback”

Since 2000, growing importance has been attached not only to foreign language education, but also to language teacher education in order to achieve the goals set by the European Union and Council of Europe. In the framework programs prepared for this purpose, “feedback” is one of the most important pillars to be considered in the training and acquisition of professional qualification processes of foreign language teachers. Feedback is indeed a prominent basic tool in determining whether the teaching/learning process has achieved its goal as well as in completing the assessment process.The objective of this study is to obtain the opinions of trainee teachers, regarding feedback, who were graduated from faculties of letters (translation and interpreting, language and literature, culture and literature departments) and who followed pedagogical formation courses in a faculty of education during the 2017-2018 academic year. In this way, we aimed to determine the positive and negative aspects of the feedback they experienced throughout their practical activities at secondary education institutions and their opinions and awareness about feedback. To this end, a “40-item feedback scale” was used. The study group consisted of 133 pre-service teachers who were graduated from various departments of faculties of letters. By subjecting the research data to descriptive statistical analysis, we clarified the trainee teachers’ opinions regarding “feedback”. In addition, we analysed the results of the distribution concerning the types of feedback received by pedagogical formation students who will work as foreign language teachers; as well as the results related to the frequency of receiving feedback by presenting the frequency and percentage values. To this end, a “40-item feedback scale”was used. The study group consisted of 133 pre-service teachers who were graduated from various departments of faculties of letters. By subjecting the research data to descriptive statistical analysis, we clarified the trainee teachers’ opinions regarding“feedback”. In addition, we analysed the results of the distribution concerning the types of feedback received by pedagogical formation students who will work as foreign language teachers; as well as the results related to the frequency of receiving feedback by presenting the frequency and percentage values.

PDF

___

Akkuzu, N. (2012). Kimya öğretmen adaylarının mesleki yeterlilik düzeylerinin belirlenmesi (Doktora Tezi). Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü.
Akkuzu, N. ve Uyulgan, M. A. (2014). Toward making the invisible visible using a scale: prospective teachers' thoughts and affective reactions to feedback. Irish Educational Studies, 33(3), 287-305. https://doi.org/10.1080/03323315.2014.923184
Ananthakrishnan, N. (1993). Microteaching as a vehicle of teacher training--its advantages and disadvantages. Journal of Postgraduate Medicine, 39(3), 142-143.
Arslan, A. (2016). Öğretim Stratejileri ve öğrenme stratejileri (Öz düzenlemeli Öğrenme). T. Yanpar Yelken (Ed.), Öğretim İlke ve Yöntemleri, Anı Yayınları, 185-222. https://doi.org/10.14527/9786052416990.03
Askew, S. ve Carnell, E. (1998). Transforming learning: Individual and global change. Cassell.
Askew, S. ve Lodge, C. (2000). Gifts, ping-pong and loops - linking feedback and learning in Feedback for learning, S. Askew (ed.). Routledge / Falmer. 1-17. https://doi.org/10.4324/9780203017678
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman and Company.
Black, P. and Dylan W. (1998) 'Assessment and Classroom Learning', Assessment in Education: Principles, Policy & Practice, 5:1, 7 – 74. http://dx.doi.org/10.1080/0969595980050102
Bloom, B. S. (Ed)(1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. Longman.
Bloom, B. S. (1968). Learning for Mastery, Evaluation Comment, 1 (2). Reprint from Evaluation Comment, University of California, Center for the Study of Evaluation of Instructional Programs, May, 1968. https://files.eric.ed.gov/fulltext/ED053419.pdf
Bloom, B. S. (1971). Mastery learning. In J. H. Block (Ed.), Mastery learning: Theory and practice. Holt, Rinehart & Winston, 47-63.
Boud, D. ve Molloy, E. (2013) Rethinking models of feedback for learning: the challenge of design. Assessment & Evaluation in Higher Education, 38(6), 698-712. https://doi.org/10.1080/02602938.2012.691462
Bosc-Miné, C. (2014). Caractéristiques et fonctions des feed-back dans les apprentissage. L’Année psychologique,114 (2), 315-353. https://doi.org/10.4074/S000350331400205X.
Bransford, J., Derry, S., Berliner, D. ve Hammer-ness, K. (2005). “Theories of learning and their roles in teaching” Preparing teachers for a changing world: What teachers should learn and be able to do. Jossey-Bass, 40-87.
Brophy, J. E. ve Good, T. L. (1970). Teachers' communication of differential expectations for children's classroom performance: Some behavioral data. Journal of Educational Psychology, 61(5), 365–374. https://doi.org/10.1037/h0029908
Butler, D. L. ve Winne, P. H. (1995). Feedback and Self-Regulated Learning: A Theoretical Synthesis. Review of Educational Research, 65, 245-281. https://doi.org/10.3102/00346543065003245
Caroll, J. B. (1963). A model of school learning. Teachers College Record, 64 (8), 723-733.
Carroll, J.B. (1989). The Carroll Model: A 25-Year Retrospective and Prospective View, Educational researcher, 18(1), 26-31. https://doi.org/10.3102/0013189x018001026
Carless, D. (2006). Differing perceptions in the feedback process. Studies in Higher Education, 31(2), 219-233. https://doi.org/10.1080/03075070600572132
Carless, D. (2009). Trust, distrust and their impact on assessment reform. Assessment & Evaluation in Higher Education, 34(1), 79-89. https//doi.org/10.1080/02602930801895786.
Carless, D. , Salter, D., Yang, M. ve Lam, J. (2011). Developing sustainable feedback practices. Studies in Higher Education, 36(4), 395-407. https://doi.org/10.1080/03075071003642449
Charte européenne des langues régionales ou minoritaires (1992). https://rm.coe.int/168007c07e. https://doi.org/10.3406/mots.1997.2473
Clariana, R. B., Wagner, D. ve Roher-Murphy L.C. (2000). Applying a Connectionist Description of Feedback Timing. Educational Technology Research and Development, 48(3), 5-22. https://doi.org/10.1007/bf02319855
Conclusion de la présidence, Conseil Européen de Barcelone, 15 et 16 Mars 2002. https://www.consilium.europa.eu/media/20935/71026.pdf
Coste, D. (1991). Diversifier, certes … , D. Coste & J. Hébrard (éds) : Vers le plurilinguisme? Ecole et politique linguistique [Özel sayı], Le français dans le monde, Recherches et applications, Hachette, 170-178. https://doi.org/10.1017/s027226310001144x
Çimer, S.O., Bütüner, S.Ö. ve Yiğit, N. (2010). Öğretmenlerin Öğrencilerine Verdikleri Dönütlerin Tiplerinin ve Niteliklerinin İncelenmesi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 23(2), 517–538. https://doi.org/10.19171/uuefd.11636
Deci, E. L.ve Ryan, R. M. (1985). Cognitive Evaluation Theory Perceived Causality and Perceived Competence. Intrinsic Motivation and Self-Determination in Human Behavior içinde. New York: Plenum Press, 43-85. http://dx.doi.org/10.1007/978-1-4899-2271-7.
Dehaene S. (2018). “Les 4 pilliers de l’apprentissage, ce que nous disent les neuro-sciences”, La Révolution de l’Education Paris Innovation Review, 17-27.
Ekşi, G. (2012). Implementing an observation and feedback form for more effective feedback in microteaching. Education and Science 37(164), 267-282.
Epstein, S. (1993). Emotion and self-theory. M. Lewis & J. M. Haviland (Eds.), Handbook of emotions. Guilford Press, 313–326.
Ferry L. (2017). Sur le classement PISA. https://www.youtube.com/watch?v=Dl6DGntKVEc
Gaynor, P. (1981). The effect of feedback delay on retention of mathematical material. Journal of Computer Based Instruction, 8, 28-34.
Georges, F. ve et Pansu, P. (2011). Les feedbacks à l’école : un gage de régulation des comportements scolaires. Revue française de pédagogie 176, 101-124. https://doi.org/10.4000/rfp.3239
Goleman, D. (1996). Emotiona Intelligence: Why it Can Matter More Than IQ? Bloomsbery Publishing.
Goullier, F. (2006). Les outils du Conseil de l’Europe en classe de langue. Didier.
Hadji, Ch., (1989). L’évaluation, règles du jeu. Des intentions aux outils. ESF.
Hell-Nieuwenhuis, M. van (2012). Le feedback en classe de langue: combien, quand, comment et avec quel rendement? Mémoire de Master, Université d’Utrecht. https://dspace.library.uu.nl › handle › SCRIPTIE 2012.
Hounsell, D. (2007). Towards More Sustainable Feedback to Students. In: Falchikov, N. and Boud, D., Eds., Rethinking Assessment in Higher Education. Routledge, 101-113.
Hounsell, D., McCune, V., Hounsell, J. and Litjens, J. (2008) The quality of guidance and feedback to students, Higher Education Research & Development, 27(1), 55- 67. https://doi.org/ 10.1080/07294360701658765
Kelly, M., Grenfell, M., Allan, R., Kriza, C. ve McEvoy W., (2004) European Profile for Language Teacher Education – A Frame of Reference. Final report. A report to the European Commission Directorate General for Education and Culture Brussels.
Kukanauza de Mazeika, J. M. (2001). Effect of different types of feedback during microteaching sessions on preservice teachers. Doctoral Dissertation, New York University.
Lyster, R. ve Ranta, L., (1997) Corrective feedback and learner uptake: negotiation of form in communicative classroom. Studies in Second Language Acquisition 19(1), 37-66. https://doi.org/10.1017/S0272263197001034.
Luft, J. ve Ingham H. (1955). The Johari window: A graphic model of interpersonal awareness. Proceedings of the western training laboratory in group development. Los Angeles: University of California.
Mason, B.J. ve Bruning, R., Providing feedback in computer-based instruction : What the researc tell us. https://www.researchgate.net/publication/247291218_Providing_Feedback_in_Computerbased_ Instruction_What_the_Research_Tells_Us.
MEB, 2023 Eğitim Vizyonu (2018). http://2023vizyonu.meb.gov.tr.
Montaigne, Michel de (1595). Essai, Livre I, chapitre XXV, « De l’institution des enfants », &16. Traduction en français moderne du texte de l’édition de 1595 par Guy de Pernon 2009.
Morrow, V. (2008). Ethical dilemmas in research with children and young people about their social environments. Children's Geographies, 6(1), 49-61, https://doi.org/10.1080/14733280701791918.
O’Donovan, B., Rust, C. & Price, M. (2016) A scholarly approach to solving the feedback dilemma in practice, Assessment & Evaluation in Higher Education, 41(6), 938- 949, https://doi.org/10.1080/02602938.2015.1052774
Öğretmenlik Mesleği Genel Yeterlikleri (2017). Öğretmen Yetiştirme ve Geliştirme Genel Müdürlüğü. https://doi.org/10.16992/asos.14478
Pavlov, I. P., Gantt, W. H.ve Volbort, G. V. (1928). Lectures on conditioned reflexes: Twenty-five years of objective study of the higher nervous activity (behavior) of animals. New York: International Publishers. https://doi.org/10.1037/11081-000
Paquette, G. (1987). Feedback, rétroaction, rétroinformation, réponse... du pareil au même. Communication & Langages, 5-18, https://doi.org/10.3406/colan.1987.984
PISA 2018 results. https://www.oecd.org/pisa/publications/pisa-2018-results.htm
Pressey, S. L. (1932). A third and fourth contribution toward the coming "industrial revolution" in education. School and Society, 36(934), 668-672. Profil européen pour la formation des enseignants de langues étrangères – un cadre de référence. http://www.emilangues.education.fr/files/par-rubriques/documents/2009/formation/2008-10- 29_Kelly_Report__fr_.pdf https://doi.org/10.4000/ries.1420
Puren C., Bertocchini P. ve Costanzo, E. (1998) Se former en didactique des langues. Ellipses.
Roper, W., J. (1977) Feedback in Computer Assisted Instruction, Programmed Learning and Educational Technology, 14(1), 43-49. https://doi.org/10.1080/1355800770140107.
Saban, A. ve Çoklar A.N. (2013). Pre-Service Teachers’ Opinions about the Micro-Teaching Method in Teaching Practice Classes. The Turkish Online Journal of Educational Technology – April 2013, 12(2), 234-240.
Scriven, M. (1967). The methodology of evaluation. American Educationel Research Association.
Skinner B. F., (1958). Teaching Machines, Science, 128 (3330), 969-977. https://doi.org/10.1126/science.128.3330.969
Thorndike, E. (1932) The Fundamentals of Learning.Teachers College Press.
Watson, J. B. (1928). The ways of behaviorism. Harper & Bros.
Watson, J. B. (1930). Behaviorism. University of Chicago Press.
Wiener, N. (1948). Cybernetics or Control and Communication in the Animal and the Machine. Hermann & Cie Edieurs,The Technology Press, John Wiley & Sons. Inc.
Wiener, N. (1950). The Human Use of Human Beings.Cybernetics and Society.1985.
Womer, F. B (1970). What is National Assessment? https://files.eric.ed.gov/fulltext/ED067394.pdf.
Yüce, E. (2019 a). EPOSTL: Revisiting the roles of language teachers at a recently established ELT department. International Online Journal of Education and Teaching, IOJET, 6(1), 233- 243.
Yüce, E. (2019 b). Plurilingualism and Pluriculturalism in the CEFR Companion Volume). IJOPEC Publication Limited, Editör:Tahir Balcı, Ali Osman Öztürk, Ergün Serindag.

Turkish Studies - Educational Sciences-Cover

ISSN: 2667-5609
Yayın Aralığı: Yılda 6 Sayı
Başlangıç: 2006
Yayıncı: ASOS Eğitim Bilişim Danışmanlık Otomasyon Yayıncılık Reklam Sanayi ve Ticaret LTD ŞTİ