İNGİLİZCE ÖĞRETMENLERİ İÇİN TASARLANAN MESLEKİ GELİŞİM PROGRAMLARININ YÖNTEMLERİ ÜZERİNE BİR DERLEME: YÜZ-YÜZE, ÇEVRİMİÇİ VE KARMA PROGRAMLAR

Lisans eğitimini tamamlamak ve lisans eğitimi sonrasında alınan öğretmenlik diploması mesleki anlamda öğrenimin sona erdiği anlamına gelmemektedir. Bilakis, eğitim felsefelerindeki değişim ve teknolojide meydana gelen gelişmeler, sürekli mesleki gelişimi gerekli hale getirmektedir. Mesleki gelişim programları, öğretmenlik bilgisi, sınıf içi öğretim davranışları ve öğretim becerilerini geliştirmesi bakımından öğretmenler için son derece önem taşımaktadır. Başka bir deyişle, öğretmenlerin, öğretmenlik mesleğinin gerekliliklerini daha iyi karşılayabilmeleri için alan bilgilerini sürekli geliştirme arzusunda olan bir araştırmacı ve öğretici olarak hareket etmeleri gerekmektedir. 21.yüzyıl, yaşam boyu öğrenmeyi zorunlu kılan bir çağ olarak tanımlanabilir; bu da demek oluyor ki, öğretmenler için öğrenim süreci asla sona eren bir süreç değildir. Öğretmenlerin mesleki öğrenimini ve mesleki anlamda gelişimini desteklemek amacıyla çeşitli çalıştaylar, kurslar, seminerler ve paneller gibi hizmet-içi eğitim faaliyetleri düzenlenebilmektedir. Öğretmenlerin mesleki eğitim ihtiyaçlarına yönelik olarak belirli bir eğitim programı içeriği belirlenmekte ve bu program yüz- yüze, çevrimiçi ve karma yöntem gibi çeşitli yöntemleri kullanarak uygulanmaktadır. Bu çalışmada ise, bahsi geçen bu üç yöntemin tanımları yapılmış, artı ve eksi yönleri belirlenmiş; alan yazını ve alanla ilgili çalışmaların bulgularına dayanarak bahsi geçen bu yöntemlerin öğretmen eğitiminde kullanılabilirliği ve öğretmenlerin üzerinde etkililiği tartışılmıştır. Bu doğrultuda, İngilizce öğretmenliği lisans ve lisansüstü (yüksek lisans ve doktora) programlarıyla ilgili olarak bazı pedagojik çıkarımlarda bulunulmuştur.

A REVIEW ON THE DELIVERY OF THE PROFESSIONAL DEVELOPMENT PROGRAMS FOR EFL TEACHERS: FACE-TO- FACE, ONLINE AND BLENDED PROGRAMS

Completing a bachelor degree and getting a teacher certificate donot simply mean that professional learning has ended. The improvementsin educational philosophies and technological advancements entail acontinuous professional development. Professional developmentprograms are of crucial importance for teachers in terms of expandingcurrent teacher knowledge, improving in-class behaviors and teachingskills. That is to say, the teachers act as both teaching agents andresearchers who are in pursuit of acquiring field knowledge for meetingthe profession’s requirements. The 21 st century can be recognized as anage which calls for life-long learning; that is, learning is a never-endingprocess for teachers. In order to promote professional learning anddevelopment, in-service teacher training activities including workshops,specialized courses, seminars, and panels could be organized. A specificcontent is defined in accordance with the professional needs of theteachers and conducted through adopting the delivery modes face-to-face, online and blended. The current study presents the definitions ofthese three modes, identifies pros and cons, and discusses theirapplicability and effectiveness considering the teachers in this currentcentury by drawing mainly on the literature and research findings.Accordingly, some pedagogical implications regarding undergraduate(BA) and post-graduate programs (MA and Ph.D) designed for teachers ofEnglish are suggested.

PDF

___

Banados, E. (2006). A blended-learning pedagogical model for teaching and learning EFL successfully through an online interactive multimedia environment. CALICO Journal, 23(3), 533-550.
Cengiz, B. C., Seferoğlu, G., & Kaçar, I. G. (2017). EFL teachers’ perceptions about an online CALL training. A case from Turkey. The EUROCALL Review, 25(2). Retrieved from https://polipapers.upv.es/index.php/eurocall/article/view/7265/9678
Eshtehardi, R. (2014). Pro-ELT; A teacher training blended approach. Advances in Language and Literary Studies, 5(5), 106-110.
Geissler, N. (2014, February 2). Blended learning in teacher professional development [PowerPoint Presentation]. Retrieved from http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/ED/pdf/R4WPMB1- NilsGeissler.pdf
Grand-Clement, S. (2017). Digital learning: Education and skills in the digital age. Santa Monica, Calif: RAND Corporation.
Jung, I. (2001). Issues and challenges of providing online inservice teacher training: Korea’s experience. The International Review of Research in Open and Distributed Learning, 2(1). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/30/374
Koehler, M., & Mishra, P. (2007). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
Partarrieu, S. (2015). Why we still need face-to-face teaching in the digital age. British Council. Retrieved from https://www.britishcouncil.org/voices-magazine/why-we-still-need-face- face-teaching-digital-age
Peachey, N. (2013). A blended learning teacher development course for the development of blended learning in English language teaching. In B. Tomlinson & C. Whittaker (Eds.), Blended learning in English language teaching: Course design and implementation (pp. 65-74). London, UK: British Council.
Prensky, M. (2001). Digital natives, digital immigrants Part I. On the Horizon, 9(5), 3-5.
Roche, J. (2018). Face-to-face learning: Old hat or the future? Training Journal. Retrieved from https://www.trainingjournal.com/articles/opinion/face-face-learning-old-hat-or-future
Royal Society. (2012). Shut down or restart? The way forward for computing in UK schools. Retrieved from https://royalsociety.org/~/media/education/computing-in-schools/2012-01-12- computing-in-schools.pdf
Songül, B. C. (2014). English language teachers’ perceptions about an online basic CALL training (Master’s thesis). Middle East Technical University, Ankara, Turkey.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
Thomas, T. S. (2009). Online vs face-to-face: Educator opinions on professional development delivery methods (Doctoral dissertation). The University of Alamaba, Alabama.
Truong, M. T. (2015). Online Professional development for teachers of English as a foreign language: Vietnamese faculty’s motivations and learning experiences (Master’s thesis). Macquarie University, Australia.
Vodanovich, S., Sundaram, D., & Myers, M. (2010). Research Commentary: Digital natives and Ubiquitous Information Systems. Information Systems Research, 21(4), 711-723.
Whitehouse, P., McCloskey, E., & Ketelhut, D. J. (2010). Online pedagogy design and development: New models for 21 st century online teacher professional development. In J. O Lindberg & A. D. Olofsson (Eds.), Online learning communities and teacher professional development: Methods for improved education delivery (pp. 247-262). Hershey, PA: Information Science Reference.