Sınıflarda Utangaçlığın Rolü Nedir? İngilizce Öğretimi Bağlamında Öğretmen Adaylarının Utangaçlığa İlişkin Görüşlerinin İncelenmesi

Utangaçlık, öğretmenlerin, hizmet öncesi öğretmenlerin ve öğrencilerin performansını ve öğretmenlerin sınıf ortamındaki sınıf yönetimi durumlarıyla nasıl baş ettiğini etkileyen önemli bir etken olarak göze çarpmaktadır. Bu araştırma alanına katkı yapmak amacıyla bu çalışma, yabancı dil öğretimi alanındaki öğretmen ve öğrenci utangaçlığına ve öğretmenlerin sınıf yönetimi stratejilerine odaklanmakta ve öğretmen ve öğrenci utangaçlığı açısından öğretmenlerin sınıf yönetimi stratejileri arasındaki farkları inceleyen araştırmalara katkı sağlamayı hedeflemektedir. Bu hedefi gerçekleştirmek adına 99 hizmet öncesi İngilizce öğretmeninden utangaçlık seviyelerini ve farklı cinsiyetteki ve farklı utangaçlık seviyelerine sahip hipotetik öğrencilere yaklaşımlarını ölçen bir anket doldurmaları istenmiştir. Araştırma sonuçları İngilizce öğretmeni adaylarının yüksek güç stratejileri kullanımının öğrenci utangaçlığına, öğrenci cinsiyetine, öğretmen cinsiyetine, öğrenci utangaçlığı ve öğrenci cinsiyeti etkileşimine ve öğrenci utangaçlığı ve öğretmen utangaçlığı etkileşimine göre önemli bir değişiklik gösterdiğini ortaya koymuştur. Ayrıca İngilizce öğretmeni adaylarının sosyal öğrenme stratejileri kullanımı da öğrenci utangaçlığı ve öğrenci utangaçlığı ve öğrenci cinsiyeti etkileşimine dayalı olarak değişim göstermiştir. Bulgular ve öğretmen yetiştirme ve yabancı dil eğitimiyle ilgili çıkarımların daha detaylı bir tartışmasına makalede yer verilmiştir

Anahtar Kelimeler:

öğretmen utangaçlığı, öğrenci utangaçlığı, sınıf yönetimi stratejileri, hizmet öncesi öğretmenler, yabancı dil öğretimi

What is the Role of Shyness in Classrooms? Exploring Views of PreService Teachers on Shyness in English Language Teaching Context

Shyness appears as an important factor affecting teachers’, pre-service teachers’ and students’ performance and how teachers handle classroom management situations in the classroom environment. Thus, this study aims to bridge the gap in the research concerning teacher and student shyness and teachers’ classroom management strategies in the field of foreign language teaching and suggest new avenues for the investigation of the differences among teachers’ classroom management strategies in terms of teacher and student shyness. To achieve this goal, a sample consisting of 99 pre-service English teachers was requested to complete a survey measuring their shyness levels and their responses to hypothetical learners with different genders and shyness levels. The results suggested that pre-service English teachers’ high-powered strategy usage displayed a difference depending on student shyness, student gender, teacher gender, the interaction of student shyness and student gender and the interaction of student shyness and teacher shyness while social learning strategies indicated a significant difference depending on student shyness and the interaction of student shyness and student gender. A more detailed discussion of the findings and implications for teacher training and foreign language education were addressed in the article.

Keywords:

teacher shyness, student shyness, classroom management strategies, pre-service teachers, foreign language teaching,

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