Şöheyda GÖKTÜRK, Elif ABAT, Özlem ŞİŞMANOĞLU KAYMAZ

Students' Perceptions of Classroom Management Practices of Native and Local Foreign Language Teachers in a Turkish University: A Cultural Perspective

Kültür ile yakından ilişkili olan sınıf yönetimi süreci, etkili öğretimin önemli bir unsurudur. Bu araştırmada Türk üniversite öğrencilerinin kendi kültürlerinden ve diğer kültürlerden (Kuzey Amerika ve İngiltere) öğretmenlerinin sınıf yönetimi uygulamalarına dair algıları incelenmiştir. Araştırmanın temel amacı, öğrencilerin ve öğretmenlerin kültürel altyapılarının sınıf yönetimi uygulamalarına ve öğrencilerin bu yöndeki beklentilerine nasıl yansıdığının anlaşılmasıdır. Araştırma, araçsal durum çalışması deseninde nitel bir çalışma olup veriler sınıf gözlemi ve odak grup yöntemi ile büyük bir devlet üniversitesinin Yabancı Diller Yüksekokulunda eğitim gören 53 öğrenciden beşi Türk, beşi yabancı 10 öğretim görevlisine ilişkin olarak elde edilmiştir. Araştırma bulguları, Türk ve yabancı öğretmenlerin sınıf disiplini, öğrenci-öğretmen ilişkisi ve pedagojik uygulamalar açısından farklı algılandığını ortaya koymuştur. Bulgular ayrıca öğrencilerin disiplin ve öğretme yöntemlerine ilişkin beklentilerinin de kültürel özelliklere göre değişiklik gösterdiğini ortaya koymaktadır. Araştırma bulguları sınıf yönetimi ve kültürün etkileşimini göstermesi ve geniş çaplı yapılacak nicel araştırmalara ön veri kazandırması açısından önemlidir.

Anahtar Kelimeler:

Kültürel değerlere duyarlı eğitim, kültürlerarası eğitim, öğrenci algıları, öğrenci beklentileri, öğretimde kültürel farklılıklar, sınıf yönetimi

Üniversite Öğrencilerinin Anadili İngilizce Olan ve Türk Yabancı Dil Öğretmenlerinin Sınıf Yönetimi Uygulamalarına Dair Algıları: Kültürel Bir Bakış Açısı

Being closely related to culture, classroom management is a main component of effective teaching. In this study, the perceptions that Turkish university students have of classroom management practices of teachers from their own culture and other cultures (North America and England) are explored. The main purpose of the study is to understand how the cultural backgrounds of students and teachers are reflected in the expectations and practices regarding classroom management. The study was designed as a qualitative instrumental case study. The data were gathered through classroom observations and student focus groups from 53 students from the School of Foreign Languages of a large state university with respect to the classroom management practices of five native and five local teachers. The results revealed that students' perceptions of classroom management practices of local and native teachers differed in terms of classroom discipline, teacher-student relationships, and pedagogical practices. Students' expectations of discipline and teaching styles also varied in relation to their cultural backgrounds. Overall, the findings of this research are important in showing the interaction of classroom management with culture and in providing data for future qualitative research.

Keywords:

Classroom management, cultural differences in teaching, culturally responsive teaching, student perceptions, teaching overseas,

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