İngilizce Öğretmenlerinin Hizmet İçi Eğitimlere Yönelik Görüşleri ve İhtiyaçları: Türkiye Bağlamında Bir Durum Çalışması

Year 2020, Volume: 9 Issue: 2, 373 - 387, 05.06.2020

Okan Onalan , Esim Gursoy

https://doi.org/10.14686/buefad.713100

Cited By: 1

Abstract

Sürekli mesleki gelişim çalışmaları kapsamındaki hizmet içi eğitimler, öğretmenlerin hem alan bilgilerini geliştirmede hem de pratik becerilerini ilerletmede vazgeçilmezdir. Ancak, Türkiye’de yürütülen hizmet içi eğitimlerin etkinliği ve yeterliliği ile ilgili çeşitli kaygılar dile getirilmektedir. Bu düşüncelerin temelinde hizmet içi eğitimlerin sayıca azlığı değil, aksine benzer ve sıkıcı konular üzerinde çokça ve tekrar tekrar yapılan düşük kalitedeki eğitimler yatmaktadır. Bu nedenle, farklı bağlamlarda öğretmenlerin hizmet içi eğitimlere yönelik görüşlerini ve ihtiyaçlarını araştıran veriye dayalı daha fazla çalışmanın yürütülmesine ihtiyaç vardır. Bu kapsamda mevcut çalışma, Türkiye’de bir özel okul zincirinin farklı kampüslerinde çalışan 249 İngilizce öğretmeninin hizmet içi eğitimlere yönelik görüş ve ihtiyaçlarını araştırmaktadır. Karma yöntem çalışması olarak tasarlanmış bu çalışmada, nicel veriler araştırmacılar tarafından geliştirilen bir anket yoluyla toplanmıştır. Bu veriler, aynı okul zincirinde görev yapan 20 zümre başkanı ile yürütülen odak grup görüşmeleri vasıtasıyla toplanan nitel verilerle desteklenmiştir. Bulgular, İngilizce öğretmenlerinin iyi planlanmış hizmet içi eğitimlerin taşıdığı özellikler hakkındaki görüşlerini ve hizmet içi eğitimlere yönelik ihtiyaçlarını ortaya koymakla beraber hem planlayıcılar hem de öğretmen eğiticilerine yönelik sonuç ve öneriler sunmaktadır.

Keywords

İngilizce Öğretmenleri, Hizmet içi eğitim, HİE, Eğitim İhtiyaçları

EFL Teachers’ Views and Needs on In-service Training as a Part of Professional Development: A Case Study in Turkish Context

Abstract

In-service training (INSET), as one of CPD activities, is an indispensable part of any organized effort to enhance language teachers’ field knowledge as well as their practical skills. However, there are still concerns regarding the effectiveness and sufficiency of INSET programs in Turkey. One of the reasons for any possible inefficiency might be the abundance rather than scarcity in quantity, where content has long been repetitive around similar and currently monotonous topics with limited quality. Therefore, more data-driven research that investigates language teachers’ actual needs and views on in-service training should be conducted in different contexts. Thus, the present study aims to investigate INSET needs and views of 249 private school teachers working at different campuses of the same institution. Designed as a mixed methods research, quantitative data was collected via a questionnaire developed by the researchers which is then followed by focus group interviews of 20 head teachers and team leaders from the same institution. The findings suggest characteristics of a good INSET by underlining teachers’ needs in a training program with implications for teacher trainers and policy makers.

Keywords

EFL Teachers, In-service training, tranining needs, INSET

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