Bilinçli Farkındalık ve İngiliz Dili ve Öğretimi Lisans Öğrencilerinin MAAS'a (The Mindful Attention Awareness Scale/ Bilinçli Farkındalık Dikkat Ölçeği) Dayalı Farkındalık ve Dikkat Düzeyleri

Year 2021, Volume: 7 Issue: 16, 612 - 649, 30.10.2021

Mustafa Zülküf Altan

Abstract

Bilinçli farkındalık, en temel seviyede, kişinin yaşadığı anı ve o anda etrafında gerçekleşenleri oldukları gibi yargılamadan fark etmesi anlamına geliyor. Böylesi bir ruh hâli, mevcut ânâ ve bakış açısına daha açık olmamıza yardımcı olur ve karşılığında, yaşamlarımızı daha iyi kontrol etmemize izin verir. Tedbirli olduğumuzda, etrafımızda olup bitenlere karşı tetikte oluruz ve başkalarına cevap vermeye daha açık oluruz. Sonuç olarak, bilinçli farkındalık, daha konsantre olmaya, daha az zorlamaya, daha sağlıklı iletişim kurmaya ve sonunda üstün bir genel esenliğe yardımcı olur. Ancak bu felsefeyi ve ona âit uygulamaları belirli bir inanç sistemine veya dine bağlamamaya özen gösterilmelidir.
Bu makale; bilinçli farkındalık nedir ve neden bilinçli farkında olmalıyız, bilinçli farkındalık ve din, bilinçli farkındalık, öğretmenler ve eğitim, bilinçli farkındalık ve kültürlerarası İletişim, bilinçli farkındalık, öğretmenlik mesleği ve stres gibi alt konularını kapsayan bilinçli farkındalık hakkında bilgi vermeyi amaçlamaktadır. Makale aynı zamanda, 42 son sınıf İngiliz Dili ve Eğitimi bölümü öğrencisi (27 kadın, 15 erkek) üzerinde uygulânan ve onların çeşitli görevler sırasında bilinçli dikkat ve farkındalıklarını veya yeterince dikkat etmeden otomatik olarak hareket etmelerini tespit etmeye yarayan, Bilinçli Farkındalık Dikkati Ölçeği'nin (MAAS) sonuçlarını paylaşmaktadır.

Keywords

Bilinçli Farkındalık, MAAS, Öğretmen Adayları, İngiliz Dili ve Öğretimi

Thanks

Katılımcılara ve Türkçe imlâ kontrolünü yapan Sebahattin Dilek’e teşekkürler.

Mindfulness and Pre-service English Language Teachers’ Awareness based on MAAS (The Mindful Attention Awareness Scale)

Abstract

Mindfulness, at its most basic level, means noticing the moment and what is happening around oneself as they are, without judging them. Such a mood helps us be more open to the present moment and perspective, and in turn allows us to better control our lives. When we are vigilant, we are alert to what is going on around us and are more open to responding to others. As a result, mindfulness helps to concentrate more, strain less, communicate healthier, and ultimately results in a superior general well-being. However, care should be taken not to tie this philosophy and its practices to a particular belief system or religion.

This article aims to provide information about mindfulness and some sub-topics such as what mindfulness is and why we should be mindful, mindfulness and religion, mindfulness, teachers and education, mindfulness and intercultural communication, and mindfulness, teaching profession and stress. The article also shares the results of MAAS (The Mindful Attention Awareness Scale) applied to 42 senior English Language and Education department students (27 women, 15 men) which is used to assess participants’ awareness of moment-to-moment presence during several tasks or, in contrast, behave on automatically without paying enough attention to them.

Keywords

Mindfulness, MAAS, Pre-service teachers, ELT

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