Mikro Öğretim: Yabancı-dil-olarak İngilizce Öğretmen Adaylarının Mesleki Öğrenmeleri İçin Bir Teknik

Year 2021, Volume: 22 Issue: 1, 628 - 651, 30.04.2021

Gülten Koşar

https://doi.org/10.17679/inuefd.804714

Abstract

Öğretme pratiği yapma aday öğretmen yetiştirme programlarında önemli bir yere sahiptir ve mikro öğretim tekniği aday öğretmenlerinin edindikleri pedagojik alan bilgisini uygulamaya aktarabilecekleri bir ortam oluşturmak adına uygulanmaktadır. Bu nitel çalışma, aday İngilizce öğretmenlerinin Çocuklara Yabancı Dil Öğretimi II dersinde yaptıkları ya da gözlemledikleri mikro öğretimlerle alakalı görüşlerini, arkadaşlarından aldıkları geri dönütlerin mesleki öğrenmelerini ne oranda katkı sağladığını, kendi mikro öğretimleri üzerine yansıtma yapmalarının mesleki öğrenmelerine sağladığı katkıya dair görüşlerini ve mikro öğretim sürecinin aday İngilizce öğretmenlerine daha fazla katkı sağlayabilmek için nasıl iyileştirilebileceğini araştırmak için yürütülmüştür. Bulgular, mikro öğretim yapmanın mesleki öğrenmede etkili olduğunu ortaya koyarken, arkadaşlardan alınan geri dönütün mesleki öğrenmeye katkısı açısından farklı fikirlerin olduğunu ortaya koymuştur. Bulgular, aynı zamanda, mikro öğretim üzerine öz değerlendirme yapmanın mesleki öğrenmeye katkı sağladığını işaret etmekte ve mikro öğretim sürecinin iyileştirilebilmesi için katılımcıların önerilerini içermektedir. Bu çalışma, mikro öğretimin aday İngilizce öğretmenlerinin mesleki öğrenmeleri ve Çocuklara Yabancı Dil Öğretimi II dersi özelinde yürütülmüş olsa da farklı disiplinlerden hali hazırda mikro öğretim tekniğini kullanan veya kullanmayı planlayan öğretmen eğiticileri için merak uyandırıcı olabilir.

Keywords

Aday İngilizce öğretmenleri, akran geri bildirimi, mesleki öğrenme, mikro öğretim, öz değerlendirme

Microteaching: A Technique to Enhance English-as-a-Foreign Language Teacher Candidates’ Professional Learning

Abstract

Practicing teaching occupies a vital place in initial teacher training programs, and microteaching technique is implemented in teacher training to create an environment where teacher candidates (TCs) have a chance to transfer accumulated content knowledge into practice. This qualitative case research was undertaken to explore a) English-as-a-foreign language (EFL) teacher candidates’ (EFLTCs) perceptions of the contribution of the microteaching they either conducted or observed in Teaching English to Young Learners (TEYLs) II course to their professional learning, b) to what extent getting feedback on their microteaching from peers reinforces their professional learning, c) their conceptions of the contribution of reflecting on their own microteaching to their professional learning, and d) how they would redesign the way the microteaching process was gone through to better serve EFLTC professional learning. The findings demonstrated microteaching was viewed as effective at enhancing professional learning and the incongruence with respect to their views on the contribution of receiving peer feedback to their professional learning. Additionally, the findings indicated that engaging in self-evaluation prompted EFLTC professional learning and a set of suggestions were put forward to improve microteaching experience for EFLTCs. Even though the effect of microteaching on professional learning was evaluated in the context of initial EFL teacher training and TEYLs II course, the findings of this research could be thought-provoking for teacher educators from diverse disciplines already integrating or intending to integrate microteaching into their teaching.

Keywords

EFLTCs, microteaching, peer feedback, professional learning, self-evaluation

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