Yaygın Eğitim Kurumunda Çalışan İngilizce Öğretmenlerinin Mesleki Eğitim İhtiyaçları

Year 2019, Issue: 42, 223 - 244, 25.12.2019

Sezen Arslan , İsmail Mirici , Hüseyin Öz

https://doi.org/10.21497/sefad.675203

Cited By: 3

Abstract

Türkiye’deki eğitim sistemi hem örgün hem de yaygın eğitim alanındaki uygulamaları kapsamaktadır. Fakat, eğitim uygulamaları ve öğretmen eğitimi alanıyla ilgili yapılan çalışmaların büyük kısmı ise örgün eğitim alanı ile ilgilidir. Bu yüzden, bu çalışma, yaygın eğitim kurumunda çalışan İngilizce öğretmenlerinin mesleki eğitim ihtiyaçlarını tespit etmeyi amaçlamaktadır. Çalışma için, bünyesinde oldukça fazla kursiyeri bulunan ve İstanbul’da yer alan bir yaygın eğitim kurumu seçilmiş ve bu kurumdaki 105 İngilizce öğretmeni çalışmaya katılmıştır. Öğretmenlerin mesleki eğitim ihtiyaçlarını öğrenebilmek amacıyla, ihtiyaç analizi anketi ve yarı-yapılandırılmış görüşmeler kullanılmıştır. Araştırmanın bulgularına göre, öğretmenlerin mesleki eğitim ihtiyaçları, beceri, kelime öğretimi, telaffuz öğretimi, materyal geliştirme, dil sınıflarında öğretim teknolojilerinin kullanımı, farklı yetenekteki öğrencilere İngilizce öğretimi ve sınıf yönetimi alanlarındadır. Bunların yanı sıra, öğretmenler düzenlenen hizmet-içi eğitim programları aracılığıyla, kendilerinin de İngilizce konuşma becerilerini de geliştirmek istemektedirler.

Keywords

Yabancı dil olarak İngilizce, yaygın eğitim, hizmet-içi eğitim, ihtiyaç analizi

In-Service Training Needs of Efl Teachers in Non-Formal Education Settings

Abstract

The education system in Turkey consists of the implementations in both formal and non-formal education settings; however, the majority of studies related to educational practices and teacher education focus on formal education settings. For this reason, this study aims to investigate the professional training needs of English as a foreign language (EFL) teachers in non-formal education settings. With this in mind, a non-formal education (NFE) institution in İstanbul was chosen since it had a high course attendee capacity and 105 EFL teachers who taught at this institution attended in the study. A needs analysis questionnaire and a semi-structured interview were used to collect the data about the training needs of the participants. The findings revealed that the needs centered around skills, vocabulary instruction, teaching pronunciation, material development, use of instructional technology in ELT, teaching mixed-ability classes, and classroom management. Findings also revealed that the teachers had a desire to improve their speaking skills through the in-service teacher training (INSET) programs

Keywords

English as a foreign language (EFL), in-service teacher training, needs analysis, non-formal education

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