Türkiye ulusal öğretmen eğitimi reform tarihi boyunca araştırmada yetkin İngilizce öğretmenlerinin tasvirlenmesi

Year 2017, , 96 - 112, 31.07.2017

Ceren Oztabay

https://doi.org/10.19128/turje.296362

Cited By: 2

Abstract

Öğretmen adaylarının
araştırma faaliyetleri konusundaki artan ilgiye rağmen, hizmet öncesi İngilizce
dili eğitimi programlarındaki (İDEP) araştırmaya yönelik organizasyon ve
pedagojilerin politik önemi ve temsili hakkında çok az şey bilinmektedir. Aynı
şekilde, Türkiye'de hizmet öncesi öğretmen eğitimini çevreleyen akademik
tartışmalar çoğunlukla öğretmen adaylarına araştırma bilgisi ve becerilerinin
kazandırılması dışındaki konularda yoğunlaşmıştır. Bu çalışmada, araştırma
odaklı öğretmen eğitiminin temel ilkeleri ışığında, resmi olarak belgelenmiş
öğretmen eğitimi reformlarının ve takibi müfredat geliştirme geçmişi hakkında
bir ön araştırma yapılmış, bahsi geçen bilgi boşluğu irdelenmiştir. Temel
bulgular, ulusal düzeyde, sarih araştırma yöneliminin standart İDEP
müfredatında yeterince temsil edilmediğini ve entegrasyonu için sunulan
gerekçelerin belirsiz ve yüzeysel olduğunu göstermektedir. Öğretmen eğitiminde
kapsamlı araştırma yönelimi vizyonunu yansıtan iddialar ile bunların
müfredattaki tezahürü arasındaki uyuşmazlık ise çalışmada kayda değer bir
vargıdır.

Keywords

İngilizce, öğretmen eğitimi, reform, Türkiye, müfredat

Profiling research-capable English teachers throughout Turkey’s national teacher education reform history

Abstract

Despite the growing
interest in student-teachers’ research engagement, little is known about the
political significance and representation of research-oriented organization and
pedagogies in pre-service English language teacher education (ELTE) programs.
Likewise, in Turkey, the predominant scholarly discourse surrounding initial
teacher education (ITE) has thus far focused heavily on issues other than the
teaching of research knowledge and skills to would-be teachers. This paper
attempts to address this gap in knowledge by proposing a preliminary
exploration of the officially documented history of I(EL)TE reforms and
curriculum development in Turkey through the lens of basic research-oriented
teacher education principles. Key outcomes indicate that at the national level,
explicit research orientation is underrepresented in the standardized ELTE
curriculum and the justifications provided for its integration are nebulous and
shallow. Incongruousness between the claims to intensified research-inclusive
visions in teacher education and the corresponding manifestation of these in
the curricula is a noteworthy conclusion.

Keywords

English, teacher education, reform, Turkey, curriculum

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