Yansıtıcı Öğretim ve İşbirliği: Türkiye`deki İngilizce Öğretmenlerinin Mesleki Öğrenmesinin Önündeki Engeller

Yıl 2023, Cilt: 43 Sayı: 3, 2205 - 2236, 30.12.2023

Zeynep Bütün Ikwuegbu

https://doi.org/10.17152/gefad.1288635

Öz

Bu pilot çalışma, Türkiye'deki İngiliz dili öğretmenlerinin (ELT) mesleki öğrenimini (PL) araştırmaktadır. Bu çalışmada özellikle de yansıtıcı öğretim ve işbirlikçi aktivitenin öğretmenlerin sınıf içi öğretimlerinin değişiminde nasıl bir rol oynadığına ve ELT öğretmenlerinin PL`lerini etkileyen faktörlere bakılmıştır. Üç İngilizce öğretmeni ile anlatı röportajı, kritik olaylar ve yarı yapılandırılmış görüşmeler yoluyla görüşülmüş ve PL'ye karşı farklı tutumlarını özetleyen iki ifade göze çarpmıştır; "ne olursa olsun denerim" ve "eğer olursa denersem". Bir öğretmen, koşullar ne olursa olsun PL'yi sürdürmek için yüksek düzeyde motivasyon göstererek birinci kategorideyken, diğer iki öğretmen motivasyon eksikliğinden ötürü ve yalnızca belirli durumlarda motive hissederek ikinci kategoriyi oluşturmuştur. Öğretmenlerin çalıştıkları okul bağlamlarının, sınıf içi öğretimlerini değiştirebilmek için kendilerinde hissettikleri gücü etkilediği tespit edildiğinden, bireysel ve toplu öğrenme fırsatlarının sağlanması tüm öğretmenler için çok kritik görünmektedir.

Anahtar Kelimeler

İngilizce öğretmenleri, Profesyonel öğrenme, Yansıtıcı uygulama, İşbirliği

Reflection and Collaboration: Barriers to Turkish ELT Teachers` Professional Learning

Öz

This pilot study explores the professional learning (PL) of English Language teaching (ELT) teachers in Turkiye, how reflection and collaborative activity play a role in implementing change, and the factors affecting ELT teachers` pursuit of PL. Three ELT teachers were interviewed through narrative interviews, critical incidents and semi structured interviews. Two phrases stood out which encapsulate the different attitudes towards PL - I try no matter what and I try if. While one teacher seems to belong to the first category by showing a high level of motivation to pursue PL regardless of the circumstances, the other two teachers appear to belong to the second category by lacking motivation and feeling motivated only in certain circumstances. As the contexts the teachers were working in were found to affect the power they felt in themselves to bring change, providing individual and collective learning opportunities seems to be very critical for all teachers.

Anahtar Kelimeler

English language teachers, Professional learning, Reflective practice, Collaborative working

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