THE EXPERIENCES OF ENGLISH LANGUAGE TEACHERS MAKING TRANSITION AMONG DIFFERENT EDUCATIONAL STAGES

Yıl 2022, Sayı: 64, 152 - 174, 28.10.2022

Semra Aydın , Ayfer Su Bergil

https://doi.org/10.21764/maeuefd.1064277

Öz

Turkey has experienced an educational reform introducing English into the primary curriculum since 1997, and the government has assigned English teachers to different educational stages and the practice of making transitions between educational stages have started to be implemented. Since 2013, teachers have been assigned to teach all grades from 2nd to 12th without any constraints or required qualifications. Thus, this study aims to investigate the experiences of English language teachers teaching at least two different educational stages by taking into consideration the transition as preference or obligation. Using a case study design, this study questions the opportunities and challenges of English teaching processes at various levels of education by requiring participant teachers to comment on the Ministry of National Education's English teacher appointment practices from different perspectives. The findings indicate that transition among stages has potential opportunities and challenges; however, most teachers believe making transitions among the stages is an effective practice since it offers them a dynamic process and gives them a chance for professional development.

Anahtar Kelimeler

Transition among educational stages, teaching English to different grades, English teacher appointment practices, Turkish educational stages

FARKLI EĞİTİM KADEMELERİ ARASINDA GEÇİŞ YAPAN İNGİLİZCE ÖĞRETMENLERİNİN DENEYİMLERİ

Öz

Türkiye 1997 yılından itibaren İngilizceyi ilköğretim müfredatına dahil eden bir eğitim reformu yaşamış ve İngilizce öğretmenleri farklı eğitim kademelerine atanarak eğitim kademeleri arasında geçiş yapmaları uygulanmaya başlamıştır. 2013 yılından bu yana, öğretmenler herhangi bir kısıtlama veya gerekli nitelikler olmaksızın 2. sınıftan 12. sınıfa kadar tüm eğitim kademlerinde ders vermek üzere görevlendirilmiştir. Bu nedenle bu çalışma, eğitim kademeleri arası geçişi, tercih ya da zorunluluk olarak dikkate alarak en az iki farklı eğitim kademesinde görev yapan İngilizce öğretmenlerinin deneyimlerini incelemeyi amaçlamaktadır. Vaka analizi araştırma desenini kullanan bu çalışma, katılımcı öğretmenlerin Millî Eğitim Bakanlığı'nın İngilizce öğretmeni atama uygulamaları hakkında farklı bakış açılardan yorum yapmalarını gerektirerek çeşitli eğitim kademelerinde İngilizce öğretimi süreçlerinin fırsatlarını ve zorluklarını sorgulamaktadır. Bulgular, aşamalar arasındaki geçişin potansiyel fırsat ve zorluklara sahip olduğunu göstermektedir; ancak öğretmenlerin çoğu, aşamalar arasında geçiş yapmanın, onlara dinamik bir süreç sunduğu ve mesleki gelişim şansı verdiği için etkili bir uygulama olduğuna inanmaktadır.

Anahtar Kelimeler

Eğitim kademeleri arasında geçiş, farklı sınıflara İngilizce öğretimi, İngilizce öğretmeni atama uygulamaları, Türk eğitim kademeleri

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