İngilizce Öğretim Görevlilerinin 21. Yüzyıl Becerilerine, Bu Becerileri İngilizce Derslerine Entegre Etmelerine ve Değerlendirmelerine İlişkin Öz Yeterlilik İnançları

Yıl 2024, , 237 - 258, 30.10.2024

Huseyin Kafes , Sinem Bilben

https://doi.org/10.32960/uead.1540514

Öz

Bu çalışma, Üniversite İngilizce Hazırlık Programı (İHOP) öğretim görevlilerinin 21. yüzyıl becerilerini öğretme, değerlendirme ve İngilizce derslerine entegre etme konusundaki öz yeterlik inançlarını incelemektedir. Çalışmanın verisi ilişkisel tarama araştırma deseni kullanılarak, yoğun İngilizce eğitimi veren üniversite hazırlık okullarında çalışan 98 İngilizce öğretim görevlisinden çevrimiçi bir anket aracılığıyla toplanmıştır. 21. yüzyıl becerilerinin sekiz boyutuna ilişkin 72 maddeden oluşan ankette 5'li Likert tipi bir ölçek kullanılmıştır. Öğretim görevlilerinin bu becerileri sınıflarında orta düzeyde uygulamakta oldukları belirlenmiştir. Genel olarak öğretim görevlilerinin 21. yüzyıl becerilerini entegre etme ve değerlendirme konusundaki yetkinlikleri, yükseköğretim kurumlarında beklenen standartların altında kaldığı gözlemlenmiştir. Çalışmanın bulguları, 21. yüzyıl becerilerinin uygulanması ve değerlendirilmesinin iyileştirilmesi için önemli çıkarımlar ve pratik öneriler sunmaktadır.

Anahtar Kelimeler

21. yüzyıl becerileri, İngiliz Dili öğretim görevlileri, değerlendirme

English Instructors' Self-Efficacy Beliefs Regarding 21st-Century Skills and their Implementation and Assessment in the Classroom

Öz

This study examines the self-efficacy beliefs of English Language Preparatory Program (EFL) instructors in teaching and assessing 21st-century skills and their integration into English classes. Utilizing a single and relational screening research design, data were collected via an online survey from 98 English language instructors employed at university preparatory schools providing intensive English instruction. The survey, including 72 items on eight dimensions of 21st century skills, employed a 5-point Likert-type scale. The results revealed discrepancies between instructors’ knowledge of these skills and their implementation of them in their classes. Instructors implemented these skills in their classes at a moderate level. Overall, instructors’ competency in integrating and assessing 21st-century skills fell below the standards expected in higher education institutions. These findings offer important implications and provide practical suggestions for improving the implementation and assessment of 21st-century skills.

Anahtar Kelimeler

21st-century skills, English Language instructors, assessment

Kaynakça

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