Author :
Abstract
Öğretmenlik uygulaması, öğretmen adaylarının öğretmenliği gerçek bir okul ortamında ilk kez denedikleri bir süreçtir. Adayların eğitim fakültesi bünyesinde aldıkları eğitimlerinin bu son aşamasında, öğretmen adaylarının edindikleri deneyimlerin doğasına bağlı olarak öğretmenlik uygulaması sürecinin adaylara olan yararı değişkenlik gösterir. Bu tartışmalara bağlı olarak, bu çalışmanın amacı, öğretmen adaylarının öğretmenlik uygulaması sürecindeki düşüncelerini inceleme yolu ile bu dönem ile ilgili beklentilerinin karşılanıp karşılanmadığını ve kazanımlarının neler olduğuna dair genel bir resim ortaya koyabilmektir. Çalışma, bir Türk üniversitesinde İngiliz Dili Eğitimi bölümünün 16 öğretmen adayı öğrencisi ve 15 yıl ve üzeri öğretmenlik deneyimine sahip, uygulama okulunda görevli iki danışman öğretmen çalışmada katılımcı olarak yer almıştır. Bu çalışmada, elde edilecek sonuçların daha derin yorumlanabilmesine yardımcı olacak şekilde üç ayrı yöntemle veri toplanmıştır. İlk olarak, öğretmen adaylarının on haftalık uygulama dönemi boyunca hazırladıkları bölümlerince istenen haftalık çalışma raporları dönem sonunda toplanmış, sonrasında ise yazılı olarak verdikleri uygulama deneyimlerine dair haftalık değerlendirmeleri ve karşılıklı görüşmeler ile veriler genişletilmiş ve içerikleri analiz edilmiştir. Çalışma bulguları, uygulama döneminin öğrencilerin beklentilerini karşılamadığını, ancak yine de öğrencilerin geliştidikleri kendilerine özgü stratejiler sonucu verimli görüldüğünü, uygulama okulundaki danışmanların öğrencilerin ilgi odağı ve aynı zamanda en çok eleştirdikleri unsur olduğunu ortaya koymuştur. Bulgular ayrıca uygulama sürecinde öğretmen adaylarının yerine getirmesi istenen haftalık görevlerin bölümlerce daha gerçekçi bir biçimde yeniden gözden geçirilerek uygulama okullarındaki şartlera göre uyarlanması gerektiğini göstermektedir. Son olarak, üniversite ve uygulama okullarının arasında işbirliğinin üniversite öncülüğünde artırılması ve uygulama okulundaki danışman öğretmenlerin hizmet içi eğitim yoluyla daha fazla bilgilendirilmesi ile adayların mesleki gelişimlerine katkının artabileceğini göstermektedir.
Keywords
Abstract
Practicum is a period when student-teachers practice teaching for the first time in a real school setting. Depending on the nature of the experiences student-teachers encounter at this final phase of their education in the department, the period may or not be considered as a fruitful one. The extent to which the period meets prospective teachers’ expectations seems to have a determining role on the learning outcomes. Based on these discussions, This study attempts to draw a general picture of student-teachers’ expectations and gains from the practicum exploring their thinking while they proceed through this stage. Totally 16 student-teachers of the English Language Teaching Department of a Turkish University and two mentors, with more than 15 years of experience as high school language teachers, participated in the study. Data for the study came from three sources: weekly task reports student-teachers prepared throughout the ten-week practicum as part of the requirements coming from their departments, weekly written reflections on their experiences and follow-up interviews. Findings reveal that practicum, although student-teachers benefit from the period by means of some strategies they utilised, does not thoroughly meet their expectations. In addition, mentors, the main focus of student-teachers’ interest, appear to be the most frequently criticised element of the experience. The study also uncovers the need for the ELT departments to make relevant adaptations of practicum procedures to comply with real life practices at schools, providing mentors with in-service training programmes on better mentoring and systematic collaboration of universities and practice schools to contribute more to professional development of prospective teachers.
Keywords
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