Publication: An investigation of turkish pre-service teachers’ beliefs about foreign language learning before and after teaching experience in practicum
Abstract
KISA ÖZET Türk öğretmen adaylarının uygulama eğitimindeki öğretmenlik deneyimi öncesinde ve sonrasında yabancı dil öğrenimi ile ilgili inanışların incelenmesi Osman ÇEVİKTAY Bu çalışmanın amacı Türk öğretmen adaylarının uygulama eğitimindeki öğretmenlik deneyimi öncesi ve sonrasında yabancı dil öğrenimi hakkındaki inanışlarının incelenmesidir. Bu inanışlarının tanımlanmasının yanı sıra, bu çalışmada, yaş, cinsiyet, uygulama okulunun türü, sınıftaki öğrenci sayısı, hangi sınıflara ders verildiği, ve uygulama okulunda verilen ders sayısının öğretmen adaylarının inanışlarına etkisi de araştırılmıştır. Bu araştırmanın örneklem grubunu, uygulama eğitimlerindeki öğretmenlik deneyimlerini araştırma süresince tamamlayan Marmara Üniversitesi, İngiliz Dili Eğitimi Bölümü son sınıfında okuyan 62 öğretmen adayı oluşturmaktadır. Çalışmada hem nicel hem de nitel araştırma yöntemleri kullanılmıştır. Çalışmada nicel veri toplama amacıyla 1988 yılında Horwitz tarafından geliştirilen BALLI (Dil Öğrenimi Hakkındaki İnanışlar Envanteri) uyarlanarak ön-test ve son-test olarak uygulanmış, nitel veri toplama amacıyla da 8 öğretmen adayı ile yapılan grup görüşmeleri kullanılmıştır. Envanterden elde edilen veriler SPSS v.16 istatistiki inceleme analiz edilmiş ve analizlerde betimleyici istatistik, eşleştirilmiş grup t-testleri, varyans analizi (ANOVA), Post-Hoc Tukey’s testleri kullanılmıştır. Görüşmelerden elde edilen veriler ise tekrarlayan temalara göre kategorize edilmiştir. Sonuçlar öğretmen adaylarının yabancı dil öğrenimi hakkında güçlü inanışlara sahip olduğunu göstermiştir. Türk öğretmen adaylarının uygulama eğitimindeki öğretmenlik deneyimi öncesi ve sonrasındaki inanışları arasında anlamlı fark bulunmamıştır. Ne var ki, Türk öğretmen adaylarının öğretmenlik deneyimi sonrasında dil öğrenmenin doğası hakkındaki inanışlarının öğretmen adaylarının yaşı ile anlamlı bir ilişkisi olduğu bulunmuştur. Benzer şekilde, Türk öğretmen adaylarının dil öğrenmenin zorluğu konusundaki inanışlarının uygulama eğitiminde verdikleri mikro ders sayısı ile anlamlı bir ilişkisi olduğu bulunmuştur. retmen adayları, inanışlar, yabancı dil öğrenimi, öğretmenlik deneyimi
An investigation of Turkish pre-service teachers’ beliefs about foreign language learning before and after teaching experience in practicum by Osman ÇEVİKTAY The main aim of this study was to find out the beliefs of Turkish pre-service teachers regarding foreign language learning before and after teaching experience in practicum. In addition to describing these beliefs, the present study also investigated the influence of variables such as age, gender, type of practicum school, the number of students in the classroom, the grades pre-service teachers taught, and the number of teaching sessions conducted in the practicum school on pre-service teachers’ beliefs. The study was carried out with 62 pre-service teachers at Marmara University, ELT Department who started and finished their teaching practice in their practicum school throughout the study. Both quantitative and qualitative methods were used in the study. The quantitative research tool was a modified version of the BALLI (Beliefs about language learning inventory), which was administered as pre- and post-test, and for qualitative data, focus group interviews with 8 participants were used. The quantitative data gathered from the participants were statistically analysed with SPSS v.16 (Statistical Package for Social Studies). For the analyses, descriptive statistics, Paired Samples t-test, Analysis of Variance (ANOVA), and Post-Hoc Tukey’s tests were administered. The interviews were analysed and categorised according to recurring themes. The results indicated that pre-service teachers had strong beliefs about foreign language learning. No significant differences were found between pre-service teachers’ beliefs before and after teaching experience. However, Turkish pre-service teachers’ beliefs about the nature of language learning after teaching practice were found to have a significant relationship with the age of pre-service teachers. Likewise, after teaching practice, Turkish pre-service teachers’ beliefs about the difficulty of language learning were found to have a significant relationship with the number of micro teaching sessions that pre-service teachers taught. Key words: Turkish pre-service teachers, beliefs, foreign language learning, teaching experience
An investigation of Turkish pre-service teachers’ beliefs about foreign language learning before and after teaching experience in practicum by Osman ÇEVİKTAY The main aim of this study was to find out the beliefs of Turkish pre-service teachers regarding foreign language learning before and after teaching experience in practicum. In addition to describing these beliefs, the present study also investigated the influence of variables such as age, gender, type of practicum school, the number of students in the classroom, the grades pre-service teachers taught, and the number of teaching sessions conducted in the practicum school on pre-service teachers’ beliefs. The study was carried out with 62 pre-service teachers at Marmara University, ELT Department who started and finished their teaching practice in their practicum school throughout the study. Both quantitative and qualitative methods were used in the study. The quantitative research tool was a modified version of the BALLI (Beliefs about language learning inventory), which was administered as pre- and post-test, and for qualitative data, focus group interviews with 8 participants were used. The quantitative data gathered from the participants were statistically analysed with SPSS v.16 (Statistical Package for Social Studies). For the analyses, descriptive statistics, Paired Samples t-test, Analysis of Variance (ANOVA), and Post-Hoc Tukey’s tests were administered. The interviews were analysed and categorised according to recurring themes. The results indicated that pre-service teachers had strong beliefs about foreign language learning. No significant differences were found between pre-service teachers’ beliefs before and after teaching experience. However, Turkish pre-service teachers’ beliefs about the nature of language learning after teaching practice were found to have a significant relationship with the age of pre-service teachers. Likewise, after teaching practice, Turkish pre-service teachers’ beliefs about the difficulty of language learning were found to have a significant relationship with the number of micro teaching sessions that pre-service teachers taught. Key words: Turkish pre-service teachers, beliefs, foreign language learning, teaching experience