İngilizce öğretmeni yetiştirme programının kazandırdığı konu alanı öğreten yeterliliklerinin standartlara göre değerlendirilmesi

Abstract

iiiO ZETYabancş diller ic inde onemi ve oncelig artşk tartşsşlmayan ve pek c ok alanda uluslariarasşnda ortak bir iletisim platformu haline gelen Ingilizce, Tu rkiyeçde, devlet okullarşnda,programdaki zorunlu derslerden birisi olarak Milli Egitim Bakanlşgşnca atanmşs Ingilizceogretmenleri tarafşndan ogretilmektedir. Ancak, Ingilizce ogretiminin, bu haliyle, toplumdakiihtiyac ve beklentileri karsşlayacak du zeyde gerc eklestirilemedigine iliskin elestiriler ve buelestirilere haklşlşk kazandşracak kanştlar vardşr.Bu c alşsmayla, Ingilizce ogretmenleri tarafşndan, varolan ogretim programlarş aracşlşgşylasu rdu ru lmekte olan Ingilizce ogretiminin nitelig en fazla etkileyen faktoru n ogini retmen yeterliklerioldug du su ncesinden hareketle, ogu retmenlere bu yeterliklerin kazandşrşldşg Ingilizce O gş retmenligiLisans Programşnşn degerlendirilmesi amac lanmşstşr. Degerlendirmenin, c agdas degerlendirmeyaklasşmlarşyla yapşlabilmesi ve programa getirilen elestirilere konu olan aksaklşklara etkilic ozu mler onerilebilmesi ic in de, degerlendirmenin, u zerinde toplumsal uzlasşnşn saglandşg gec erli,ş,gu venilir standartlara gore yapşlmasş amac lanmşs, bunun ic in de TESOL* ve NCATE** tarafşndangelistirilen uluslararasş standartlar, Gazi U niversitesi, Hacettepe U niversitesi, Ortadog TeknikuU niversitesi ve Uludag U niversitesi Egitim Faku lteleri Ingilizce O gretmenlig Lisans Programşndaiders veren ogretim u yelerinin katkşlarşyla degerlendirmenin olc u tleri olarak kullanşlacak halegetirilmistir.Marmara U niversitesi Egitim Faku ltesi Ingilizce ogretmenlig lisans programşndakiiogretmen adaylarşnşn katkşlarşyla gec erlik ve gu venirlik c alşsmalarş yapşlan olc me arac larşyla,Ingilizce O gretmenlig Lisans Programşnş bitirme asamasşna gelmis Ingilizce ogi retmeniadaylarşnşn, program aracşlşg ile, bu standartlarda yer alan yeterlikleri ne derecede kazandşklarşşbelirlenmeye c alşsşlmşstşr. Ayrşca, aynş yeterliklerin, bu programlardan mezun olarak Ilkogretimkademesinde Ingilizce derslerine giren ogretmenler tarafşndan ne derece uygulamaya aktarşlabildigide sorgulanmşstşr.Hacettepe, Ortadog Teknik ve Uludag U niversitesi Ingilizce ogu retmenlig Lisansiprogramlarşnş tamamlama asamasşna gelmis 60 Ingilizce ogretmen adayş ile aynş faku ltelerinIngilizce O gretmenlig Programlarşndan mezun olarak Milli Egi itim bakanlşgşnca deg ilkogisik retimokullarşna atanmşs 49 Ingilizce ogretmeninin katşlşmşyla gerc eklestirilen c alşsmada, olc eklerle,*TESOL (Teachers of English to Speakers of Other Languages / Ingilizceçden Baska Bir Dil KonusanlaraIngilizce O greten O gretmenler Toplulugu**NCATE (National Council for the Accreditation of Teacher Education / Ulusal O g retmen Eg itimiAkreditasyon Konseyi)ivgozlemlerle ve goru smelerle ogretmen adaylarşnşn standartlara ulasma derecesi, ilkogretim okulumu du rlu klerine gonderilen olc ekler aracşlşg ile de ogş retmenlerin standartlarş uygulamaya aktarmasşklşg belirlenmistir.şBu c alşsma sonunda, Ingilizce O gretmenlig Lisans Programşndaki derslerin amac larü ni nübelirgin bic imde ortaya konulamamasündan kaynaklanan guc luklerin oldug u, programşndeg erlendirmeye esas kendi olc utlerinin olmadü ü programü etkililig inin universitelere goreg, nanlamlü farklü klar gosterdig i, programü bir dizi yeterlig i kazandülü n rmada goreceli olarakyetersiz kaldü ü program tarafüg, ndan oncelikle kazandü lan yeterliklerle og retmenlerrütarafündan sü kla uygulanan yeterlikler arasüklü nda belirgin bir uyum olmadü ü sü f mevcudu,g , nüog retmenin haftalü ders saati sayü , okulun bulundug u bolgenin sosyoekonomik duzeyi vek süilin kalkü s lü ü gibi faktorlerin yeterliklerin uygulamaya aktarünmü g lmasü uzerinde fazlaetkisinin olmadü ü ortaya c şkmşstşr.g

vABSTRACTEnglish language, the priority and importance of which remain beyond anycontroversy, and which became an international communication medium in many fields,has been taught at the state schools as one of the compulsory courses of the nationalcurriculum by the teachers assigned by Ministry of Education.On the other hand, there are criticisms about the fact that English language cannotbe taught in a way that meets the needs and expectations of the society, and there areevidences which justify these criticisms as well.Considering that the teaching competencies of the English teachers are the mostimportant factor affecting the quality of the English language teaching conducted viacurrent programs, the aim of the study was the evaluation of the English Teacher TrainingCurriculum with which English teachers were initially equipped with aforementionedcompetencies.In order to conduct the evaluation in contemporary approaches, and to suggesteffective solutions to the inadequatenesses relevant to the criticisms directed to thecurriculum, the evaluation process was based on the reliable and valid standards on whichmutual social agreement was reached, and to realize this intention, the internationalstandards developed by TESOL* and NCATE** were transformed into evaluation criteriaof this work with the contributions of some teaching staff of the ELT Departments of theFaculties of Education at Gazi University, Hacettepe University, Middle East TechnicalUniversity and UludagUniversity.In order to reveal to what extent the teacher candidates who participated in thestudy have gained the competencies stated within the set of standards via teacher trainingcurriculum, an assessment instrument, reliability and validity of which were assured withthe study in which teacher candidates from English Language Teaching Department of theFaculty of Education at Marmara University take part, was used.*TESOL (Teachers of English to Speakers of Other Languages)**NCATE (National Council for the Accreditation of Teacher Education)viBesides, it was also examined how frequent the participating teachers who aregraduate of the same teacher training curriculum utilize these competencies in theirclassrooms at compulsory basic education level.Within this study realized with the participation of 60 teacher candidates about tograduate from teacher training curriculum at Hacettepe, Middle East Technical and UludagUniversities, and 49 English teachers assigned to the state primary schools by Ministry ofEducation after graduating from the same teacher training curriculum, to what extent theseteacher candidates have gained the competencies was determined by means of selfassessment scales, observations and interviews; and how frequent in-service teachers putthese competencies into practice was measured via inventories.At the end of the study it was revealed that there are some problems that stemfrom the fact that aims of the courses are not stated overtly; that the curriculum itselfdoes not have its own evaluation criteria; that the efficacy of the curriculumsignificantly varies across the universities; that the curriculum fell relatively short inequipping teacher candidates with some of the competencies; that there is no harmonybetween the competencies gained well by the teacher candidates and the competenciesfrequently put into the practice by the teachers in service; that such factors aspopulation of classes, teacherÇs workload in terms of class hours per week,socioeconomic level of the school district and developmental status of the provinceswhere schools are located do not have remarkable effect on the implementation of thecompetencies.