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Öğretmen Yetiştirme Programlarının İngilizce Öğretmen Adaylarını İlköğretimde İngilizce Öğretimine Ne Kadar Hazırladığına Yönelik Nitel Bir Araştırma

A Qualitative Study of the Effectiveness of Teacher Education Programs in Preparing Primary School English Language Teachers

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DOI: 
http://dx.doi.org/10.9779/PUJE498

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Abstract (2. Language): 
The Ministry of National Education's decision in 1997 to implement English language instruction from the 4th grade onward has resulted in the restructuring of teacher education Bachelor of Arts (BA) programs in order to prepare teachers to adapt to this change. Accordingly, courses such as "Teaching Foreign Languages to Young Learners" have been included as part of the foreign language teacher education curriculum. However, to date, the effectiveness of these courses has not been investigated. Hence, employing a series of in-depth interviews with 25 English language teachers, this study proposed to examine the effectiveness of English language teacher education BA programs in preparing teachers to instruct young learners. The results suggest that only 8% of English teachers consider their BA programs to be effective. The strengths noted in these programs include application-based courses, while the fact that these programs do not prepare teachers for classroom practice was cited as their greatest shortcoming. The results also show that graduates of BA programs other than English Language Teaching feel that their certification programs do not prepare them to teach young learners.
Abstract (Original Language): 
1997 yılınd a Milli Eğitim Bakanlığı'nın ilköğretim İngilizce derslerini 4. sınıftan başlayacak şekilde planlaması bu dersleri etkili bir şekilde yürütebilecek öğretmenlerin yetiştirilmesine duyulan gereksinimi de beraberinde getirmiş ve bu da öğretmen yetiştirme ders programlarında değişiklikler yapılmasını zorunlu kılmıştır. Bu zorunluluk özellikle Çocuklara Yabancı Dil Öğretimi derslerinin İngilizce öğretmeni yetiştiren programlara konulmasını beraberinde getirmiştir. Ancak, bu derslerin yeterliliği ve öğretmen yetiştirme programlarının ilköğretim düzeyi öğrencileriyle ders yürütebilecek nitelikte öğretmenler yetiştirmede başarısı hakkındaki çalışmalara duyulan gereksinim de giderek artmıştır. Bu çalışmada, İngilizce öğretmenlerini ilköğretim düzeyi öğrencilerine ders vermeye hazırlayan lisans programlarının etkililiği derinlemesine görüşme tekniğinin kullanıldığı bir nitel araştırma yöntemi izlenerek irdelenmiştir. Toplam 25 öğretmenle yapılan görüşmelerin sonuçlarına göre öğretmenlerin yalnızca % 8'i lisans programlarını yeterli görmektedir. Programın en güçlü yönü, uygulama derslerini içermesi; en güçsüz yönü ise öğretmenleri gerçek sınıf ortamına hazırlayamaması olarak göze çarpmaktadır. Çalışmanın en dikkat çekici sonucu, İngiliz Dili Eğitimi programı dışındaki programlardan mezun olup Öğretmenlik Sertifikası alarak öğretmen olanların mesleğe başladıklarında çocuklara yabancı dil öğretimi hakkında kendilerini yetersiz görmeleridir ki onlara göre bunun temel nedeni sertifika programlarının ilgili dersleri içermemesidir.

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Introduction
Educational programs worldwide have begun to introduce students to foreign languages at an earlier grade level. For example, students in Hong Kong, Japan, and Taiwan are introduced to English in the first grade, while in Turkey, English instruction begins in the fourth grade. The Turkish Ministry of National Education's English Language Curriculum for Primary Education, Grades 4 through 8, shapes the content and delivery of English language teaching based on the belief that young learners must be taught through different teaching strategies, as they do not acquire material in the same manner as adult learners do. Thus, informed by research in foreign language teaching, specific strategies, techniques, and activities have been developed for use in primary schools through the Ministry of National Education's collaboration with the Higher Education Council. In order to prepare teachers to adapt to these changes, teacher education programs have been redesigned to include courses such as "Teaching Foreign Languages to Young Learners I and II." Despite these curricular modifications, research on Turkish primary
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