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Amaç: Bu araştırmada ilkokul düzeyinde İngilizce derslerini yürüten öğretmenlerin erken yaşta İngilizce öğretimine ilişkin yeterlilik düzeylerinin incelenmesi amaçlanmıştır. Yöntem: Çalışma nicel ilişkisel tarama desenlerinden nedensel-karşılaştırma modeline göre yürütülmüştür. Araştırmanın katılımcılarını Kütahya merkez ilçesindeki 62 devlet, 8 özel okuldaki 80 İngilizce öğretmeni oluşturmaktadır. Veriler erken yaşta yabancı dil öğretimine yönelik kuramsal bilgi testi ve “Çocuklara Yabancı Dil Öğretimi Yeterlik Ölçeği” kullanılarak toplanmıştır. Bulgular: Yapılan analizler sonucunda öğretmenlerin genel olarak erken yaşta yabancı dil öğretimine ilişkin kuramsal bilgi ve özyeterlik düzeylerinin yüksek olduğu sonucuna ulaşılmıştır. İngilizce öğretmenlerinin erken yaşta İngilizce öğretimine ilişkin kuramsal bilgi düzeylerinin cinsiyetlerine, mezun oldukları fakülte türüne ve erken yaşta yabancı dil öğretimine ilişkin bir eğitim alma durumlarına göre benzer olduğu ancak mesleki kıdemleri açısından ise 6-10 yıl arası mesleki kıdeme sahip İngilizce öğretmenlerinin kuramsal bilgi düzeylerinin diğer mesleki kıdemlere sahip öğretmenlere göre daha yüksek olduğu sonucuna ulaşılmıştır. Öğretmenlerinin erken yaşta İngilizce öğretimine yönelik özyeterlik algılarının cinsiyetlerine, mesleki kıdemlerine ve mezun oldukları fakülte türüne göre benzer olduğu, diğer taraftan erken yaşta yabancı dil öğretimine ilişkin bir eğitim alanların yeterlilik algılarının almayanlara göre anlamlı düzeyde daha yüksek olduğu sonucuna ulaşılmıştır. Araştırmada ayrıca İngilizce öğretmenlerinin erken yaşta İngilizce öğretimine ilişkin kuramsal bilgi düzeylerinin, erken yaşta yabancı dil öğretimi uygulamalarına yönelik özyeterlik algılarının istatistiksel açıdan anlamlı bir yordayıcısı olmadığı sonucuna ulaşılmıştır. Sonuçlar ve Öneriler: Bulgulardan hareketle 2023 Eğitim vizyonu kapsamında yabancı dil öğretmenlerine verilmesi planlanan lisansüstü ve uluslararası sertifika eğitimlerinde erken yaşta yabancı dil öğreten öğretmenlerin ihtiyaçlarına odaklanacak şekilde uygulama ağırlıklı tasarlanması önerilmiştir.
Purpose: This study aims to study the level of competence in English teaching in early age of teachers who conduct English lessons at primary school level. Method: The work is carried out according to the causal-comparation model from the quantum relative scan patterns. The researchers are composed of 62 state teachers in the central district of Kütahya and 80 English teachers in 8 private schools. The data was collected using theoretical knowledge test for foreign language teaching in the early age and the "Children's Foreign Language Teaching Qualification Scale". Results: The results of the analysis have found that teachers generally have a high level of theoretical knowledge and self-sufficiency regarding the teaching of foreign languages in the early age. The theoretical level of knowledge of English teachers in early age is similar to their gender, type of faculty in which they graduate, and the state of receipt of education in the early age, but in terms of their professional background, the the theoretical level of knowledge of English teachers with 6-10 years of professional background is higher than the teachers with other professional backgrounds. The conclusion was that their teachers' perceptions of self-sufficiency to teach English at an early age were similar to their gender, professional backgrounds and the type of faculty they graduated, and that, on the other hand, a field of education related to the teaching of a foreign language at an early age was significantly higher than those who did not have the perceptions of self-sufficiency. The study also found that the theoretical level of knowledge of English teachers in early age and the perception of self-sufficiency to foreign language teaching practices in early age were not a statistically meaningful indicator. Results and suggestions: From the findings to the 2023 Education Vision, it is proposed to be implemented with a focus on the needs of teachers who teach foreign languages in early age in graduate and international certificate training that is planned to be given to foreign language teachers.
Purpose: In this study, it was aimed to examine the English teachers’ levels of proficiency to teach English to young learners. Design & Methodology: This study was conducted according to quantitative causal-comparative model. The population consisted of 80 English teachers from 62 state and 8 private schools in Kütahya province. The data were collected by using an achievement test measuring teachers’ theoretical knowledge and “Foreign Language Teaching Proficiency Scale for Children”. Findings: As a result of the analyzes, it was found that teachers' levels of theoritical knowledge and self-efficacy were high in general. Teachers’ levels of theoretical knowledge were found similar regardless of their gender, type of faculty they graduated and whether they had a training about early foreign language teaching; however, English teachers with a seniority of 6-10 years were more succesful in the test than than their peers with less and more seniority. Also English teachers' senses of self-efficacy were found similar regardless of their gender, type of facutly and seniority, whereas those who had training about early foreign language teaching were found to have higher self-efficient. Also, it was found that English teachers’ level of theoretical knowledge was not a statistically significant predictor of their senses of self-efficacy in teaching young learners English. Implications & Suggestions: Based on the research findings, it is recommended that in the 2023 educational vision, the graduate and international certificate training programs for foreign language teachers should be planned so as to meet the needs of teachers teaching foreign languages at an early age.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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