Geri Dön

Lesson planning in teaching English as a foreign language

Yabancı dil olarak İngilizce öğretiminde ders planlaması

  1. Tez No: 113665
  2. Yazar: BURCU ÖZTÜRK
  3. Danışmanlar: YRD. DOÇ. DR. ZÜBEYDE SİNEM
  4. Tez Türü: Yüksek Lisans
  5. Konular: Eğitim ve Öğretim, İngiliz Dili ve Edebiyatı, Education and Training, English Linguistics and Literature
  6. Anahtar Kelimeler: Belirtilmemiş.
  7. Yıl: 2002
  8. Dil: İngilizce
  9. Üniversite: Uludağ Üniversitesi
  10. Enstitü: Sosyal Bilimler Enstitüsü
  11. Ana Bilim Dalı: Yabancı Diller Eğitimi Ana Bilim Dalı
  12. Bilim Dalı: Belirtilmemiş.
  13. Sayfa Sayısı: 148

Özet

Özet yok.

Özet (Çeviri)

ABSTRACT The aim of the present study is to explore English teachers' perspectives on instructional planning and to compare the perspectives of novice teachers to the perspectives of experienced teachers. Related researches have shown that while most secondary and high school teachers systematically or randomly engage in instructional planning, they do not all plan in exactly the same way. The planning options the teachers employ in fact reflect their differential beliefs and perceptions about teaching and learning. Apart from investigating the perspectives of the teachers on instructional planning in general, the present study focuses particularly on their perspectives on daily planning. Because in daily planning, the individual teacher is the only authority who must apply considerable independent thought, organisation and judgement. The teacher must make the required adaptations in the daily plan considering the needs of the learners to provide a successful instruction. In order to achieve that task, the teacher needs to have the necessary decision-making skills. Daily planning and decision making are two closely related processes. The study was carried out at various schools in Bursa, Turkey. 50 novice and 50 experienced English teachers participated in the study. First of all, an interview was conducted with a school inspector. This interview provided the researcher with information about instructional planning requirements. Then a questionnaire was administered to 50 novice and 50 experienced English teachers and interviews were conducted with 10 novice and 10 experienced English teachers to find out their perspectives and tendencies about instructional planning. The results obtained from the questionnaire and the interview revealed that although the teachers tend to have positive perspectives on instructional planning, they cannot engage in instructional planning properly due to some problems they have aboutthis issue such as not having enough time, not having enough guidance, being subjected to contradictory requirements about instructional planning, lacking the necessary teaching materials, etc. Moreover, the results indicated only a few differences between the novice and the experienced teachers in their planning perspectives. For instance; the novices believe that evaluating the good and the bad sides of their daily plans would increase the quality of their future plans. But the experienced teachers seem to be hesitant to believe it. On the other hand, the experienced teachers appear to think about the good and the bad sides of the lesson that is over more regularly than the novices. Another difference was noted in terms of the teachers' importance order of pre-planning considerations. Unlike the experienced teachers who regard subject-matter and content to be taught in the first place, the novice teachers consider students' needs as the most important pre planning consideration. Considering the other points in the study, no significant difference between the two groups of teachers in their planning perspectives was noted.

Benzer Tezler

  1. Teacher perceptions on classroom management in teaching English as a foreign language

    Öğretmenlerin yabancı dil olarak İngilizce öğretilmesinde sınıf yönetimine bakış açıları

    EBRU MELEK DALOĞLU

    Yüksek Lisans

    İngilizce

    İngilizce

    2002

    İngiliz Dili ve EdebiyatıUludağ Üniversitesi

    Yabancı Diller Eğitimi Ana Bilim Dalı

    YRD. DOÇ. DR. ÇİĞDEM KARATEPE

  2. Improving ELT teacher candidates' technological pedagogical content knowledge: An action research

    İngıliz dili eğitimi öğretmen adaylarının teknolojik pedagojik alan bilgilerinin geliştirilmesi: Bir eylem araştırması

    ÖMER TUĞŞAD AKGÜL

    Yüksek Lisans

    İngilizce

    İngilizce

    2023

    Eğitim ve Öğretimİzmir Demokrasi Üniversitesi

    Eğitim Bilimleri Ana Bilim Dalı

    PROF. DR. SABAHATTİN DENİZ

    DOÇ. DR. GÜLÇİN MUTLU

  3. Utilizing reflective practice as a tool to explore coursebook beliefs and exploitation: A case study

    Ders kitabı kullanımına ilişkin inanışların ve nasıl yararlanıldığının araştırılmasında yansıtmacı yaklaşım: Bir vaka çalışması örneği

    STEFAN RATHERT

    Doktora

    İngilizce

    İngilizce

    2019

    Eğitim ve ÖğretimÇukurova Üniversitesi

    İngiliz Dili Eğitimi Ana Bilim Dalı

    DOÇ. DR. NEŞE CABAROĞLU

  4. A case study on enhancing critical reading and creative writing skills of the gifted EFL learners through critical thinking practices

    Eleştirel düşünme uygulamaları yoluyla özel yetenekli öğrencilerinin yabancı dilde eleştirel okuma ve yaratıcı yazma becerilerinin geliştirilmesi üzerine bir vaka çalışması

    HAYRİYE ULAŞ TARAF

    Doktora

    İngilizce

    İngilizce

    2022

    Eğitim ve ÖğretimÇukurova Üniversitesi

    İngiliz Dili Eğitimi Ana Bilim Dalı

    PROF. DR. ZUHAL OKAN

    DOÇ. DR. AHMET KURNAZ

  5. Dealing with foreign language teaching anxiety: How do language teachers cope with this anxiety?

    Yabancı dil öğretiminde kaygıyla başa çıkma: Dil öğretmenleri bu kaygıyla nasıl başa çıkıyor?

    GÜLHAN AKKAVUK

    Yüksek Lisans

    İngilizce

    İngilizce

    2024

    Eğitim ve ÖğretimAkdeniz Üniversitesi

    Yabancı Diller Eğitimi Ana Bilim Dalı

    PROF. DR. BİNNUR İLTER