Transmission or transformation?: exploringteacher roles at a higher education contextthrough the lens of critical pedagogy
Başlık çevirisi mevcut değil.
- Tez No: 726017
- Danışmanlar: DOÇ. DR. EMRE DEBRELİ
- Tez Türü: Yüksek Lisans
- Konular: İngiliz Dili ve Edebiyatı, English Language and Literature
- Anahtar Kelimeler: teacher roles, passive technicians, reflective practitioners, transformative intellectuals, critical pedagogy, English language teaching
- Yıl: 2019
- Dil: İngilizce
- Üniversite: European University of Lefke
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 194
Özet
Özet yok.
Özet (Çeviri)
Higher education has been traditionally associated with the critique and the conscience of society (Peters & Roberts, 2000). However, a shift towards an instrumental view of teaching characterized by transmission-oriented models as well as standardized and prescribed teaching practices has been observed in the educational paradigms in the last few decades (Jeyaraj, 2014). Accordingly, various teacher roles have emerged in the realm of language education. Since the impact of transmission-oriented models on the role of the teachers has been a salient yet under-researched area of study in the field of teacher roles, there is a need to examine language teachers' changing roles and the factors affecting these shifts. In an attempt to fill this niche in the literature, this study explores assumed and practiced roles of language teachers at a higher education institute based on Kumaravadivelu's (2003) categorization of teachers as passive technicians, reflective practitioners, and transformative intellectuals. To this end, it dwells on the characteristics of the language teachers' teaching philosophies along with these views' translation into practice. The extent to which the teaching philosophies of the participants and their classroom reality correspond to each other is also discussed in the study. The present study adopts qualitative research methodology and gathers data from ten language instructors through reflection journals, classroom observations, field notes, and semi-structured post-observation interviews at the preparatory school of a university in the Turkish Republic of Northern Cyprus. The findings of the study revealed that the instructors working at the institution under investigation seemed to take over diverse roles in their teaching philosophies and relevant practices. While their beliefs can be linked to the reflective practitioner understanding predominantly, their daily reality showed several tendencies to the role of passive technicians. There are also few areas where there is a firm agreement with the role of passive technicians, which can be categorized as engaging in research, ii power distribution in the classroom and arousing critical and political consciousness. Possible underlying reasons for the mismatches were attributed to the exam-driven mindset, lack of teacher autonomy and learner-related factors.
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