Toward intercultural teacher education: A case study of pre-service English Language Teachers

Abstract

Bu tez, Türkiye'de İngilizce Öğretmenliği bölümünde okuyan 10 İngilizce öğretmen adayının kültürlerarası iletişime dair görüşlerini inceleyen nicel öğeye sahip nitel bir vaka çalışmasıdır. Kültürlerarası Eğitim dersi, öğretmen adaylarının dil sınıflarında kültürlerarası eğitimin rolüne dair görüşlerini araştırmak amacıyla tasarlanmış ve öğretmen adaylarına sunulmuştur. Bu çalışmanın verileri, günlükler, odak grup görüşmeler, açık uçlu sorular ve anket aracılığıyla toplanmıştır. Nicel veriler istatistik testler yoluyla analiz edilmiştir. Nitel veriler ise sürekli karşılaştırılmalı analiz yöntemiyle analiz edilmiştir. Veriler, öğretmen adaylarının Kültürlerarası Eğitim dersi öncesinde, kültürlerarası eğitimin yabancı dil sınıflarındaki önemine dair farkındalıklarının oldukça düşük olduğunu göstermiştir. Fakat ders sonrasında, dil öğretiminde kültürlerarası eğitimine dair görüşlerinin çeşitlendiği ve daha eleştirel bir yaklaşım benimsedikleri belirlenmiştir. Bulgular, İngilizce öğretmen adaylarının eğitimde kültürlerarası eğitimin önemli bir yere sahip olduğunu göstermiştir. Bu tez, Türkiye'de belli bir İngilizce Öğretmenliği bölümündeki Kültürlerarası Eğitim dersine dair bulguları sunmaktadır. Bu dersin Türkiye'de ve diğer ülkelerde daha geniş bağlamda ele alınması diğer bölümlere ve müfredat programcılarına fayda sağlayacağı düşünülmektedir.

This dissertation was a qualitative case study with a quantitative component which investigated the perceptions of 10 pre-service English language teachers concerning intercultural education in one particular English Teacher Education Department in Turkey. An Intercultural Education course was designed and given in order to assess its impact on the pre-service English language teachers' This dissertation was a qualitative case study with a quantitative component which investigated the perceptions of 10 pre-service English language teachers concerning intercultural education in one particular English Teacher Education Department in Turkey. An Intercultural Education course was designed and given in order to assess its impact on the pre-service English language teachers' perceptions of the role of intercultural education in language classrooms. The data for this study were collected through diaries, focus group interviews, open-ended questions, and a closed-ended questionnaire. The quantitative data were analyzed statistically whereas constant comparison method was employed to analyze the qualitative data. The data showed that pre-service English language teachers' awareness regarding the role of intercultural education was low before the Intercultural Education course. The data revealed that the pre-service English language teachers' perceptions regarding the role of intercultural education in English classrooms changed and they adopted more critical approach toward the concept of intercultural education after the training. Overall findings indicated that intercultural education had an important place in the training of pre-service teachers. This dissertation presents the findings regarding Intercultural Education course in a particular English Teacher Education Department in Turkey. It is assumed that other departments and language curriculum designers can benefit by modifying and adapting the course in a wider context in Turkey and other countries. Perceptions of the role of intercultural education in language classrooms. The data for this study were collected through diaries, focus group interviews, open-ended questions, and a closed-ended questionnaire. The quantitative data were analyzed statistically whereas constant comparison method was employed to analyze the qualitative data. The data showed that pre-service English language teachers' awareness regarding the role of intercultural education was low before the Intercultural Education course. The data revealed that the pre-service English language teachers' perceptions regarding the role of intercultural education in English classrooms changed and they adopted more critical approach toward the concept of intercultural education after the training. Overall findings indicated that intercultural education had an important place in the training of pre-service teachers. This dissertation presents the findings regarding Intercultural Education course in a particular English Teacher Education Department in Turkey. It is assumed that other departments and language curriculum designers can benefit by modifying and adapting the course in a wider context in Turkey and other countries.