职前英语教师自主学习的培养:一项混合方法研究

IF 1.1 Q4 PSYCHOLOGY, EDUCATIONAL
Gökhan Öztürk
{"title":"职前英语教师自主学习的培养:一项混合方法研究","authors":"Gökhan Öztürk","doi":"10.17583/ijep.2019.4427","DOIUrl":null,"url":null,"abstract":"This study reports on the process how pre-service EFL teachers developed as autonomous learners during a 14-week period in a Turkish higher education context. The participants included 25 freshman pre-service teachers, 11 males and 14 females, studying at an English language teacher education program of a state university. A course, specifically designed to improve students’ autonomy was taken by the participants and multiple forms of data collection tools were employed throughout the study. The Autonomous Learning Scale (ALS) developed by Macaskill and Taylor (2010) was used at the beginning and the end of the course, the participants were asked to write reflection reports and they were also interviewed at the end of the process. The findings demonstrated a significant change in the autonomy level of participants, specifically a dramatic change in their independence of learning. Besides, it was found that being more aware of the self, taking charge of their own learning and changing perspectives towards the notion of learning were the biggest gains of the process for the participants. In line with literature, the findings were discussed and several suggestions were made on how to integrate autonomy practices into teacher education programs.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":1.1000,"publicationDate":"2019-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"8","resultStr":"{\"title\":\"Fostering Learner Autonomy among Pre-Service EFL Teachers: A Mixed-Method Study\",\"authors\":\"Gökhan Öztürk\",\"doi\":\"10.17583/ijep.2019.4427\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This study reports on the process how pre-service EFL teachers developed as autonomous learners during a 14-week period in a Turkish higher education context. The participants included 25 freshman pre-service teachers, 11 males and 14 females, studying at an English language teacher education program of a state university. A course, specifically designed to improve students’ autonomy was taken by the participants and multiple forms of data collection tools were employed throughout the study. The Autonomous Learning Scale (ALS) developed by Macaskill and Taylor (2010) was used at the beginning and the end of the course, the participants were asked to write reflection reports and they were also interviewed at the end of the process. The findings demonstrated a significant change in the autonomy level of participants, specifically a dramatic change in their independence of learning. Besides, it was found that being more aware of the self, taking charge of their own learning and changing perspectives towards the notion of learning were the biggest gains of the process for the participants. In line with literature, the findings were discussed and several suggestions were made on how to integrate autonomy practices into teacher education programs.\",\"PeriodicalId\":44173,\"journal\":{\"name\":\"International Journal of Educational Psychology\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":1.1000,\"publicationDate\":\"2019-10-24\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"8\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Educational Psychology\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.17583/ijep.2019.4427\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"PSYCHOLOGY, EDUCATIONAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Educational Psychology","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.17583/ijep.2019.4427","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
引用次数: 8

摘要

本研究报告了在土耳其高等教育背景下,职前EFL教师在14周的时间里如何发展成为自主学习者的过程。参与者包括25名在州立大学英语教师教育项目学习的新生职前教师,11名男性和14名女性。参与者参加了一门专门为提高学生自主性而设计的课程,并在整个研究过程中使用了多种形式的数据收集工具。Macaskill和Taylor(2010)开发的自主学习量表(ALS)在课程开始和结束时使用,参与者被要求撰写反思报告,并在课程结束时接受采访。研究结果表明,参与者的自主性水平发生了显著变化,特别是他们的学习独立性发生了巨大变化。此外,研究发现,对参与者来说,更了解自我、负责自己的学习以及改变对学习概念的看法是这个过程的最大收获。根据文献,对研究结果进行了讨论,并就如何将自主实践纳入教师教育计划提出了几点建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Fostering Learner Autonomy among Pre-Service EFL Teachers: A Mixed-Method Study
This study reports on the process how pre-service EFL teachers developed as autonomous learners during a 14-week period in a Turkish higher education context. The participants included 25 freshman pre-service teachers, 11 males and 14 females, studying at an English language teacher education program of a state university. A course, specifically designed to improve students’ autonomy was taken by the participants and multiple forms of data collection tools were employed throughout the study. The Autonomous Learning Scale (ALS) developed by Macaskill and Taylor (2010) was used at the beginning and the end of the course, the participants were asked to write reflection reports and they were also interviewed at the end of the process. The findings demonstrated a significant change in the autonomy level of participants, specifically a dramatic change in their independence of learning. Besides, it was found that being more aware of the self, taking charge of their own learning and changing perspectives towards the notion of learning were the biggest gains of the process for the participants. In line with literature, the findings were discussed and several suggestions were made on how to integrate autonomy practices into teacher education programs.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
CiteScore
1.90
自引率
0.00%
发文量
13
审稿时长
8 weeks
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信