Yiğitoğlu Aptoula N., Yılmaz S.
The Nordic Educational Research Association, NERA Conference 2026, Arhus, Danimarka, 4 - 06 Mart 2026, ss.543, (Özet Bildiri)
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Yayın Türü:
Bildiri / Özet Bildiri
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Basıldığı Şehir:
Arhus
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Basıldığı Ülke:
Danimarka
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Sayfa Sayıları:
ss.543
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Yıldız Teknik Üniversitesi Adresli:
Evet
Özet
This study investigates how pre-service English language teachers transfer their theoretical knowledge of teaching reading, listening, speaking, and writing into classroom-oriented instructional decisions. To support the development of critical thinking and professional judgment, the study employs a scenario-based teaching approach (Errington, 2003, 2010a, 2010b, 2011), which positions teacher candidates in realistic or future-oriented pedagogical situations that require interpretation, evaluation, and decision-making. The participants consist of volunteer third-year students enrolled in the English Language Education program at a public university in Türkiye. Each participant will respond in writing to two scenarios for each language skill. To gain further insight into their experiences, two brief reflective questionnaires will be administered before and after the scenario-writing tasks.
The scenarios are designed in two types: (i) problem-based scenarios depicting common classroom challenges encountered by language teachers, and (ii) speculative or future-oriented scenarios that involve potential technological or pedagogical developments in language education. The problem-based scenarios prompt participants to generate practical solutions grounded in current classroom realities, while the speculative scenarios encourage them to envision emerging educational contexts and develop professional foresight in the face of uncertainty (Errington, 2010, 2011; Hilton, 2003; Paige & Lloyd, 2016). By comparing participants’ written responses across these scenario types, the study aims to examine whether teacher candidates apply theoretical knowledge more effectively when responding to immediate classroom problems or when projecting instructional decision-making into possible future teaching contexts.
The anticipated findings are expected to clarify the role of scenario-based learning in strengthening professional preparedness within teacher education programs. Specifically, the study seeks to encourage teacher candidates to view theoretical knowledge not as abstract content, but as a resource that informs pedagogical reasoning, classroom management, and instructional choice. The results will also offer practical recommendations for integrating scenario-based writing tasks into teacher education curricula, highlighting how such tasks can support research-informed, reflective, and context-sensitive teaching practices.
The study contributes to ongoing Nordic research discussions on teacher education, reflective practice, and future-oriented pedagogies. By highlighting how pre-service teachers develop professional foresight and ethical awareness through scenario-based learning, the research resonates with Nordic priorities emphasizing innovation, sustainability, and professional agency in teacher education. It also offers comparative insights relevant to transnational teacher education contexts, bridging Turkish and Nordic perspectives on preparing research-informed, reflective, and future-ready teachers.