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Deneyimli İngilizce Öğretmenleri ile Öğretmen Adaylarının Eğitsel Düşünceleri ve Eylemleri Üzerine Bir Karşılaştırma

Year 2006, Volume: 23 Issue: 1, 1 - 18, 02.09.2015

Abstract

References

  • Calderhead, J. (1981). A psychological approach to research on teachers' classroom decision making. British Educational Research Journal, 7, 51-57.
  • Calderhead, J. (1983). Research into teachers' and student teachers' cognition: Exploring the nature of classroom practice. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada.
  • Cazden, C. (1988). Classroom discourse: The language teaching and leaming. Portsmouth NH: Heinemann.
  • Clark, C.M., & Yinger, R.J. (1979). Teachers' thinking. P. L. Peterson & H. J. Walberg (Haz.), Research on teaching (s. 274-285). Berkeley, CA.: McCutchan.
  • Clark, C. M., & Peterson, P. L (1986). Teachers' thought processes. In M. C. Wittrock (Haz.), Handbook of research on teaching (s. 255-296). New York: Macmillan.
  • Clarke, A. M. (1993). Stepping softly: What constitutes teaching in communicative classrooms. 12th. Annual National Conference for Teachers of English, Sorrento, Italv.
  • Doyle, W. (1977). Learning the classroom environment: An ecological analysis. Journal of Teacher Education, 28, 51-55.
  • Edge, J. (1992). Cooperatlve development: Professional self-development through cooperation with colleagues. HarIow, England: Longman.
  • Edge, J. (1996). Cross-cultural paradoxes in a proffession of values. TESOL Quarterly, 30(1), 9-30.
  • Ellis, R. (1990). Instructed second language acquisition: Learning in the classroom. Cambridge, MA.: Basil Blackwell.
  • Ericson, K. A., & Simon, H. A. (1980). Verbal reports as data. Psychological Review, 87, 215-221.
  • Fanselow, J. F. (1987). Breaking rules: Generating and exploring alternatives in language teaching. New York: Longman.
  • Fanselow, J. F. (1990). Let's see: contrasting conversations about teaching. J. C. Richards & D. Nunan (Haz.), Second language teacher education (s. 182-198). New York: Cambridge University Press.
  • Feiman-Nemser, S., & Buchman, M. (1985). Pitfalls of experience in teacher preparation. Teachers College Record, 87(1), 53-65.
  • Fogarty, J. L, Wang, M. C., & Creek, R. (1983). A descriptive study of experienced and novice teachers' interactive thoughts and actions. Journal of Educational Research, 77, 22-32.
  • Freeman, D. (1982). Teacher training, development and decision making: A model of teaching and related strategies for language teacher education. TESOL Ouarterly, 23(1), 27-45.
  • Freeman, D., & Richards, J. C. (1993). Conceptions of teaching and the education of second language teachers. TESOL Ouarterly, 27(2), 194-213.
  • Freeman, D. (1994). Knowing into doing: Teacher education and the problem of transfer. C. S. David, D. Maloney & J. C. Richards (Haz.), Exploring second language teacher development (1-20). Hong Kong: CIty Polytechnic of Hong Kong.
  • Handscombe, J., & Becker, N. (1994). A week of school. North York, Canada: North York Board of Education.
  • Housner, L. D., & Griffey, D. L. (1985). Teacher Cognition: Differences in planning and interactive decision making between experienced and inexperienced teachers'. Research Quarterly for Exercise and Sport, 56(1), 455-59.
  • Johnson, K. E. (1992a). The relationship between teachers' beliefs and practices during literacy instruction for non-native speakers of English. Journal of Reading Behaviour, 24(1), 83-108.
  • Johnson, K. E. (1992b). Leaming to teach: Instructional Actions and Decisions of Preservice ESL Teachers. TESOL Quarterly, 26(3), 507-535.
  • Johnson, K. E. (1995). Understanding Communication In Second Language Classrooms. Cambridge: Cambridge University Press.
  • Johnston, S. (1994). Experience is the best teacher, or is it? An analysis of the role of experience on learning to teach. Journal of Teacher Education, 45(3), 199-208.
  • Joyce, B. R. (1979). Toward a theory of information processing in teaching. Educational Research Quarterly, 3(4), 66-77.
  • Kennedy, M. (1990). Policy issues in teacher education. East Lansing: MI.:National Center for Research on Teacher Education.
  • Morine, G., & ValIance, E. (1975). Special study B: A study of teacher and pupil perceptions of classroom interaction (Tech. Rep. No. 75-11-6). San Francisco: Far West Laboratory.
  • Nisbett, R. E., & Wilson, T. J. (1977). Telling more than we can know: Verbal reports on mental processes. Psychological Review, 84, 231-259.
  • Nunan, D. (1989). Understanding language classrooms: A guide for teacher initiated action. New York: Prentice Hall.
  • Pennington, M. C. (1990). A professional development focus for the language teaching problem. J. C. Richards & D. Nunan (Haz.), Second language teacher education (pp. 132-153). New York: Cambridge University Press.
  • Pennington, M. C., Urmston, A. & Lee, Y.P. (1996). Learning to teach English in Hong Kong: The first year in the classroom. Research Monograph Series: City University of Hong Kong.
  • Peterson, P. lo, & Clark, C. M. (1978). Teachers’ reports of their cognitive processes during teaching. American Educational Research Journal, 15, 417-432.
  • Posner, G. (1981). New developments in curricular research: It is the thought that counts. The Researcher (Newsletter of the Northeastern Educational Research Association), 19, 25-55.
  • Richards, J. C. (1990). The dilemma of teacher education in second language teaching. J. C. Richards & D. Nunan (Haz.), Second language teacher education (pp. 3-16). New York: Cambridge University Press.
  • Richards, J. C., & Nunan, D. (1990). Second language teacher education. New York: Cambridge University Press.
  • Richards, J. C., Ho, R. & Giblin, K. (1992). Learning how to teach: A study of EFL teachers in pre-service training. Department of English Research Report No: 19. Polytechnic of Hong Kong.
  • Richards, J. C., & Lockhart, A. (1992). Teacher development through peer observation. TESOL Journal, 2(2), 7-14.

Deneyimli İngilizce Öğretmenleri ile Öğretmen Adaylarının Eğitsel Düşünceleri ve Eylemleri Üzerine Bir Karşılaştırma

Year 2006, Volume: 23 Issue: 1, 1 - 18, 02.09.2015

Abstract

Bu çalışmada deneyimli İngilizce öğretmenleri ile öğretmen adaylarının şu yönlerden farklılık gösterip göstermedikleri incelenmiştir: a) öğretmenlerin öğrencilerinin hangi davranış örüntülerini ipucu olarak kullanıp karşılık verdikleri, b) öğretmenlerin öğrencilerinin davranış örüntülerine karşılık uyguladıkları eğitsel eylemleri, c) öğretmenlerin eğitsel amaçları ve eğitimle ilgili bilgileri. Beş deneyimli İngilizce öğretmeni, beş İngilizce öğretmen adayının video kayıtlarına alınmış dersleri ile eğitsel amaçlarına ve eğitimle ilgili bilgilerine ilişkin açıklamaları çözümlendi. Varılan sonuçlar, deneyimli öğretmenlerle öğretmen adaylarının eğitsel eylem ve düşünceleri arasında hem benzerlik hem de farklılık örüntüleri olduğunu gösterdi. Deneyimli öğretmenlerle, öğretmen adayları arasındaki farklılıklara ilişkin sonuçlar, İngilizce'nin anadili olarak öğretildiği bağlamlarda yürütülmüş olan daha önceki çalışmaların bulgularını doğruladı. Ayrıca, bu çalışmanın bulguları, İngilizce'nin ikinci dil olarak öğretildiği bir ortamda daha önce yapılmış bir çalışmanın bulgularıyla karşılaştırıldı ve yalnızca İngilizce' nin ikinci dil veya yabancı dil olarak öğretildiği ortamlara özgü eğitsel amaç ve eylem örüntülerinin var olabileceği ortaya çıktı.

References

  • Calderhead, J. (1981). A psychological approach to research on teachers' classroom decision making. British Educational Research Journal, 7, 51-57.
  • Calderhead, J. (1983). Research into teachers' and student teachers' cognition: Exploring the nature of classroom practice. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada.
  • Cazden, C. (1988). Classroom discourse: The language teaching and leaming. Portsmouth NH: Heinemann.
  • Clark, C.M., & Yinger, R.J. (1979). Teachers' thinking. P. L. Peterson & H. J. Walberg (Haz.), Research on teaching (s. 274-285). Berkeley, CA.: McCutchan.
  • Clark, C. M., & Peterson, P. L (1986). Teachers' thought processes. In M. C. Wittrock (Haz.), Handbook of research on teaching (s. 255-296). New York: Macmillan.
  • Clarke, A. M. (1993). Stepping softly: What constitutes teaching in communicative classrooms. 12th. Annual National Conference for Teachers of English, Sorrento, Italv.
  • Doyle, W. (1977). Learning the classroom environment: An ecological analysis. Journal of Teacher Education, 28, 51-55.
  • Edge, J. (1992). Cooperatlve development: Professional self-development through cooperation with colleagues. HarIow, England: Longman.
  • Edge, J. (1996). Cross-cultural paradoxes in a proffession of values. TESOL Quarterly, 30(1), 9-30.
  • Ellis, R. (1990). Instructed second language acquisition: Learning in the classroom. Cambridge, MA.: Basil Blackwell.
  • Ericson, K. A., & Simon, H. A. (1980). Verbal reports as data. Psychological Review, 87, 215-221.
  • Fanselow, J. F. (1987). Breaking rules: Generating and exploring alternatives in language teaching. New York: Longman.
  • Fanselow, J. F. (1990). Let's see: contrasting conversations about teaching. J. C. Richards & D. Nunan (Haz.), Second language teacher education (s. 182-198). New York: Cambridge University Press.
  • Feiman-Nemser, S., & Buchman, M. (1985). Pitfalls of experience in teacher preparation. Teachers College Record, 87(1), 53-65.
  • Fogarty, J. L, Wang, M. C., & Creek, R. (1983). A descriptive study of experienced and novice teachers' interactive thoughts and actions. Journal of Educational Research, 77, 22-32.
  • Freeman, D. (1982). Teacher training, development and decision making: A model of teaching and related strategies for language teacher education. TESOL Ouarterly, 23(1), 27-45.
  • Freeman, D., & Richards, J. C. (1993). Conceptions of teaching and the education of second language teachers. TESOL Ouarterly, 27(2), 194-213.
  • Freeman, D. (1994). Knowing into doing: Teacher education and the problem of transfer. C. S. David, D. Maloney & J. C. Richards (Haz.), Exploring second language teacher development (1-20). Hong Kong: CIty Polytechnic of Hong Kong.
  • Handscombe, J., & Becker, N. (1994). A week of school. North York, Canada: North York Board of Education.
  • Housner, L. D., & Griffey, D. L. (1985). Teacher Cognition: Differences in planning and interactive decision making between experienced and inexperienced teachers'. Research Quarterly for Exercise and Sport, 56(1), 455-59.
  • Johnson, K. E. (1992a). The relationship between teachers' beliefs and practices during literacy instruction for non-native speakers of English. Journal of Reading Behaviour, 24(1), 83-108.
  • Johnson, K. E. (1992b). Leaming to teach: Instructional Actions and Decisions of Preservice ESL Teachers. TESOL Quarterly, 26(3), 507-535.
  • Johnson, K. E. (1995). Understanding Communication In Second Language Classrooms. Cambridge: Cambridge University Press.
  • Johnston, S. (1994). Experience is the best teacher, or is it? An analysis of the role of experience on learning to teach. Journal of Teacher Education, 45(3), 199-208.
  • Joyce, B. R. (1979). Toward a theory of information processing in teaching. Educational Research Quarterly, 3(4), 66-77.
  • Kennedy, M. (1990). Policy issues in teacher education. East Lansing: MI.:National Center for Research on Teacher Education.
  • Morine, G., & ValIance, E. (1975). Special study B: A study of teacher and pupil perceptions of classroom interaction (Tech. Rep. No. 75-11-6). San Francisco: Far West Laboratory.
  • Nisbett, R. E., & Wilson, T. J. (1977). Telling more than we can know: Verbal reports on mental processes. Psychological Review, 84, 231-259.
  • Nunan, D. (1989). Understanding language classrooms: A guide for teacher initiated action. New York: Prentice Hall.
  • Pennington, M. C. (1990). A professional development focus for the language teaching problem. J. C. Richards & D. Nunan (Haz.), Second language teacher education (pp. 132-153). New York: Cambridge University Press.
  • Pennington, M. C., Urmston, A. & Lee, Y.P. (1996). Learning to teach English in Hong Kong: The first year in the classroom. Research Monograph Series: City University of Hong Kong.
  • Peterson, P. lo, & Clark, C. M. (1978). Teachers’ reports of their cognitive processes during teaching. American Educational Research Journal, 15, 417-432.
  • Posner, G. (1981). New developments in curricular research: It is the thought that counts. The Researcher (Newsletter of the Northeastern Educational Research Association), 19, 25-55.
  • Richards, J. C. (1990). The dilemma of teacher education in second language teaching. J. C. Richards & D. Nunan (Haz.), Second language teacher education (pp. 3-16). New York: Cambridge University Press.
  • Richards, J. C., & Nunan, D. (1990). Second language teacher education. New York: Cambridge University Press.
  • Richards, J. C., Ho, R. & Giblin, K. (1992). Learning how to teach: A study of EFL teachers in pre-service training. Department of English Research Report No: 19. Polytechnic of Hong Kong.
  • Richards, J. C., & Lockhart, A. (1992). Teacher development through peer observation. TESOL Journal, 2(2), 7-14.
There are 37 citations in total.

Details

Primary Language Turkish
Journal Section Original Articles
Authors

Akyel Ayşe

Publication Date September 2, 2015
Published in Issue Year 2006 Volume: 23 Issue: 1

Cite

APA Ayşe, A. (2015). Deneyimli İngilizce Öğretmenleri ile Öğretmen Adaylarının Eğitsel Düşünceleri ve Eylemleri Üzerine Bir Karşılaştırma. Bogazici University Journal of Education, 23(1), 1-18.