Araştırma Makalesi
Yıl 2020,
Sayı: 50, 94 - 116, 30.12.2020
Öz
Öğretmeyi öğrenmek uzun bir gelişimsel süreç olarak ele alındığında, yansıtıcı düşünmenin önemli bir yeri olduğu görülür. Bu durum çalışması, İngilizceyi yabancı dil olarak öğreten bir katılımcının yansıtıcı düşünmesine odaklanmaktadır. Katılımcı, yazılı üretimdeki söz sorunlarını inceleyerek 12 haftalık yansıtıcı düşünme sürecine dâhil olmuştur. Bu süreç, beş kez tekrarlanan iki aşamalı işlemden oluşmaktadır. İlk aşama yansıtıcı yazılar ve grup tartışmaları yoluyla söz sorunları üzerine düşünmeyi, ikincisi ise yansıtıcı yazılar ve görüşmeler yoluyla sınıf uygulaması üzerine düşünmeyi kapsamaktadır. Keşfedici sıralı desene sahip bu çalışmada, öğretmenin yansıtıcı düşünmesine dayanan veri önce nitel, sonra nicel olarak analiz edilmiştir. Nitel analiz, Ho ve Richards (1993) ile Farrell (1999) tarafından sunulan betimleyici ve eleştirel yansıtıcı düşünme sınıflamasına dayanmaktadır. Nicel analiz ise tek yönlü uyum iyiliği ki kare testine dayalı olarak yapılmıştır. Sonuçlar, katılımcının sınıflamada geçen konuların çoğuna değindiğini ve en çok değindiği üç konunun öğrenci sorunları, yaklaşım betimlemesi ve derslerin olumlu değerlendirmesi olduğunu ortaya koymuştur. Genel bir değerlendirme, katılımcının eleştirel yansıtıcı düşünmesinin, betimleyici yansıtıcı düşünmesinden daha sık ortaya konduğunu ve bunun çoğunlukla öğretimi değerlendirmeye yönelik olduğunu göstermektedir. Ayrıca, katılımcıda eleştirel yansıtıcı düşünme alanında gelişim de gözlemlenmiştir. Nicel analizlerin hepsinde istatiksel olarak anlamlı sonuçlar çıkmıştır. Genel anlamda katılımcının yazı, tartışma ve görüşmelerindeki yansıtıcı düşünmesi, ona bağlamına yanıt verme, bilinçli düşünme ve bilgisiyle öğretme eylemini bütünleştirme fırsatı vermiştir. Böylelikle bu çalışmanın katılımcının mesleki gelişimine katkıda bulunmuş olması beklenmektedir.
Anahtar Kelimeler
Yansıtıcı Düşünme Eleştirel Yansıtıcı Düşünme Betimleyici Yansıtıcı Düşünme Eleştirel Yansıtıcı Düşünme Alanında Gelişim
Teşekkür
Öğretim Görevlisi Nilgün Karsan'a çalışmanın veri analizi güvenirliğine katkılarından dolayı teşekkür ederiz.
Kaynakça
- Farrell, T.S.C. (1999). Reflective practice in an EFL teacher development group. System, 27(2), 157-172.
- Farrell, T.S.C. (2001). Tailoring reflection to individual needs. Journal of Education for Teaching, 27, 23–38.
- Farrell, T.S.C. (2011). ‘Keeping SCORE’: Reflective practice through classroom observations. RELC Journal, 42, 265–272.
- Farrell, T. S. (2016). Anniversary article: The practices of encouraging TESOL teachers to engage in reflective practice: An appraisal of recent research contributions. Language Teaching Research, 20(2), 223-247.
- Freeman, D., & Johnson, K. E. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32(3), 397-417. Retrieved from https://pdfs.semanticscholar.org/ecd0/c39bef70c1dcc732b99edb3af5202846eb0f.pdf
- Gün, B. (2010). Quality self-reflection through reflection training. ELT journal, 65(2), 126-135.
- Ho, B., & Richards, J. C. (1993). Reflective thinking through teacher journal writing: Myths and realities. Prospect, 8(3), 7-24.
- Kuru-Gönen, S. İ. (2012). A study on reflective reciprocal peer coaching: An application in pre-service English language teaching context (Unpublished doctoral dissertation). Anadolu University, Eskişehir.
- Liou, H. C. (2001). Reflective practice in a pre-service teacher education program for high school English teachers in Taiwan, ROC. System, 29(2), 197-208.
- Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks: Sage.
- Pultorak, E. G. (1993). Facilitating reflective thought in novice teachers. Journal of Teacher Education, 44(4), 289-295.
- Pultorak, E.G. (1996). Following the developmental process of reflection in novice teachers: Three years of investigation. Journal of Teacher Education, 47(4), 283-291.
- Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. New York: Cambridge University Press.
- Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
- Şanal-Erginel, S. (2006). Developing reflective teachers: A study on perception and improvement of reflection in pre-service teacher education (Unpublished doctoral dissertation). Middle East Technical University, Ankara.
- Şire, E. (2004). Reflecting on teaching: Interactive thoughts and decisions of experienced and novice EFL teachers (Unpublished doctoral dissertation). Çukurova University, Adana.
- Tsui, A. B. M. (2009). Distinctive qualities of expert teachers. Teachers and Teaching, 15(4), 421-439. https://doi.org/10.1080/13540600903057179
- Van Manen, M. (1977). Linking ways of knowing with ways of being practical. Curriculum Inquiry, 6(3), 205-228. Retrieved from http://amitay.haifa.ac.il/images/1/1f/Mannen.pdf
- Yang, S. (2009). Using blogs to enhance critical reflection and community of practice. Educational Technology & Society, 12, 11–21.
- Yaman, Ş. (2004). An action research study on teacher development: A constructivist approach (Unpublished doctoral dissertation). Çukurova University, Adana.
- Yeşilbursa, A. A. (2008). Reflective Foreign Language Teacher Development: A Case Study (Unpublished doctoral dissertation). Gazi University, Ankara.
- Yesilbursa, A. (2011). Reflection at the interface of theory and practice: An analysis of pre-service English language teachers’ written reflections. Australian Journal of Teacher Education, 36, 104–116.
Yıl 2020,
Sayı: 50, 94 - 116, 30.12.2020
Öz
Reflection has a crucial role in learning to teach as a long developmental process. This case study focuses on the engagement of a teacher of English as a foreign language (EFL) in reflection. The teacher was engaged in a 12-week reflection process which included two-phase procedures repeated five times. The first phase of each procedure involved reflection on lexical problems through journals and peer discussions. The second was for reflection on classroom practice through journals and interviews. With a sequential exploratory mixed methods design, the study involved analysis of the teacher’s reflections first qualitatively and then quantitatively. The qualitative analysis was based on the taxonomies for descriptive and critical reflection presented in Ho and Richards (1993) and Farrell (1999). The quantitative side involved one-way goodness-of-fit chi-square test results. The results revealed that she referred to most of the topics in the taxonomy, and the top three were students’ problems, an approach/procedure, and positive evaluations of lessons. Overall, her critical reflection outnumbered her descriptive reflection, and was mostly related to evaluating teaching. The teacher also displayed development in the sense of critical reflectivity. All the quantitative analyses had statistically significant results. Globally, her reflection in journals, discussions, and interviews enabled her to respond to the context, engage in conscious deliberation, and integrate knowledge into the teaching act. In this way, the study is expected to contribute to the participant’s professional development.
Anahtar Kelimeler
Reflection Critical Reflection Descriptive Reflection Development in the Sense of Critical Reflectivity Reflective Teaching
Kaynakça
- Farrell, T.S.C. (1999). Reflective practice in an EFL teacher development group. System, 27(2), 157-172.
- Farrell, T.S.C. (2001). Tailoring reflection to individual needs. Journal of Education for Teaching, 27, 23–38.
- Farrell, T.S.C. (2011). ‘Keeping SCORE’: Reflective practice through classroom observations. RELC Journal, 42, 265–272.
- Farrell, T. S. (2016). Anniversary article: The practices of encouraging TESOL teachers to engage in reflective practice: An appraisal of recent research contributions. Language Teaching Research, 20(2), 223-247.
- Freeman, D., & Johnson, K. E. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32(3), 397-417. Retrieved from https://pdfs.semanticscholar.org/ecd0/c39bef70c1dcc732b99edb3af5202846eb0f.pdf
- Gün, B. (2010). Quality self-reflection through reflection training. ELT journal, 65(2), 126-135.
- Ho, B., & Richards, J. C. (1993). Reflective thinking through teacher journal writing: Myths and realities. Prospect, 8(3), 7-24.
- Kuru-Gönen, S. İ. (2012). A study on reflective reciprocal peer coaching: An application in pre-service English language teaching context (Unpublished doctoral dissertation). Anadolu University, Eskişehir.
- Liou, H. C. (2001). Reflective practice in a pre-service teacher education program for high school English teachers in Taiwan, ROC. System, 29(2), 197-208.
- Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks: Sage.
- Pultorak, E. G. (1993). Facilitating reflective thought in novice teachers. Journal of Teacher Education, 44(4), 289-295.
- Pultorak, E.G. (1996). Following the developmental process of reflection in novice teachers: Three years of investigation. Journal of Teacher Education, 47(4), 283-291.
- Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. New York: Cambridge University Press.
- Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
- Şanal-Erginel, S. (2006). Developing reflective teachers: A study on perception and improvement of reflection in pre-service teacher education (Unpublished doctoral dissertation). Middle East Technical University, Ankara.
- Şire, E. (2004). Reflecting on teaching: Interactive thoughts and decisions of experienced and novice EFL teachers (Unpublished doctoral dissertation). Çukurova University, Adana.
- Tsui, A. B. M. (2009). Distinctive qualities of expert teachers. Teachers and Teaching, 15(4), 421-439. https://doi.org/10.1080/13540600903057179
- Van Manen, M. (1977). Linking ways of knowing with ways of being practical. Curriculum Inquiry, 6(3), 205-228. Retrieved from http://amitay.haifa.ac.il/images/1/1f/Mannen.pdf
- Yang, S. (2009). Using blogs to enhance critical reflection and community of practice. Educational Technology & Society, 12, 11–21.
- Yaman, Ş. (2004). An action research study on teacher development: A constructivist approach (Unpublished doctoral dissertation). Çukurova University, Adana.
- Yeşilbursa, A. A. (2008). Reflective Foreign Language Teacher Development: A Case Study (Unpublished doctoral dissertation). Gazi University, Ankara.
- Yesilbursa, A. (2011). Reflection at the interface of theory and practice: An analysis of pre-service English language teachers’ written reflections. Australian Journal of Teacher Education, 36, 104–116.
Toplam 22 adet kaynakça vardır.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Alan Eğitimleri |
| Bölüm | Makaleler / Articles |
| Yazarlar | |
| Yayımlanma Tarihi | 30 Aralık 2020 |
| Gönderilme Tarihi | 7 Ağustos 2020 |
| Kabul Tarihi | 12 Kasım 2020 |
| Yayımlandığı Sayı | Yıl 2020 Sayı: 50 |
ERCİYES AKADEMİ | 2021 | sbedergi@erciyes.edu.tr Bu eser Creative Commons Atıf-Gayri Ticari-Türetilemez 4.0 Uluslararası Lisansı ile lisanslanmıştır.