S. İpek GÖNEN KURU
(Anadolu Üniversitesi, Eğitim Fakültesi, İngiliz Dili ve Edebiyatı Bölümü, Eskişehir, Türkiye)
ASUMAN AŞIK
(Gazi Üniversitesi, Eğitim Fakültesi, İngiliz Dili Eğitimi Programı, Ankara, Türkiye)
Yıl: 2016Cilt: 13Sayı: 36ISSN: 1304-429XSayfa Aralığı: 203 - 222İngilizce

103 1
REFLECTIVITY THROUGH THE ANALYSIS OF TEACHER TALK: THE CASE OF PRE-SERVICE ENGLISH LANGUAGE TEACHERS
Yansıtıcı uygulamalar, öz-değerlendirmeyi destekleyerek dil öğretmenlerinin yansıtıcı ve eleştirel düşünme seviyesini arttırması açısından önemli bulunmaktadır. Sınıf etkileşimi analizi, öğretmen yansıtmasını geliştirmenin yollarından birisi olarak görülebilmektedir. Bu çalışma, öğretmen konuşmaları ve sınıf içi etkileşimin farklı yönleri üzerine öz değerlendirme yapmaya olanak veren bir çerçeve vasıtasıyla, hizmet öncesi öğretmen adaylarının kendi dil kullanımlarını analiz etmelerini sağlayarak yansıtıcılıklarını incelemeyi amaçlamaktadır. Bu amaç doğrultusunda, Türkiye'deki iki üniversitenin İngilizce Öğretmenliği programlarından toplam 44 hizmet öncesi öğretmen çalışmaya katılmıştır. Katılımcılar, bir kontrol grubu ve bir de araştırma grubundan oluşmaktadır. Araştırma grubu, öğretmen konuşmasının öz değerlendirmesi çerçevesini kullanarak kendi konuşmalarının analizi konusunda eğitim almışlardır. Araştırmada karma yöntem yaklaşımı uygulanmıştır. Nicel veriler bir anket ile toplanırken, nitel veriler yansıtıcı günlüklerle toplanmıştır. Sonuçlar, hem araştırma hem kontrol grubundaki öğrencilerin yansıtmalarında bir gelişim olmasına rağmen belirli bir çerçeve kullanan araştırma grubundaki hizmet öncesi İngilizce öğretmenlerinin yansıtıcı düşünme seviyelerinin kontrol grubuna göre daha üst seviyelere çıktığını göstermiştir. Çalışma, öğretimde yansıma hakkında yararlı çıkarımlar sağladığı için öğretmen eğitmenleri, hizmet öncesi öğretmenler ve araştırmacıların ilgisini çekebilir.
DergiAraştırma MakalesiErişime Açık
  • Al-Hassan, O., Al-Barakat, A., & Al-Hassan, Y. (2012). Pre-service teachers' reflections during field experience. Journal of Education for Teaching, 38(4), 419- 434.
  • Anderson, N. A., Barksdale, M. A. & Hite, C. E. (2005). Preservice teachers' observations of cooperating teachers and peers while participating in an early field experience. Teacher Education Quarterly, 32(4), 97-117.
  • Arrastia, M. C., Rawls, E. S., Brinkerhoff, E. H., & Roehrig, A. D. (2014). The nature of elementary preservice teachers' reflection during an early field experience. Reflective Practice, 15(4), 427-444.
  • Aşık, A. & Kuru Gönen, S. İpek. (2016) Pre-service EFL teachers' reported perceptions of their development through SETT experience. Classroom Discourse, 7(2), 164-183.
  • Chen, D., Lumpe, A. & Bishop, D. (2013). Assessment of teacher candidate reflection in e-portfolios. In J. Herrington, A. Couros & V. Irvine (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology 2013 (pp. 1872-1881). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/p/112224. (Access Date: 10. 03.2016)
  • Cohen-Sayag, E. & Fischl, D. (2012). Reflective writing in pre-service teachers' teaching: what does it promote?. Australian Journal of Teacher Education (Online), 37(10), 20-36.
  • Cunningham-Florez, M. A. (2001). Reflective teaching practice in adult ESL settings. ERIC Digest. http://www.cal.org/ncle/digest/reflect.htm. 1-7. (Access Date: 11.05.2009)
  • Creswell, J. W. (2005). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. New Jersey: Prentice Hall Publishing.
  • Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300-314.
  • Dervent, F. (2015). The effect of reflective thinking on the teaching practices of preservice physical education teachers. Issues in Educational Research, 25(3), 260-275.
  • Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educational process. Lexington, MA: Heath.
  • Downey. J. (2008). 'It's not as easy as it looks': Preservice teachers' insights about teaching emerging from an innovative assignment in educational psychology. Teaching Educational Psychology, 3(1), 1-11.
  • Erginel, S. Ş. (2006). Developing reflective teachers: A study on perception and improvement of reflection in preservice teacher education. Unpublished Doctoral Dissertation, Middle East Technical University.
  • Fairbanks, C. M. & Meritt, J. (1998). Preservice teachers' reflections and the role of context in learning to teach. Teacher Education Quarterly, 25(3), 47-68.
  • Garza, R. & Smith, S. F. (2015). Pre-service teachers' blog reflections: Illuminating their growth and development. Cogent Education, 2(1), 1-15. http://dx.doi.org/10.1080/2331186X.2015.1066550
  • Gale, T. & Jackson, C. (1997). Preparing professionals: student teachers and their supervisors at work. Asia-Pacific Journal of Teacher Education, 25(2), 177- 191.
  • Gelfuso, A. M. (2013). Insights into reflection and pre-service teacher education: An hermeneutic phenomenology. Graduate Theses and Dissertations. http://scholarcommons.usf.edu/etd/4894 (Access Date: 07.02.2016).
  • Griffin, M. L. (2003). Using critical incidents to promote and assess reflective thinking in pre-service teachers. Reflective Practice, 4(2), 207-220.
  • Hrevnack, J. R. (2011). Guided development of reflective thinking in the observations of classroom teachers by pre service candidates. Academy of Educational Leadership Journal, 15(2), 81-93.
  • Huan, F. & Wang, L. (2011). A Self-evaluation of Classroom Language Used When http://dx.doi.org/10.5539/ies.v4n4p170 International Education Studies, 4(4).
  • Inceçay, G. (2010). The role of teacher talk in young learners' language process. Procedia Social and Behavioral Sciences 2, 277-281.
  • Jasper, M. (2003). Beginning Reflective Practice. UK: Nelson Thornes.
  • Kaminski, E. (2003). Promoting pre-service teacher education students' reflective practice in mathematics. Asia-Pacific Journal of Teacher Education, 31(1), 21-32. Kauffman, D. (1992). Supervision of student teachers. http://www.ericfacility.net/databases/ERIC_Digests/ed344873.html. (Access Date: 11.10.2011)
  • Krim, J. S. (2009). Critical reflection and teacher capacity: The secondary science pre-service teacher population. Unpublished Doctoral Dissertation. Montana State University: Montana, 2009.
  • Kumaravadivelu, B. (1999). Critical classroom discourse analysis. TESOL Quarterly, 33(2), 453-484.
  • Kuru Gönen, S. İ. (2012). A study on reflective reciprocal peer coaching: An application in pre-service English Language Teaching context. Unpublished doctoral dissertation. Eskişehir: Anadolu Üniversitesi.
  • Lee, H. J. (2005). Understanding and assessing preservice teachers' reflective thinking. Teaching and teacher education, 21(6), 699-715.
  • Liakopoulou, M. (2012). The Role of Field Experience in the Preparation of Reflective Teachers. Australian Journal of Teacher Education, 37(6), 42-54.
  • Lyngsnes, K. M. (2012). Embarking on the Teaching Journey: Pre-service Teachers Reflecting upon Themselves as Future Teachers. World Journal of Education, 2(2), 2-9.
  • Mann, S. & Walsh, S. (2013). RP or 'RIP': A critical perspective on reflective practice. http://dx.doi.org/10.1515/applirev-2013-0013 Linguistics Review 2013, 4(2), 289 - 312.
  • Mergler, A. G. & Spooner-Lane, R. S. (2012). What pre-service teachers need to know to be effective at values-based education. Australian Journal of Teacher Education, 37(8), 66-81.
  • Odhiambo, E. (2010). Classroom research: A tool for preparing pre-service teachers to become reflective practitioners. Journal of Instructional Pedagogies, 4, 1-14.
  • Puckett, J. B. & Anderson, R. S. (2002). Assessing field experience. New Directions for Teaching and Learning, 91, 53-60. http://dx.doi.org/10.1002/tl.66.
  • Rodman, G. J. (2010). Facilitating the teaching-learning process through the reflective engagement of pre-service teachers. Australian Journal of Teacher Education (Online), 35(2), 20-34.
  • Seedhouse, P. (2008). Learning to Talk the Talk: Conversation Analysis as a Tool for Induction of Trainee Teachers. Chapter in Professional Encounters in TESOL, InS. Garton & K. Richards (Eds), 42-57.Basingstoke: Palgrave Macmillan.
  • Sert, O. (2015). Social Interaction and L2 Classroom Discourse. Edinburgh: Edinburgh University Press.
  • Smith, K. & Lev-Ari, L. (2005). The place of the practicum in pre-service teacher education: The voice of the students. Asia-Pacific Journal of Teacher Education, 33(3). 289-302.
  • Subramaniam, K. (2013). Examining the content of preservice teachers' reflections of early field experiences. Research in Science Education, 43(5), 1851- 1872.
  • Taggart, G. L., & Wilson, A. P. (2005). Promoting reflective thinking in teachers: 50 action strategies. Thousand Oaks, CA: Corwin Press.
  • Tan, A. L., Wettasinghe, C. M., Tan, S. C., & Hasan, M. (2010). Reflection of teaching: A glimpse through the eyes of pre-service science teachers. Paper presented at the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) Conference, Sydney, Australia, 5 - 8 December 2010.
  • Walsh, S. (2002). Construction or obstruction: Teacher talk and learner involvement in the EFL classroom. Language Teaching Research, 6(1), 3-23.
  • Walsh, S. (2003). Developing interactional awareness in the second language classroom through teacher self-evaluation. Language Awareness, 12(2), 124-142.
  • Walsh, S. (2006). Talking the talk of the TESOL classroom. ELT Journal, 60 (2), 133-141.
  • Walsh, S. (2011). Exploring Classroom Discourse: Language in Action. London: Routledge.
  • Walsh, S. (2013). Classroom Discourse and Teacher Development. Edinburgh: Edinburgh University Press.
  • Walsh, S. & Mann, S. (2015). Doing reflective practice: a data-led way forward. ELT Journal, 69(4), 351-362. http://dx.doi.org/10.1093/elt/ccv018

TÜBİTAK ULAKBİM Ulusal Akademik Ağ ve Bilgi Merkezi Cahit Arf Bilgi Merkezi © 2019 Tüm Hakları Saklıdır.