Research Article
BibTex RIS Cite

The Effect of Self-Reflection Activities on Preservice Science Teachers’ Classroom Teaching Practices

Year 2020, Volume: 8 Issue: 15, 28 - 40, 25.03.2020
https://doi.org/10.18009/jcer.636037

Abstract

The aim of this study was to determine the effect of self-reflection activities on preservice science teachers’ classroom teaching practices. An action research model was used. The study sample consisted of 17 (8 male, 9 female) senior students of the department of primary science education. This 10-week study was carried out within the scope of the course of Teaching Practice. Participants were asked to prepare a lesson plan for a science subject and teach it every week in their practice schools. Afterwards, they were asked to complete a Self-Reflection Form, which was developed based on discussions with them. Lecture video recordings, observation notes and Reformed Teaching Observation Protocol (RTOP) were used to determine the effect of self-reflection activities on participants’ classroom teaching practices. Participants’ lectures were evaluated using the RTOP. Furthermore, 30-40 min semi-structured interviews were conducted with participants to obtain more detailed information on the cause of the change in their classroom teaching practices. Results showed that self-reflection activities improved participants’ classroom teaching practices.

References

  • American Association for the Advancement of Science [AAAS]. (1993). Benchmarks for science literacy. New York: Oxford University Press.
  • Cochran, K.F., Deruiter, J.A. & King, R.A. (1993). Pedagogical content knowing: An integrative model for teacher preparation. Journal of Teacher Education, 44, 263-272.
  • Ebenezer, J., Chacko, S., Kaya, O. N., Koya, S. K., & Ebenezer, D. L. (2010). The effects of common knowledge construction model sequence of lessons on science achievement and relational conceptual change. Journal of Research in Science Teaching, 47, 25-46.
  • Elaldı, Ş. (2015). Öz-yansıtma kavramına genel bakış [An overview on the concept of self-reflection]. Turkish Studies, 10(7), 381-394.
  • European Parliament, (2008). European Parliament resolution of 23 September 2008 on improving quality of teacher education, (2008/2068(INI)).
  • Grenfell, M. (1998). Training teachers in practice. Clevedon, UK: Multilingual Matters.
  • Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press.
  • Güzel, H., & Oral, İ. (2008). S. Ü. Eğitim fakültesi OFMAE bölümü öğrencilerinin okul deneyimi etkinlikleri üzerine bir araştırma [A study on school experience activities of OFMAE students of S. U. Faculty of Education]. Selçuk Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 25, 249-261.
  • Hanuscin, D. L., Lee, M. H., & Akerson, V. L. (2010). Elementary teachers’ pedagogical content knowledge for teaching the nature of science. Science and Education, 95(1), 145-167.
  • Horizon Research Inc. (2000). Inside the classroom observation and analytic protocol. Retrieved 20 June 2013 from http://www.horizonresearch.com/instruments/clas/cop.php.
  • Karakaya, D. (2012). Fen bilgisi öğretmen adaylarının küresel boyuttaki çevresel sorunlara ilişkin teknolojik pedagojik alan bilgisi ve sınıf içi uygulamalarının araştırılması. (Yayımlanmamış yüksek lisans tezi) [Exploring the pre-service science and technology teachers’ technological pedagogical content knowledge and classroom teaching involving the topic of global environmental problems]. Fırat Üniversitesi, Eğitim Bilimleri Enstitüsü, Elazığ.
  • Karakaya-Cirit, D. (2017). Fen bilgisi öğretmen adaylarının pedagojik alan bilgisi ve sınıf içi öğretimlerinin araştırılması [Exploring the pre-service science teachers’ pedagogical content knowledge and classroom teaching practices]. The Journal of Academic Social Science Studies, 63(Winter II), 51-68.
  • Karakaya-Cirit, D. & Canpolat, E. (2019). A study on the technological pedagogical contextual knowledge of science teacher candidates across different years of study. Education and Information Technologies, 24 (4), 1-27.
  • Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. New Jersey: Prentice Hall.
  • Mishra, P. & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108 (6), 1017-1054.
  • Moon, J. A. (2004). A handbook of reflective and experiential learning: Theory and practice. London: Routledge Farmer.
  • National Research Council [NRC]. (1996). National science education standards. Washington, DC: National Academy Press
  • Ministry of National Education [MoNE]. (2008). Öğretmen yeterlikleri: Öğretmenlik mesleği genel ve özel alan yeterlikleri [Teacher competencies: General and special field competencies of teaching profession]. Ankara: Devlet Kitapları Müdürlüğü.
  • Piburn, M., Sawada, D., Turley, J., Falconer, K., Benford, R., Bloom, I., & Judson, E. (2000). Reformed teaching observation protocol (RTOP) reference manual. Tempe, Arizona: Arizona Collaborative for Excellence in the Preparation of Teachers.
  • Roberts, J. (1998). Language teacher education. London: Arnold.
  • Shuell, T.J. (1990). Phases of meaningful learning. Review of Educational Research, 60, 531-547.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15 (2), 4-14.
  • Sherin, M. G. (2004). New perspectives on the role of video in teacher education. In J. Brophy (Ed.), Using video in teacher education (pp. 1–28). Amsterdam, Netherlands: Elsevier
  • Sim, C. (2006). Preparing for professional experiences - incorporating pre-service teachers as ‘communities of practice’. Teaching and teacher education, 22(1), 77-83.
  • Şimşek, H. (2005). Eğitimde reform ve değişim kararlılığı. “eğitim fakültelerinde yeniden yapılanmanın getirdiği sorunlar” [Reform and change commitment in education. “the problems of restructuring in education faculties”] paneli, Gazi Üniversitesi, Ankara.
  • Thorpe, K., & Barsky, J. (2001). Healing through self‐reflection. Journal of Advanced Nursing, 35(5), 760-768.
  • Türel, Y. (2008). Öğrenme nesneleri ile zenginleştirilmiş öğretim ortamlarının öğrenci başarıları tutumları ve motivasyonları üzerindeki etkisi. [The effect of the learning objects enriched instructional environments on learners' achievements learners' attitudes and learners' motivations]. (Yayımlanmamış Doktora Tezi), Fırat Üniversitesi, Sosyal Bilimler Enstitüsü. Elazığ.
  • Turkish Education Association [TEA].(2009). Öğretmen yeterlikleri [Teacher Competencies.]. Retrieved November 23, 2011 http://portal.ted.org.tr/yayinlar/Ogretmen_Yeterlik_Kitap.pdf
  • Von Wright, J. (1992). Reflections on reflection. Learning and ınstruction, 2(1), 59-68.
  • Yıldırım, A., & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri (10. Baskı) [Qualitative research methods in the social sciences ]. Ankara: Seçkin Yayıncılık
  • Yiğit, N., Alev, N., & Ekiz, D. (2010). The contribution of reflective-based mentoring to the initial professional development of student teachers during teaching practice. Inonu University Journal of the Faculty of Education, 11(3), 75-100.
  • Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into practice, 41(2), 64-70.

The Effect of Self-Reflection Activities on Preservice Science Teachers’ Classroom Teaching Practices

Year 2020, Volume: 8 Issue: 15, 28 - 40, 25.03.2020
https://doi.org/10.18009/jcer.636037

Abstract

The aim of this study was to determine the effect of self-reflection activities on preservice science teachers’ classroom teaching practices. An action research model was used. The study sample consisted of 17 (8 male, 9 female) senior students of the department of primary science education. This 10-week study was carried out within the scope of the course of Teaching Practice. Participants were asked to prepare a lesson plan for a science subject and teach it every week in their practice schools. Afterwards, they were asked to complete a Self-Reflection Form, which was developed based on discussions with them. Lecture video recordings, observation notes and Reformed Teaching Observation Protocol (RTOP) were used to determine the effect of self-reflection activities on participants’ classroom teaching practices. Participants’ lectures were evaluated using the RTOP. Furthermore, 30-40 min semi-structured interviews were conducted with participants to obtain more detailed information on the cause of the change in their classroom teaching practices. Results showed that self-reflection activities improved participants’ classroom teaching practices.

References

  • American Association for the Advancement of Science [AAAS]. (1993). Benchmarks for science literacy. New York: Oxford University Press.
  • Cochran, K.F., Deruiter, J.A. & King, R.A. (1993). Pedagogical content knowing: An integrative model for teacher preparation. Journal of Teacher Education, 44, 263-272.
  • Ebenezer, J., Chacko, S., Kaya, O. N., Koya, S. K., & Ebenezer, D. L. (2010). The effects of common knowledge construction model sequence of lessons on science achievement and relational conceptual change. Journal of Research in Science Teaching, 47, 25-46.
  • Elaldı, Ş. (2015). Öz-yansıtma kavramına genel bakış [An overview on the concept of self-reflection]. Turkish Studies, 10(7), 381-394.
  • European Parliament, (2008). European Parliament resolution of 23 September 2008 on improving quality of teacher education, (2008/2068(INI)).
  • Grenfell, M. (1998). Training teachers in practice. Clevedon, UK: Multilingual Matters.
  • Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press.
  • Güzel, H., & Oral, İ. (2008). S. Ü. Eğitim fakültesi OFMAE bölümü öğrencilerinin okul deneyimi etkinlikleri üzerine bir araştırma [A study on school experience activities of OFMAE students of S. U. Faculty of Education]. Selçuk Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 25, 249-261.
  • Hanuscin, D. L., Lee, M. H., & Akerson, V. L. (2010). Elementary teachers’ pedagogical content knowledge for teaching the nature of science. Science and Education, 95(1), 145-167.
  • Horizon Research Inc. (2000). Inside the classroom observation and analytic protocol. Retrieved 20 June 2013 from http://www.horizonresearch.com/instruments/clas/cop.php.
  • Karakaya, D. (2012). Fen bilgisi öğretmen adaylarının küresel boyuttaki çevresel sorunlara ilişkin teknolojik pedagojik alan bilgisi ve sınıf içi uygulamalarının araştırılması. (Yayımlanmamış yüksek lisans tezi) [Exploring the pre-service science and technology teachers’ technological pedagogical content knowledge and classroom teaching involving the topic of global environmental problems]. Fırat Üniversitesi, Eğitim Bilimleri Enstitüsü, Elazığ.
  • Karakaya-Cirit, D. (2017). Fen bilgisi öğretmen adaylarının pedagojik alan bilgisi ve sınıf içi öğretimlerinin araştırılması [Exploring the pre-service science teachers’ pedagogical content knowledge and classroom teaching practices]. The Journal of Academic Social Science Studies, 63(Winter II), 51-68.
  • Karakaya-Cirit, D. & Canpolat, E. (2019). A study on the technological pedagogical contextual knowledge of science teacher candidates across different years of study. Education and Information Technologies, 24 (4), 1-27.
  • Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. New Jersey: Prentice Hall.
  • Mishra, P. & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108 (6), 1017-1054.
  • Moon, J. A. (2004). A handbook of reflective and experiential learning: Theory and practice. London: Routledge Farmer.
  • National Research Council [NRC]. (1996). National science education standards. Washington, DC: National Academy Press
  • Ministry of National Education [MoNE]. (2008). Öğretmen yeterlikleri: Öğretmenlik mesleği genel ve özel alan yeterlikleri [Teacher competencies: General and special field competencies of teaching profession]. Ankara: Devlet Kitapları Müdürlüğü.
  • Piburn, M., Sawada, D., Turley, J., Falconer, K., Benford, R., Bloom, I., & Judson, E. (2000). Reformed teaching observation protocol (RTOP) reference manual. Tempe, Arizona: Arizona Collaborative for Excellence in the Preparation of Teachers.
  • Roberts, J. (1998). Language teacher education. London: Arnold.
  • Shuell, T.J. (1990). Phases of meaningful learning. Review of Educational Research, 60, 531-547.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15 (2), 4-14.
  • Sherin, M. G. (2004). New perspectives on the role of video in teacher education. In J. Brophy (Ed.), Using video in teacher education (pp. 1–28). Amsterdam, Netherlands: Elsevier
  • Sim, C. (2006). Preparing for professional experiences - incorporating pre-service teachers as ‘communities of practice’. Teaching and teacher education, 22(1), 77-83.
  • Şimşek, H. (2005). Eğitimde reform ve değişim kararlılığı. “eğitim fakültelerinde yeniden yapılanmanın getirdiği sorunlar” [Reform and change commitment in education. “the problems of restructuring in education faculties”] paneli, Gazi Üniversitesi, Ankara.
  • Thorpe, K., & Barsky, J. (2001). Healing through self‐reflection. Journal of Advanced Nursing, 35(5), 760-768.
  • Türel, Y. (2008). Öğrenme nesneleri ile zenginleştirilmiş öğretim ortamlarının öğrenci başarıları tutumları ve motivasyonları üzerindeki etkisi. [The effect of the learning objects enriched instructional environments on learners' achievements learners' attitudes and learners' motivations]. (Yayımlanmamış Doktora Tezi), Fırat Üniversitesi, Sosyal Bilimler Enstitüsü. Elazığ.
  • Turkish Education Association [TEA].(2009). Öğretmen yeterlikleri [Teacher Competencies.]. Retrieved November 23, 2011 http://portal.ted.org.tr/yayinlar/Ogretmen_Yeterlik_Kitap.pdf
  • Von Wright, J. (1992). Reflections on reflection. Learning and ınstruction, 2(1), 59-68.
  • Yıldırım, A., & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri (10. Baskı) [Qualitative research methods in the social sciences ]. Ankara: Seçkin Yayıncılık
  • Yiğit, N., Alev, N., & Ekiz, D. (2010). The contribution of reflective-based mentoring to the initial professional development of student teachers during teaching practice. Inonu University Journal of the Faculty of Education, 11(3), 75-100.
  • Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into practice, 41(2), 64-70.
There are 32 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Didem Karakaya Cırıt 0000-0002-8606-478X

Selçuk Aydemir 0000-0002-0032-2734

Publication Date March 25, 2020
Submission Date October 22, 2019
Acceptance Date February 11, 2020
Published in Issue Year 2020 Volume: 8 Issue: 15

Cite

APA Karakaya Cırıt, D., & Aydemir, S. (2020). The Effect of Self-Reflection Activities on Preservice Science Teachers’ Classroom Teaching Practices. Journal of Computer and Education Research, 8(15), 28-40. https://doi.org/10.18009/jcer.636037

download13894               13896   13897 14842      


Creative Commons License


This work is licensed under a Creative Commons Attribution 4.0 International License.


Dear Authors;

We would like to inform you that ORCID, which includes 16 digit number will be requested from the authors for the studies to be published in JCER. It is important to be sensitive on this issue. 


Best regards...