TY  - JOUR
T1  - The Effect of Self-Reflection Activities on Preservice Science Teachers’ Classroom Teaching Practices
TT  - The Effect of Self-Reflection Activities on Preservice Science Teachers’ Classroom Teaching Practices
AU  - Karakaya Cırıt, Didem
AU  - Aydemir, Selçuk
PY  - 2020
DA  - March
Y2  - 2020
DO  - 10.18009/jcer.636037
JF  - Journal of Computer and Education Research
JO  - JCER
PB  - Tamer KUTLUCA
WT  - DergiPark
SN  - 2148-2896
SP  - 28
EP  - 40
VL  - 8
IS  - 15
LA  - en
AB  - 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.
KW  - Pre-service science teachers
KW  - self-reflection
KW  - classroom teaching practices
N2  - 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.
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UR  - https://doi.org/10.18009/jcer.636037
L1  - https://dergipark.org.tr/en/download/article-file/1018812
ER  -