E-Portfolyo: Öğretmen Adaylarının Bilişötesi Gelişimi için Katalizör

Öz

Günümüzde öğretmenlerden çevrimiçi teknolojileri etkili bir şekilde kullanabilen bilişötesi becerilere sahip bireyler olmaları beklenmektedir. Yansıtma etkinliklerinin yer aldığı ePortfolyo ortamlarının bu öğretmen yeterliliklerinin kazandırılmasında etkili olacağı düşünülmektedir. Bu araştırmanın amacı yansıtıcı etkinliklerin yer aldığı ePortfolyo ortamlarının öğretmen adaylarının bilişötesi farkındalıklarına ve çevrimiçi teknolojilere yönelik öz yeterlik algılarına etkisini araştırmaktır. Tek grup öntest sontest desenin kullanıldığı çalışmada uygun örnekleme yöntemi kullanılmıştır. Bir devlet üniversitesinin İngilizce öğretmenliği 3.sınıfında yer alan 53 öğretmen adayı ile 12 hafta süre ile gerçekleştirilen çalışmada Mahara ePortfolyo platformu kullanılmıştır. Çevrimiçi teknolojilere yönelik öz yeterlik algısını ölçmek için Miltiadou ve Yu (2000) tarafından geliştirilen, Horzum ve Çakır (2009) tarafından Türkçe’ye uyarlanan ölçüm aracı kullanılırken; bilişötesi farkındalığı ölçmek için Schraw ve Dennison (1994) tarafından geliştirilen, Akın, Abacı ve Çetin (2007) tarafından Türkçe’ye uyarlanan ölçüm aracı kullanılmıştır. Araştırma sonuçları yansıtma etkinliklerinin yer aldığı ePortfolyo ortamının öğretmen adaylarının bilişötesi farkındalıklarında ve çevrimiçi teknolojilere yönelik öz yeterlik algılarında anlamlı farklılığa sebep olduğunu göstermiştir. Bilişötesi farkındalık alt faktörlerinden prosedürel bilgi ve değerlendirme hariç, açıklayıcı ve durumsal bilgi, planlama, izleme ve hata ayıklama alt faktörlerinde anlamlı artış gözlenmiştir. Ayrıca öğretmen adaylarının çevrimiçi teknolojilere yönelik öz yeterlik algısı ile bilişötesi farkındalıkları arasında pozitif ve anlamlı bir ilişki olduğu da tespit edilmiştir. Araştırma sonuçları yansıtma etkinliklerinin yer aldığı ePortfolyo ortamlarının, öğretmen adaylarının çevrimiçi öz yeterlik algıları ve bilişötesi farkındalıklarını artırmak için etkili bir araç olduğunu göstermektedir.

Anahtar Kelimeler

• ePortfolyo
• Bilişötesi
• Bilişötesi farkındalığı
• Yansı
• Çevrimiçi teknolojilere yönelik özyeterlik

E-Portfolios: A Catalyst for Metacognitive Growth in Pre-service Teachers

Abstract

Nowadays, teachers are expected to have metacognitive skills and be able to use online technologies effectively. It is believed that e-portfolio environments that incorporate reflection activities will be effective for acquiring these teacher competencies. This study aims to examine the effect of e-portfolio environments with reflective activities on pre-service teachers' metacognitive awareness and self-efficacy perceptions regarding online technologies. In the study that employed a one-group pretest-posttest design, a convenient sampling technique was utilized. The Mahara e-portfolio platform was utilized in the 12-week study involving 53 pre-service teachers in their third year of English language teaching at a state university. The measurement tool developed by Miltiadou and Yu (2000) and adapted into Turkish by Horzum and Çakır (2009) was used to assess self-efficacy perceptions of online technologies, whereas the measurement tool developed by Schraw and Dennison (1994) and adapted into Turkish by Akın, Abacı, and Çetin (2007) was used to assess metacognitive awareness. The results of the study indicated that the e-portfolio environment with reflection activities caused a significant difference in pre-service teachers' metacognitive awareness and self-efficacy perceptions regarding online technologies. With the exception of procedural knowledge and evaluation, significant increases were observed in the explanatory and situational knowledge, planning, monitoring, and debugging subfactors of metacognitive awareness. It was also discovered that there was a positive and statistically significant relationship between the self-efficacy perception of preservice teachers toward online technologies and their metacognitive awareness. The study's findings indicate that e-portfolio environments with reflection activities are a valuable tool for enhancing the online self-efficacy perceptions and metacognitive awareness of pre-service teachers.

Keywords

• E-portfolio
• Metacognition
• Metacognitive awareness
• Reflection
• Online technologies self efficacy

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