An E-Reflective Hybrid Professional Training for In-Service Teachers

Abstract

This qualitative case study aims to analyze how an E-Reflective Teaching and Learning Hybrid course is experienced by in-service English language instructors in terms of particular teaching skills, perception, and practice of reflection at the tertiary level. The implementation and evaluation stages of this course involved two different data sources (instructors’ opinions and recorded lessons) and six data collection tools (interviews, discussion forum questions, trainer’s reflection forms, instructors’ reaction forms, instructors’ reflection forms, and peer observation forms). The findings showed this course made a noticeable difference in the participants’ target teaching skills and the understanding and skill of reflection. This study sets itself up as a model for trainers and instructors who aim to improve themselves through reflective practice.

Keywords

• E-Reflective Practice
• Hybrid
• Teacher Development

Hizmet-içi Öğretmenlere Yönelik Yansıtmalı Hibrit Mesleki Eğitim

Abstract

Bu nitel çalışma, yükseköğretim kurumunda çalışan İngilizce öğretmenlerinin yansıtmaya yönelik bilgi, beceri ve algıları ile belirli öğretme becerileri üzerine verilen E-Yansıtmalı Öğretim ve Hibrit Öğrenme dersini nasıl deneyimlediklerini analiz etmeyi hedeflemektedir. Dersin uygulama ve değerlendirme aşamaları iki farklı veri kaynağı (öğretmenlerin düşünceleri ve kayıtlı dersleri) ve altı veri toplama aracını (görüşmeler, tartışma forum soruları, eğitmen yansıtma formu, öğretmen izlenim formu, öğretmen yansıtma formu ve öğretmen ders izleme formu) kapsamaktadır. Bulgular katılımcıların hedef öğretme becerileri ve yansıtmaya ilişkin bilgi ve uygulamaları üzerinde dikkate değer farklılık oluşturduğunu göstermiştir. Bu çalışma, kendilerini yansıtma uygulamaları ile geliştirmek isteyen öğretmen ve öğretmen-eğitmenleri için bir model olmaktadır.

Keywords

• E-Yansıtma Uygulaması
• Hibrit
• Öğretmen Gelişimi

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