BibTex RIS Cite

Self-Critical Friendship: A Self Study of a Pre-Service English Language Teacher Trainer in Turkey

Year 2016, Volume: 12 Issue: 4, 962 - 978, 06.08.2016

Belgin Aydın

Abstract

This study introduces the idea of self-critical friendship by modelling the personal experience of a teacher trainer. This two-year self-study analyses the dairies and video recordings of a teacher trainer observed by another researcher. The answers of two questions: “Who are you?” and “Do you teach as you preach?” were extracted from the data. The analysis was undertaken twelve months after the teaching was conducted. It was hoped that such a time frame would provide a more detached interpretation of the data. The most important finding of the study is that self critical friendship enhances teacher trainers’ self awareness and, in turn, their professional development. Going through such a process has the added advantage of providing a model for the professional development of trainees in pre-service teacher programs. 

Keywords

self-study self-critical friendship self-awareness teacher trainer pre-service teachers

References

  • Akinbode, A. (2013) Teaching as Lived Experience: The value of exploring the hidden and emotional side of teaching through reflective narratives, Studying Teacher Education: A journal of self-study of teacher education practices, 9:1, 62-73, DOI: 10.1080/17425964.2013.771574
  • Allwright, D. & Bailey, K., M. (1991). Focus on the Language Classroom. An Introduction to Classroom Research for Language Teachers. Cambridge: CUP.
  • Arnold, J. & Brown, H. D. (1999). “A map of the terrain”. In Arnold, J. (Ed.) Affect in Language Learning. Cambridge: CUP. (Pp. 1-24).
  • ATEE (2006). The quality of teachers. Recommendations on the development of indicators to http://www.teacherqualitytoolbox.eu/uploads/quality_of_teachers_ atee_def.pdf. teacher quality. Available at:
  • Author, (2001). A study of sources of foreign language classroom anxiety in speaking and writing classes. Eskisehir: Anadolu Üniversitesi Yayınları.
  • Bailey, K. M. (1983). Competitiveness and Anxiety in Adult SLL: Looking at and Through the Diary Studies. In Seliger, H. W. & Long, M. H. (ed) Classroom Oriented Research in SLA. Rowley, MA: Newbury House, (pp.67-102).
  • Beeman-Cadwallader, N., Buck, G. & Trauth-Nare, A. (2014). Tipping the Balance from Expert to Facilitator: Examining Myths about Being a Teacher Educator, Studying Teacher Education: A journal of self-study of teacher education practices, 10 (1), 70-85, Available at: http://dx.doi.org/10.1080/17425964.2013.864967
  • Berry, A. (2009). Professional self‐understanding as expertise in teaching about teaching. Teachers and Teaching: Theory and Practice, 15(2), 305-318.
  • Bolton, G. (2010). Explorative and Expressive Writing for Personal and Professional Development. https://ueaeprints.uea.ac.uk/19436/1/Gillie.pdf PhD by Publication. Available at:
  • Brooke, M. (2012). Enhancing Pre-Service Teacher Training: The Construction and Application of a Model for Developing Teacher Reflective Practice Online. Open Journal of http://dx.doi.org/10.4236/ojml.2012.24023 Linguistics, 2 (4), 180-188. Available at:
  • Commission of the European Communities (2007). Communication From The Commission to the Council and the European Parlıament Improving the Quality of Teacher http://ec.europa.eu/education/com392_en.pdf. Brussels, COM (2007) 392.final Available at:
  • Costa, A & Kallick, B, (1993). Through the Lens of a Critical Friend. New Roles, New Relationships, 51 (2), (pp. 49-51).
  • Crookal, D. & Oxford, R. (1991). Dealing with anxiety: Some practical activities for language learners and teacher trainees. In Horwitz, E. K. & Young, D. J. Language Anxiety. London: Prentice-Hall International (UK), (pp.141-150).
  • Dörnyei, Z. & Malderez, A. (1999). “The Role of Group Dynamics in Foreing Langauge Learning and Teaching”. In Arnold, J. (Ed.) Affect in Language Learning. Cambridge: CUP. (pp. 155-169).
  • Erickson, L, B., Young, J., R. & Pinnegar, S., (2011) Teacher Educator Identity: Emerging understandings of person, positioning, roles, and collaborations, Studying Teacher Education: A journal of self-study of teacher education practices, 7:2, 105-107
  • Greene, M. (1973). The Teacher as Stranger: Educational Philosophy for the Modern Age (Belmont: http://bama.ua.edu/~jpetrovi/504web/readings/Greene.pdf Wadsworth Press). Available at:
  • Golafshani, N. (2003). Understanding Reliability and Validity in Qualitative Research, The Qualitative 4/golafshani.pdf 8 (4), 597-607.
  • http://www.nova.edu/ssss/QR/QR8
  • Golombek, P. R. (1998). A Study of Language Teachers’ Personal Practical Knowledge. TESOL Quarterly, 32(3), 447-464.
  • Groep, J. V., Admiraal, W., Koster, B., Simons, R. J. (2005). Work and Professional Development of Teacher Educators. Paper presented at the 30th Annual Conference ATEE, Amsterdam 22 – 26, October.
  • Hansen, F. T. (2007). Phronesis and authenticity as keywords for philosophical praxis in teacher training. Paideusis, Journal of Canadian Philosophy of Education, 16 (3), 15–32.
  • Harmer, J. (2009).The Practice of English Language Teaching (4th Ed.). Pearson Education Limited: UK.
  • Hargreaves, A. (1998). The Emotional Practice of Teaching. Teaching and Teacher Education, 14(8), 835-854.
  • Hedge, T. (2000). Teaching and Learning in the Language Classroom. OUP: Hong Kong.
  • Horwitz, E. K., Horwitz, B. & Cope, J. A. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal, 70(20), 125-132.
  • Johnson, B. R. (1997). Examining the validity structure of qualitative research. Education, 118 https://www.researchgate.net/profile/R_Johnson3/publication/246126534_Examini ng_the_validity_structure_of_qualitative_research/links/54c2af380cf219bbe4e93a5 9.pdf (3), 282-292.
  • Jopling, D. A. (2000). Self-knowledge and the Self. Routledge, Great Britain.
  • Kelly, C. M. (2010). The Transition to Teaching Reading: Knowledge, Beliefs, and Identities of Novice Teachers of Reading. Unpublished Dissertation. The Faculty of The Graduate School Of The University Of Minnesota.
  • Koch, A. S. & & Terrell, T. D. (1991). Affective Reactions of Foreign Langauge Students to Natural Approach Activities and Teaching Teachniques. In Horwitz, E. K. & Young, D. J. Langauge Anxiety. London: Prentice-Hall International (UK). (pp.109-125).
  • Livingston, C. & Borko, H. (1989). Expert-Novice Differences in Teaching: A Cognitive Analysis and Implications for Teacher Education. Journal of Teacher Education, 40, 36-42.
  • Loughran, J.J., Berry, A., Clemans, A., Lancaster, G., & Long, M. (2008). Feasibility study; establishing a national centre for pedagogy and an educational clearinghouse (Vols. 1–2). Canberra: Teaching Australia.
  • Lunenberg, M., Korthagen, F., & Swennen, A. (2007). The Teacher Educator as a Role Model. Teaching and Teacher Education, 23, 586–601.
  • Lyons, N. (2010). Reflective Inquiry: Foundational Issues –“A Deepening of Conscious Life”. In Handbook of Reflection and Reflective Inquiry. Mapping a Way of Knowing for Professional Reflective Inquiry. Springer, New York (pp.25-44).
  • Malm, B. (2009). Towards a new professionalism: enhancing personal and professional development in teacher education. Journal of Education for Teaching, 35(1), 77 - 91.
  • MacIntyre, P. D. & Gardner, R., C. (1991). Methods and Results in the Study of Anxiety and Language Learning: A Review of Literature. Language Learning, 41(1), 85- 117.
  • MacIntyre, P. D., Noels, K. A. & Clement, R. (1997). Biases in Self Ratings of Second Language Proficiency: The Role of Language Anxiety. Language Learning, 47(2), 265-287.
  • Meyer, H. (2004). Novice and Expert Teachers’ Conceptions of Learners’ Prior Knowledge. http://web.duke.edu/arc/documents/Meyer_NoviceExpertTeachers.pdf Available at:
  • Moran, M. T. & Hoy, A. W. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23, 944–956.
  • Murray, J., Male, T. (2005). Becoming a teacher educator: evidence from the field. Teaching and Teacher Education, 21, 125–142.
  • NCSL, (2005). Meeting the Challenge: Growing Tomorrow’s School Leaders.
  • Nespoli, K., M. (2001). Beliefs and attitudes of novice teachers regarding instruction of academically talented learners. Roeper Review, 23(3), 178-182.
  • Oras, K. (2005). Teachers’ Perception of Instructional Events: Differences Between Novices and Experts. Paper Presented at the 30th Annual Conference ATEE. Available at: http://www.atee2005.nl/download/papers/09_cc.pdf. Rea, S. (2012). Available at: http://www.brainyquote.com/quotes/authors/s/stephen_rea.html
  • Ronfeldt, M. & Grossman, P. (2008). Becoming a Professional: Experimenting with Possible Selves in Professional Preparation. Teacher Education Quarterly, 35(3), 41-60.
  • Russell, T. & Berry, A. (2014). Self-Study of Teacher Education Practices Promotes Self- Understanding. Studying Teacher Education, 10 (1), 1-2.
  • Thornbury, S. (2005). How to teach speaking. Harlow, England: Longman.
  • Thorsen, C. A. & DeVore, S. (2013). Analyzing reflection on/for action: A new approach, Reflective Practice: International and Multidisciplinary Perspectives, 14 (1), 88- 103. Available at: 10.1080/14623943.2012.732948
  • Tsui, A. B. M. (2003). Understanding Expertise in Teaching. CUP: NewYork.
  • Tsui, A. B. M. (1996). Learning How to Teach ESL Writing. In Bailey, K. M. & Nunan, D. Voices from the Langauge Classroom, Cambridge: CUP, (pp.145-167).
  • Underhill, A. (1999). “Facilitation in Language Teaching”. In Arnold, J. (Ed.) Affect in Language Learning. Cambridge: CUP. (pp. 125-141).
  • Ward, J., & McCotter, S. (2004). Reflection as a visible outcome for preservice teachers. Teaching and Teacher Education, 20, 243–257. doi: 10.1016/j.tate.2004.02.004.
  • Williams, M., Burden, R. L. (1997). Psychology for Language teachers: A social Constructive Approach CUP. Cambridge.
  • Woodward, T. (2001). Planning Lessons and Courses: Designing Sequences of work for the language classroom. Ur, P. (Ed.). CUP: Cambridge.
  • Woolfolk, A. (2005). Educational Psychology (9th Ed). Pearson: Boston.
  • Young, D. J. (1991). The Relationship Between Anxiety and FL Oral Proficiency Ratings. In Horwitz, E. K. & Young, D. J. Language Anxiety. London: Prentice-Hall International (UK) (pp.57-63).
  • Zeng, Z. (2012). Convergence or Divergence? Chinese Novice EFL Teachers’ Beliefs about Postmethod and Teaching Practices. English Language Teaching; 5(10), 64- 71.

Self-Critical Friendship: A Self Study of a Pre-Service English Language Teacher Trainer in Turkey

Year 2016, Volume: 12 Issue: 4, 962 - 978, 06.08.2016

Belgin Aydın

Abstract

This study introduces the idea of self-critical friendship by modelling the personal experience of a teacher trainer. This two-year self-study analyses the dairies and video recordings of a teacher trainer observed by another researcher. The answers of two questions: “Who are you?” and “Do you teach as you preach?” were extracted from the data. The analysis was undertaken twelve months after the teaching was conducted. It was hoped that such a time frame would provide a more detached interpretation of the data. The most important finding of the study is that self critical friendship enhances teacher trainers’ self awareness and, in turn, their professional development. Going through such a process has the added advantage of providing a model for the professional development of trainees in pre-service teacher programs. 

References

  • Akinbode, A. (2013) Teaching as Lived Experience: The value of exploring the hidden and emotional side of teaching through reflective narratives, Studying Teacher Education: A journal of self-study of teacher education practices, 9:1, 62-73, DOI: 10.1080/17425964.2013.771574
  • Allwright, D. & Bailey, K., M. (1991). Focus on the Language Classroom. An Introduction to Classroom Research for Language Teachers. Cambridge: CUP.
  • Arnold, J. & Brown, H. D. (1999). “A map of the terrain”. In Arnold, J. (Ed.) Affect in Language Learning. Cambridge: CUP. (Pp. 1-24).
  • ATEE (2006). The quality of teachers. Recommendations on the development of indicators to http://www.teacherqualitytoolbox.eu/uploads/quality_of_teachers_ atee_def.pdf. teacher quality. Available at:
  • Author, (2001). A study of sources of foreign language classroom anxiety in speaking and writing classes. Eskisehir: Anadolu Üniversitesi Yayınları.
  • Bailey, K. M. (1983). Competitiveness and Anxiety in Adult SLL: Looking at and Through the Diary Studies. In Seliger, H. W. & Long, M. H. (ed) Classroom Oriented Research in SLA. Rowley, MA: Newbury House, (pp.67-102).
  • Beeman-Cadwallader, N., Buck, G. & Trauth-Nare, A. (2014). Tipping the Balance from Expert to Facilitator: Examining Myths about Being a Teacher Educator, Studying Teacher Education: A journal of self-study of teacher education practices, 10 (1), 70-85, Available at: http://dx.doi.org/10.1080/17425964.2013.864967
  • Berry, A. (2009). Professional self‐understanding as expertise in teaching about teaching. Teachers and Teaching: Theory and Practice, 15(2), 305-318.
  • Bolton, G. (2010). Explorative and Expressive Writing for Personal and Professional Development. https://ueaeprints.uea.ac.uk/19436/1/Gillie.pdf PhD by Publication. Available at:
  • Brooke, M. (2012). Enhancing Pre-Service Teacher Training: The Construction and Application of a Model for Developing Teacher Reflective Practice Online. Open Journal of http://dx.doi.org/10.4236/ojml.2012.24023 Linguistics, 2 (4), 180-188. Available at:
  • Commission of the European Communities (2007). Communication From The Commission to the Council and the European Parlıament Improving the Quality of Teacher http://ec.europa.eu/education/com392_en.pdf. Brussels, COM (2007) 392.final Available at:
  • Costa, A & Kallick, B, (1993). Through the Lens of a Critical Friend. New Roles, New Relationships, 51 (2), (pp. 49-51).
  • Crookal, D. & Oxford, R. (1991). Dealing with anxiety: Some practical activities for language learners and teacher trainees. In Horwitz, E. K. & Young, D. J. Language Anxiety. London: Prentice-Hall International (UK), (pp.141-150).
  • Dörnyei, Z. & Malderez, A. (1999). “The Role of Group Dynamics in Foreing Langauge Learning and Teaching”. In Arnold, J. (Ed.) Affect in Language Learning. Cambridge: CUP. (pp. 155-169).
  • Erickson, L, B., Young, J., R. & Pinnegar, S., (2011) Teacher Educator Identity: Emerging understandings of person, positioning, roles, and collaborations, Studying Teacher Education: A journal of self-study of teacher education practices, 7:2, 105-107
  • Greene, M. (1973). The Teacher as Stranger: Educational Philosophy for the Modern Age (Belmont: http://bama.ua.edu/~jpetrovi/504web/readings/Greene.pdf Wadsworth Press). Available at:
  • Golafshani, N. (2003). Understanding Reliability and Validity in Qualitative Research, The Qualitative 4/golafshani.pdf 8 (4), 597-607.
  • http://www.nova.edu/ssss/QR/QR8
  • Golombek, P. R. (1998). A Study of Language Teachers’ Personal Practical Knowledge. TESOL Quarterly, 32(3), 447-464.
  • Groep, J. V., Admiraal, W., Koster, B., Simons, R. J. (2005). Work and Professional Development of Teacher Educators. Paper presented at the 30th Annual Conference ATEE, Amsterdam 22 – 26, October.
  • Hansen, F. T. (2007). Phronesis and authenticity as keywords for philosophical praxis in teacher training. Paideusis, Journal of Canadian Philosophy of Education, 16 (3), 15–32.
  • Harmer, J. (2009).The Practice of English Language Teaching (4th Ed.). Pearson Education Limited: UK.
  • Hargreaves, A. (1998). The Emotional Practice of Teaching. Teaching and Teacher Education, 14(8), 835-854.
  • Hedge, T. (2000). Teaching and Learning in the Language Classroom. OUP: Hong Kong.
  • Horwitz, E. K., Horwitz, B. & Cope, J. A. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal, 70(20), 125-132.
  • Johnson, B. R. (1997). Examining the validity structure of qualitative research. Education, 118 https://www.researchgate.net/profile/R_Johnson3/publication/246126534_Examini ng_the_validity_structure_of_qualitative_research/links/54c2af380cf219bbe4e93a5 9.pdf (3), 282-292.
  • Jopling, D. A. (2000). Self-knowledge and the Self. Routledge, Great Britain.
  • Kelly, C. M. (2010). The Transition to Teaching Reading: Knowledge, Beliefs, and Identities of Novice Teachers of Reading. Unpublished Dissertation. The Faculty of The Graduate School Of The University Of Minnesota.
  • Koch, A. S. & & Terrell, T. D. (1991). Affective Reactions of Foreign Langauge Students to Natural Approach Activities and Teaching Teachniques. In Horwitz, E. K. & Young, D. J. Langauge Anxiety. London: Prentice-Hall International (UK). (pp.109-125).
  • Livingston, C. & Borko, H. (1989). Expert-Novice Differences in Teaching: A Cognitive Analysis and Implications for Teacher Education. Journal of Teacher Education, 40, 36-42.
  • Loughran, J.J., Berry, A., Clemans, A., Lancaster, G., & Long, M. (2008). Feasibility study; establishing a national centre for pedagogy and an educational clearinghouse (Vols. 1–2). Canberra: Teaching Australia.
  • Lunenberg, M., Korthagen, F., & Swennen, A. (2007). The Teacher Educator as a Role Model. Teaching and Teacher Education, 23, 586–601.
  • Lyons, N. (2010). Reflective Inquiry: Foundational Issues –“A Deepening of Conscious Life”. In Handbook of Reflection and Reflective Inquiry. Mapping a Way of Knowing for Professional Reflective Inquiry. Springer, New York (pp.25-44).
  • Malm, B. (2009). Towards a new professionalism: enhancing personal and professional development in teacher education. Journal of Education for Teaching, 35(1), 77 - 91.
  • MacIntyre, P. D. & Gardner, R., C. (1991). Methods and Results in the Study of Anxiety and Language Learning: A Review of Literature. Language Learning, 41(1), 85- 117.
  • MacIntyre, P. D., Noels, K. A. & Clement, R. (1997). Biases in Self Ratings of Second Language Proficiency: The Role of Language Anxiety. Language Learning, 47(2), 265-287.
  • Meyer, H. (2004). Novice and Expert Teachers’ Conceptions of Learners’ Prior Knowledge. http://web.duke.edu/arc/documents/Meyer_NoviceExpertTeachers.pdf Available at:
  • Moran, M. T. & Hoy, A. W. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23, 944–956.
  • Murray, J., Male, T. (2005). Becoming a teacher educator: evidence from the field. Teaching and Teacher Education, 21, 125–142.
  • NCSL, (2005). Meeting the Challenge: Growing Tomorrow’s School Leaders.
  • Nespoli, K., M. (2001). Beliefs and attitudes of novice teachers regarding instruction of academically talented learners. Roeper Review, 23(3), 178-182.
  • Oras, K. (2005). Teachers’ Perception of Instructional Events: Differences Between Novices and Experts. Paper Presented at the 30th Annual Conference ATEE. Available at: http://www.atee2005.nl/download/papers/09_cc.pdf. Rea, S. (2012). Available at: http://www.brainyquote.com/quotes/authors/s/stephen_rea.html
  • Ronfeldt, M. & Grossman, P. (2008). Becoming a Professional: Experimenting with Possible Selves in Professional Preparation. Teacher Education Quarterly, 35(3), 41-60.
  • Russell, T. & Berry, A. (2014). Self-Study of Teacher Education Practices Promotes Self- Understanding. Studying Teacher Education, 10 (1), 1-2.
  • Thornbury, S. (2005). How to teach speaking. Harlow, England: Longman.
  • Thorsen, C. A. & DeVore, S. (2013). Analyzing reflection on/for action: A new approach, Reflective Practice: International and Multidisciplinary Perspectives, 14 (1), 88- 103. Available at: 10.1080/14623943.2012.732948
  • Tsui, A. B. M. (2003). Understanding Expertise in Teaching. CUP: NewYork.
  • Tsui, A. B. M. (1996). Learning How to Teach ESL Writing. In Bailey, K. M. & Nunan, D. Voices from the Langauge Classroom, Cambridge: CUP, (pp.145-167).
  • Underhill, A. (1999). “Facilitation in Language Teaching”. In Arnold, J. (Ed.) Affect in Language Learning. Cambridge: CUP. (pp. 125-141).
  • Ward, J., & McCotter, S. (2004). Reflection as a visible outcome for preservice teachers. Teaching and Teacher Education, 20, 243–257. doi: 10.1016/j.tate.2004.02.004.
  • Williams, M., Burden, R. L. (1997). Psychology for Language teachers: A social Constructive Approach CUP. Cambridge.
  • Woodward, T. (2001). Planning Lessons and Courses: Designing Sequences of work for the language classroom. Ur, P. (Ed.). CUP: Cambridge.
  • Woolfolk, A. (2005). Educational Psychology (9th Ed). Pearson: Boston.
  • Young, D. J. (1991). The Relationship Between Anxiety and FL Oral Proficiency Ratings. In Horwitz, E. K. & Young, D. J. Language Anxiety. London: Prentice-Hall International (UK) (pp.57-63).
  • Zeng, Z. (2012). Convergence or Divergence? Chinese Novice EFL Teachers’ Beliefs about Postmethod and Teaching Practices. English Language Teaching; 5(10), 64- 71.
There are 55 citations in total.

Details

Journal Section Makaleler
Authors

Belgin Aydın This is me

Publication Date August 6, 2016
Submission Date June 26, 2016
Published in Issue Year 2016 Volume: 12 Issue: 4

Cite

APA Aydın, B. (2016). Self-Critical Friendship: A Self Study of a Pre-Service English Language Teacher Trainer in Turkey. Eğitimde Kuram Ve Uygulama, 12(4), 962-978.