BibTex RIS Cite

An Investigation of Peer-Teaching Technique in Student Teacher Development

Year 2010, Volume: 1 Issue: 3, 10 - 19, 01.09.2010

Suzan Kavanoz H.gülru Yüksel

Abstract

Keywords

-

References

  • Akalin S (2005). Comparison between traditional teaching and microteaching during school experience of student-teachers. Eurasia Journal of Educational Research, 20, 1-13.
  • Amobi, F. A. (2005). Preservice teachers' reflectivity on the sequence and consequences of teaching actions in a microteaching experience. Teacher Education Quarterly, 32(1), 115-130.
  • Bell, N.D. (2007). Microteaching: What is it that is going on here? Linguistics and Education, 18, 24– 40.
  • Benton-Kupper, J. (2001). The microteaching experience: student perspectives. Education, 121, 830- 835.
  • Berthoff, A. (1987). The teacher as researcher. In D. Goswaqmi & P. Stillman (Eds.), Reclaiming the classroom: teacher research as an agency for change (pp. 28-39). Portsmouth, NH: Boynton/Cook- Heinemann.
  • Britzman, D. (1991). Practice makes practice: A critical study of learning to teach. Albany: State University of New York press.
  • Bullough, R.V., & Gitlin, A. (1989). Toward educative communities: Teacher education and the quest for the reflective practitioner. Qualitative Studies in Education, 2(4), 285-298.
  • Burnaford, G., Fischer, J., & Hobson, D. (1996). Teachers doing research: Practical possibilities. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Calderhead, J. (1989) Reflective teaching and teacher education. Teaching and Teacher Education, 5(1), 43-51.
  • Cannings, T., Talley, S. (2003). Bridging the gap between theory and practice in preservice education: The http://delivery.acm.org/10.1145/860000/857102/p17- cannings.pdf?key1=857102&key2=7964584921&coll=DL&dl=ACM&CFID=5838513&CFT OKEN=52089848 on April 3, 2010. vase studies. Retrieved from
  • Clarke, A. (1995). Professional development in practicum settings: Reflective practice under scrutiny. Teaching and Teacher Education, 11(3), 243-261.
  • Cochran-Smith, M. & Lytle, S.L. (1993). Inside/outside: Teacher research and knowledge. New York: Teachers College Press.
  • Cochran-Smith, M., & Lytle, S. S. (1999). Relationship of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24(1), 249–301.
  • Copeland, W., Birmingham, C., De la cruz, E., & Lewin, B. (1993) The Reflective Practitioner in Teaching: towards a research agenda. Teaching and Teacher Education, 9, 347-359.
  • Courneya, C.A., Prat, D.D., & Collins, J. Through What Perspective Do We Judge the Teaching of Peers? Teaching and Teacher Education, 24(1), 69-79.
  • Frank, M. L. (1990). What myths about mathematics are held and conveyed by teachers? Arithmetic Teacher, 37(5), 10-12.
  • Gimenez, T. (1999). Reflective teaching and teacher education contributions from teacher training. Linguagem .rle.ucpel.tche.br/php/edicoes/v2n2/F_gimenez.pdf on March 10, 2010 2(2), 129-143. Retrieved from http://www
  • Goodlad, J. (1990). Teachers for our nation’s schools. San Francisco, CA: Jossey-Bass.
  • Göker, S. D. (2006). Impact of peer coaching on self-efficacy and instructional skills in TEFL teacher education. System, 34(2), 239-254.
  • Grossman, G.M., & Onkol, P.E., & Sands, M. (2007). Curriculum reform in Turkish teacher education: attitudes of teacher educators towards modernization in an EU candidate nation. International Journal of Educational Development, 27, 138–150.
  • Handler, M.G. (1993). Preparing new teachers to use computer technology: perceptions and suggestions for teacher educators. Computers and Education, 20, 147-156.
  • Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards a definition and implementation. Teaching and Teacher Education, 11(1), 33–49.
  • Harford, J., & MacRuairc, G. (2008) Engaging student teachers in meaningful reflective practice. Teaching and Teacher Education,24(7), 1884-1892.
  • I'anson, J., Rodrigues, S., & Wilson, G. (2003). Mirrors, reflections and refractions: The contribution of microteaching to reflective practice. European Journal of Teacher Education, 26(2), 189- 199.
  • Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist, 27(1), pp. 65–90.
  • Kpanja, E. (2001). A study of the effects of video tape recording in microteaching training. British Journal of Educational Technology, 32(4), 483-486.
  • Lortie, D. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.
  • McKenna, L., & French, J.(2010). A step ahead: Teaching undergraduate students to be peer teachers, Nurse Education in Practice (2010), doi:10.1016/j.nepr.2010.10.003
  • McNamara, O., Roberts, L., Basit, T., & Brown, T. (2002). Rites of passage in initial teacher training: Ritual performance, ordeal and numeracy skills test. British Educational Research Journal, 28(6), 863–878.
  • Metcalf, K. K. (1993). Critical factors in on-campus clinical experience. Teaching Education, 5, 164- 174.
  • Metcalf, K. K., Ronen Hammer, M. A., & Kahlich, P. A. (1996). Alternatives to field-based experiences: The comparative effects of on-campus laboratories. Teaching and Teacher Education, 3, 271-283.
  • Molebash, P. (2004). Preservice teacher perceptions of a technology-enriched methods course. Contemporary Issues in Technology and Teacher Education, 3(4), 412-432.
  • Peker, M. (2009) The use of expanded microteaching for reducing preservice teachers’ teaching anxiety about mathematics. Scientific Research and Essay, 4(9), 872-880 retrieved from http://www.academicjournals.org/sre/PDF/pdf2009/Sep/Peker.pdf on February 12, 2010.
  • Putnam, J., & Grant, S.G. (1992) Reflective Practice in the Multiple Perspectives Program at Michigan State University, in Valli, L. (Ed.) Reflective teacher education: Cases and critique (pp.92- 98). Albany: State University of New York Press.
  • Ross, D. D., Johnson, M., & Smith, W. (1992). Developing a professional teacher at the university of Florida. In L. Valli (Ed.), Reflective teacher education: Case and critiques (pp. 24–39). Albany: State University of New York Press.
  • Schelfhout, W., Dochy, F., Janssens, S., Struyven, K., Gielen, S., & Sierens, E. (2006). Educating for learning-focused teaching in teacher training: The need to link learning content with practice experiences within an inductive approach. Teaching and Teacher Education, 22(7), 874-897.
  • Sherin, M.G. & van Es, E.A. (2005). Using video to support teachers’ ability to notice classroom interactions. Journal of Technology and Teacher Education, 13(3), 475-491.
  • Schön, D. (1983). The reflective practitioner. New York: Basic Books.
  • Strauss, A. & Corbin, Juliet M. (1990). Basics of qualitative research, grounded theory, procedures and techniques. Newbury Park: Sage.
  • Subramaniam K (2006). Creating a microteaching evaluation form: the needed evaluation criteria. Education, 126(4), 666-667.
  • Tairab, H. (2003). The role of reflection in facilitating pre-service primary school teachers’ professional growth. Journal of Faculty of Education, 18(20), 5- 25.
  • Tobias, S. (1979). Anxiety research in educational psychology. Journal of Educational Psychology, 71, 573-582.
  • Tsang, W.K. & Wong, M. (1996). Journaling as a reflective tool for pre-service teacher trainees. The Journal of Teaching Practice. 15(1), 24-39.
  • Valli, L. (1997). Listening to other voices: A description of teacher reflection in the United States. Peabody Journal of Education, 72, 67-88.
  • Vare, J. W. (1994). Partnership contrasts: microteaching activity as two apprenticeships in thinking. Journal of Teacher Education, 45, 209-217.
  • YÖK (1998). Eğitim fakülteleri öğretmen yetiştirme programlarının yeniden düzenlenmesi. Ankara: YÖK.
  • YÖK (2007). Oğretmen yetiştirme ve Eğitim fakülteleri (1982-2007). Ankara: YÖK.
  • Zeichner, K. (1993) Traditions of Practice in US Preservice Teacher Education Programs. Teaching and Teacher Education, 9, 1-13.
  • Zeichner, K. M., & Liston, D. P. (1996). Reflective teaching. Mahwah, NJ: Lawrence Erlbaum.
  • About the Author(s):
  • * Suzan KAVANOZ earned her doctorate in foreign languages education from the Middle East Technical University in
  • She is an assistant professor in Foreign Languages Education Department at Yıldız Technical University, Turkey. Her
  • research interests include EFL teaching methodoloy, teacher cognition, and multiculturalism in teacher education.
  • e-mail: shatip@yildiz.edu.tr
  • ** H.Gülru YÜKSEL is an assistant professor of applied linguistics and TEFL in the Department of Foreign Languages,
  • Yıldız Technical University, Turkey. Her research areas are reading skills development, lexical knowledge, teaching English
  • to young learners and second language acquisition. Currently, in addition to teaching undergraduate courses and supervision
  • of students, she also acts as the chair of the department.
  • Yıldız Technical University, Faculty of Education, Istanbul, TURKEY Tel: +90212 3834860 Fax: +90212 3834808 GSM:+90532 6923680
  • URL: http://www.yarbis.yildiz.edu.tr/hayuksel
  • e-mail: hayuksel@yildiz.edu.tr

Year 2010, Volume: 1 Issue: 3, 10 - 19, 01.09.2010

Suzan Kavanoz H.gülru Yüksel

Abstract

İngiliz Dili Eğitim Programları, İngilizce öğretmeni adaylarını gelecekteki mesleklerine hazırlamak üzere yapılandırılmış programlardır. Bu amaç doğrultusunda söz konusu programlar öğrencilere mesleki bilgi ve becerileri kazandırmak için çeşitli teknik ve stratejiler sunarlar. Öğrencilerin mesleki donanımı kazanmalarında etkili yollardan biri de akran öğretimi sürecidir. Bu çalışmada akran öğretimi uygulamasının İngilizce öğretmen adaylarının yöntem derslerinin içeriğini anlama ve kendi öğrenme ve öğretme deneyimleri üzerindeki etkisinin araştırılması amaçlanmıştır. İstanbul’da bir devlet üniversitesinde yürütülen bu nitel çalışmaya yöntem dersine kayıtlı 38 İngilizce öğretmeni adayı katılmış, çalışma 14 hafta sürmüştür. Veriler gözlem, görüşme, akran değerlendirme formları ve öz değerlendirme raporları yoluyla elde edilmistir. Tüm görüşme kayıtları ve yazılı belgeler tümevarımsal yöntemle çözümlenmiştir. Bulgular, akran öğretimi tekniğinin öğrenciler tarafından etkili bulunduğunu göstermiştir. Çalışmaya katılan öğrenciler bu surecin kendi öğretim tekniklerini ve değerlendirme becerilerini geliştirdiğini öne sürmüşlerdir

Keywords

akran-öğretimi öğretmen adayları öz değerlendirme akran değerlendirmesi

References

  • Akalin S (2005). Comparison between traditional teaching and microteaching during school experience of student-teachers. Eurasia Journal of Educational Research, 20, 1-13.
  • Amobi, F. A. (2005). Preservice teachers' reflectivity on the sequence and consequences of teaching actions in a microteaching experience. Teacher Education Quarterly, 32(1), 115-130.
  • Bell, N.D. (2007). Microteaching: What is it that is going on here? Linguistics and Education, 18, 24– 40.
  • Benton-Kupper, J. (2001). The microteaching experience: student perspectives. Education, 121, 830- 835.
  • Berthoff, A. (1987). The teacher as researcher. In D. Goswaqmi & P. Stillman (Eds.), Reclaiming the classroom: teacher research as an agency for change (pp. 28-39). Portsmouth, NH: Boynton/Cook- Heinemann.
  • Britzman, D. (1991). Practice makes practice: A critical study of learning to teach. Albany: State University of New York press.
  • Bullough, R.V., & Gitlin, A. (1989). Toward educative communities: Teacher education and the quest for the reflective practitioner. Qualitative Studies in Education, 2(4), 285-298.
  • Burnaford, G., Fischer, J., & Hobson, D. (1996). Teachers doing research: Practical possibilities. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Calderhead, J. (1989) Reflective teaching and teacher education. Teaching and Teacher Education, 5(1), 43-51.
  • Cannings, T., Talley, S. (2003). Bridging the gap between theory and practice in preservice education: The http://delivery.acm.org/10.1145/860000/857102/p17- cannings.pdf?key1=857102&key2=7964584921&coll=DL&dl=ACM&CFID=5838513&CFT OKEN=52089848 on April 3, 2010. vase studies. Retrieved from
  • Clarke, A. (1995). Professional development in practicum settings: Reflective practice under scrutiny. Teaching and Teacher Education, 11(3), 243-261.
  • Cochran-Smith, M. & Lytle, S.L. (1993). Inside/outside: Teacher research and knowledge. New York: Teachers College Press.
  • Cochran-Smith, M., & Lytle, S. S. (1999). Relationship of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24(1), 249–301.
  • Copeland, W., Birmingham, C., De la cruz, E., & Lewin, B. (1993) The Reflective Practitioner in Teaching: towards a research agenda. Teaching and Teacher Education, 9, 347-359.
  • Courneya, C.A., Prat, D.D., & Collins, J. Through What Perspective Do We Judge the Teaching of Peers? Teaching and Teacher Education, 24(1), 69-79.
  • Frank, M. L. (1990). What myths about mathematics are held and conveyed by teachers? Arithmetic Teacher, 37(5), 10-12.
  • Gimenez, T. (1999). Reflective teaching and teacher education contributions from teacher training. Linguagem .rle.ucpel.tche.br/php/edicoes/v2n2/F_gimenez.pdf on March 10, 2010 2(2), 129-143. Retrieved from http://www
  • Goodlad, J. (1990). Teachers for our nation’s schools. San Francisco, CA: Jossey-Bass.
  • Göker, S. D. (2006). Impact of peer coaching on self-efficacy and instructional skills in TEFL teacher education. System, 34(2), 239-254.
  • Grossman, G.M., & Onkol, P.E., & Sands, M. (2007). Curriculum reform in Turkish teacher education: attitudes of teacher educators towards modernization in an EU candidate nation. International Journal of Educational Development, 27, 138–150.
  • Handler, M.G. (1993). Preparing new teachers to use computer technology: perceptions and suggestions for teacher educators. Computers and Education, 20, 147-156.
  • Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards a definition and implementation. Teaching and Teacher Education, 11(1), 33–49.
  • Harford, J., & MacRuairc, G. (2008) Engaging student teachers in meaningful reflective practice. Teaching and Teacher Education,24(7), 1884-1892.
  • I'anson, J., Rodrigues, S., & Wilson, G. (2003). Mirrors, reflections and refractions: The contribution of microteaching to reflective practice. European Journal of Teacher Education, 26(2), 189- 199.
  • Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist, 27(1), pp. 65–90.
  • Kpanja, E. (2001). A study of the effects of video tape recording in microteaching training. British Journal of Educational Technology, 32(4), 483-486.
  • Lortie, D. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.
  • McKenna, L., & French, J.(2010). A step ahead: Teaching undergraduate students to be peer teachers, Nurse Education in Practice (2010), doi:10.1016/j.nepr.2010.10.003
  • McNamara, O., Roberts, L., Basit, T., & Brown, T. (2002). Rites of passage in initial teacher training: Ritual performance, ordeal and numeracy skills test. British Educational Research Journal, 28(6), 863–878.
  • Metcalf, K. K. (1993). Critical factors in on-campus clinical experience. Teaching Education, 5, 164- 174.
  • Metcalf, K. K., Ronen Hammer, M. A., & Kahlich, P. A. (1996). Alternatives to field-based experiences: The comparative effects of on-campus laboratories. Teaching and Teacher Education, 3, 271-283.
  • Molebash, P. (2004). Preservice teacher perceptions of a technology-enriched methods course. Contemporary Issues in Technology and Teacher Education, 3(4), 412-432.
  • Peker, M. (2009) The use of expanded microteaching for reducing preservice teachers’ teaching anxiety about mathematics. Scientific Research and Essay, 4(9), 872-880 retrieved from http://www.academicjournals.org/sre/PDF/pdf2009/Sep/Peker.pdf on February 12, 2010.
  • Putnam, J., & Grant, S.G. (1992) Reflective Practice in the Multiple Perspectives Program at Michigan State University, in Valli, L. (Ed.) Reflective teacher education: Cases and critique (pp.92- 98). Albany: State University of New York Press.
  • Ross, D. D., Johnson, M., & Smith, W. (1992). Developing a professional teacher at the university of Florida. In L. Valli (Ed.), Reflective teacher education: Case and critiques (pp. 24–39). Albany: State University of New York Press.
  • Schelfhout, W., Dochy, F., Janssens, S., Struyven, K., Gielen, S., & Sierens, E. (2006). Educating for learning-focused teaching in teacher training: The need to link learning content with practice experiences within an inductive approach. Teaching and Teacher Education, 22(7), 874-897.
  • Sherin, M.G. & van Es, E.A. (2005). Using video to support teachers’ ability to notice classroom interactions. Journal of Technology and Teacher Education, 13(3), 475-491.
  • Schön, D. (1983). The reflective practitioner. New York: Basic Books.
  • Strauss, A. & Corbin, Juliet M. (1990). Basics of qualitative research, grounded theory, procedures and techniques. Newbury Park: Sage.
  • Subramaniam K (2006). Creating a microteaching evaluation form: the needed evaluation criteria. Education, 126(4), 666-667.
  • Tairab, H. (2003). The role of reflection in facilitating pre-service primary school teachers’ professional growth. Journal of Faculty of Education, 18(20), 5- 25.
  • Tobias, S. (1979). Anxiety research in educational psychology. Journal of Educational Psychology, 71, 573-582.
  • Tsang, W.K. & Wong, M. (1996). Journaling as a reflective tool for pre-service teacher trainees. The Journal of Teaching Practice. 15(1), 24-39.
  • Valli, L. (1997). Listening to other voices: A description of teacher reflection in the United States. Peabody Journal of Education, 72, 67-88.
  • Vare, J. W. (1994). Partnership contrasts: microteaching activity as two apprenticeships in thinking. Journal of Teacher Education, 45, 209-217.
  • YÖK (1998). Eğitim fakülteleri öğretmen yetiştirme programlarının yeniden düzenlenmesi. Ankara: YÖK.
  • YÖK (2007). Oğretmen yetiştirme ve Eğitim fakülteleri (1982-2007). Ankara: YÖK.
  • Zeichner, K. (1993) Traditions of Practice in US Preservice Teacher Education Programs. Teaching and Teacher Education, 9, 1-13.
  • Zeichner, K. M., & Liston, D. P. (1996). Reflective teaching. Mahwah, NJ: Lawrence Erlbaum.
  • About the Author(s):
  • * Suzan KAVANOZ earned her doctorate in foreign languages education from the Middle East Technical University in
  • She is an assistant professor in Foreign Languages Education Department at Yıldız Technical University, Turkey. Her
  • research interests include EFL teaching methodoloy, teacher cognition, and multiculturalism in teacher education.
  • e-mail: shatip@yildiz.edu.tr
  • ** H.Gülru YÜKSEL is an assistant professor of applied linguistics and TEFL in the Department of Foreign Languages,
  • Yıldız Technical University, Turkey. Her research areas are reading skills development, lexical knowledge, teaching English
  • to young learners and second language acquisition. Currently, in addition to teaching undergraduate courses and supervision
  • of students, she also acts as the chair of the department.
  • Yıldız Technical University, Faculty of Education, Istanbul, TURKEY Tel: +90212 3834860 Fax: +90212 3834808 GSM:+90532 6923680
  • URL: http://www.yarbis.yildiz.edu.tr/hayuksel
  • e-mail: hayuksel@yildiz.edu.tr
There are 61 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Suzan Kavanoz This is me

H.gülru Yüksel This is me

Publication Date September 1, 2010
Published in Issue Year 2010 Volume: 1 Issue: 3

Cite

APA Kavanoz, S., & Yüksel, H. (2010). An Investigation of Peer-Teaching Technique in Student Teacher Development. The International Journal of Research in Teacher Education, 1(3), 10-19.
AMA Kavanoz S, Yüksel H. An Investigation of Peer-Teaching Technique in Student Teacher Development. The International Journal of Research in Teacher Education. September 2010;1(3):10-19.
Chicago Kavanoz, Suzan, and H.gülru Yüksel. “An Investigation of Peer-Teaching Technique in Student Teacher Development”. The International Journal of Research in Teacher Education 1, no. 3 (September 2010): 10-19.
EndNote Kavanoz S, Yüksel H (September 1, 2010) An Investigation of Peer-Teaching Technique in Student Teacher Development. The International Journal of Research in Teacher Education 1 3 10–19.
IEEE S. Kavanoz and H. Yüksel, “An Investigation of Peer-Teaching Technique in Student Teacher Development”, The International Journal of Research in Teacher Education, vol. 1, no. 3, pp. 10–19, 2010.
ISNAD Kavanoz, Suzan - Yüksel, H.gülru. “An Investigation of Peer-Teaching Technique in Student Teacher Development”. The International Journal of Research in Teacher Education 1/3 (September 2010), 10-19.
JAMA Kavanoz S, Yüksel H. An Investigation of Peer-Teaching Technique in Student Teacher Development. The International Journal of Research in Teacher Education. 2010;1:10–19.
MLA Kavanoz, Suzan and H.gülru Yüksel. “An Investigation of Peer-Teaching Technique in Student Teacher Development”. The International Journal of Research in Teacher Education, vol. 1, no. 3, 2010, pp. 10-19.
Vancouver Kavanoz S, Yüksel H. An Investigation of Peer-Teaching Technique in Student Teacher Development. The International Journal of Research in Teacher Education. 2010;1(3):10-9.