Erken Çocukluk Öğretmen Adayları ve Yeni Erken Çocukluk Eğitimcileri için Yansıtıcı Öğretim Yol Haritası

Year 2013, , 1 - 14, 01.03.2013

Suzanne Thomas Dona S. Packer

https://doi.org/10.20489/intjecse.107923

Abstract

Öğretim öğrenci performansının ustaca ve sürekli analizini gerektirir. Tarihsel olarak kullanılan öğretim uygulamaları sadece sınırlı etkililik göstermekte iken kendini sorgulama ve kendini analiz çeşitlilik gösteren günümüz sınıflarında artan bir ihtiyaçtır. Yansıtıcı bir öğretmen günlük uygulamaların ötesine bakmakta ve genellikle öğretim uygulamalarını araştırmaya ve öğretmen performansına anlam yüklemeye inanmaktadır. Yansıtma, öğrencinin öğretime yanıt vermesi için öğretmenin sorumluluğunu merkeze almakta ve öğretmenin etkili öğretim kararları almasını sağlamaktadır. Yansıtıcı analiz öğretmenlerin uygun öğretimsel kararlar almasını sağlar, ancak böyle bir analizi yapma becerisi eğitim ve tecrübe gerektirebilir ve bu nedenle, birçok öğretmen adayının ve yeni öğretmenlerin akıllarına gelmeyebilir. Bu makalede öğretmen adayları ve yeni öğretmenler için uygun yansıtıcı davranışları kolaylaştırmak amacıyla esasları ve stratejileri sunmaktayız. Önerilen esaslar anımsatıcı "CAR"a (Bağlam, Dikkat, Yanıt) dayanmaktadır. "CAR-anahtarları" olarak bilinen yol gösterici sorular, öğretimsel karar verme için belirli bir model sağlamak amacıyla geliştirilmiştir.

Keywords

Yansıtma, öğretmen yetiştirme, öğretimsel karar verme

A Reflective Teaching Road Map for Pre-service and Novice Early Childhood Educators

Abstract

Teaching requires skillful and continual analysis of student performance. The need for self-questioning and self-analysis is heightened as historically used teaching practices may hold only limited effectiveness in today's currently diverse classrooms. A reflective teacher looks beyond day-to-day practices and commonly held beliefs to investigate teaching practices and assign meaning to student performance. Reflectivity centers on the responsibility of the teacher for the student's response to instruction and enables the teacher to make effective instructional decisions. Reflective analysis enables teachers to make appropriate instructional decisions; however, the skills to make such analysis may take instruction and experience, and, therefore elude many pre-service and novice teachers. In this article, we present guidelines and strategies to facilitate reflective behaviors appropriate for pre-service and novice teachers. Suggested guidelines are based on the mnemonic "CAR" (Context, Attention, Response). Guiding questions, known as "CAR-keys" were developed to provide a specific model for instructional decision making.

Keywords

Reflection, teacher preparation, instructional decision making

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