The Effect of Self-Reflection Activities on Preservice Science Teachers’ Classroom Teaching Practices

Year 2020, Volume: 8 Issue: 15, 28 - 40, 25.03.2020

Didem Karakaya Cırıt Selçuk Aydemir

https://doi.org/10.18009/jcer.636037

Cited By: 2

Abstract

The aim of this study was to determine the effect of self-reflection activities on preservice science teachers’ classroom teaching practices. An action research model was used. The study sample consisted of 17 (8 male, 9 female) senior students of the department of primary science education. This 10-week study was carried out within the scope of the course of Teaching Practice. Participants were asked to prepare a lesson plan for a science subject and teach it every week in their practice schools. Afterwards, they were asked to complete a Self-Reflection Form, which was developed based on discussions with them. Lecture video recordings, observation notes and Reformed Teaching Observation Protocol (RTOP) were used to determine the effect of self-reflection activities on participants’ classroom teaching practices. Participants’ lectures were evaluated using the RTOP. Furthermore, 30-40 min semi-structured interviews were conducted with participants to obtain more detailed information on the cause of the change in their classroom teaching practices. Results showed that self-reflection activities improved participants’ classroom teaching practices.

Keywords

Pre-service science teachers, self-reflection, classroom teaching practices

References

• American Association for the Advancement of Science [AAAS]. (1993). Benchmarks for science literacy. New York: Oxford University Press.
• Cochran, K.F., Deruiter, J.A. & King, R.A. (1993). Pedagogical content knowing: An integrative model for teacher preparation. Journal of Teacher Education, 44, 263-272.
• Ebenezer, J., Chacko, S., Kaya, O. N., Koya, S. K., & Ebenezer, D. L. (2010). The effects of common knowledge construction model sequence of lessons on science achievement and relational conceptual change. Journal of Research in Science Teaching, 47, 25-46.
• Elaldı, Ş. (2015). Öz-yansıtma kavramına genel bakış [An overview on the concept of self-reflection]. Turkish Studies, 10(7), 381-394.
• European Parliament, (2008). European Parliament resolution of 23 September 2008 on improving quality of teacher education, (2008/2068(INI)).
• Grenfell, M. (1998). Training teachers in practice. Clevedon, UK: Multilingual Matters.
• Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press.
• Güzel, H., & Oral, İ. (2008). S. Ü. Eğitim fakültesi OFMAE bölümü öğrencilerinin okul deneyimi etkinlikleri üzerine bir araştırma [A study on school experience activities of OFMAE students of S. U. Faculty of Education]. Selçuk Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 25, 249-261.
• Hanuscin, D. L., Lee, M. H., & Akerson, V. L. (2010). Elementary teachers’ pedagogical content knowledge for teaching the nature of science. Science and Education, 95(1), 145-167.
• Horizon Research Inc. (2000). Inside the classroom observation and analytic protocol. Retrieved 20 June 2013 from http://www.horizonresearch.com/instruments/clas/cop.php.
• Karakaya, D. (2012). Fen bilgisi öğretmen adaylarının küresel boyuttaki çevresel sorunlara ilişkin teknolojik pedagojik alan bilgisi ve sınıf içi uygulamalarının araştırılması. (Yayımlanmamış yüksek lisans tezi) [Exploring the pre-service science and technology teachers’ technological pedagogical content knowledge and classroom teaching involving the topic of global environmental problems]. Fırat Üniversitesi, Eğitim Bilimleri Enstitüsü, Elazığ.
• Karakaya-Cirit, D. (2017). Fen bilgisi öğretmen adaylarının pedagojik alan bilgisi ve sınıf içi öğretimlerinin araştırılması [Exploring the pre-service science teachers’ pedagogical content knowledge and classroom teaching practices]. The Journal of Academic Social Science Studies, 63(Winter II), 51-68.
• Karakaya-Cirit, D. & Canpolat, E. (2019). A study on the technological pedagogical contextual knowledge of science teacher candidates across different years of study. Education and Information Technologies, 24 (4), 1-27.
• Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. New Jersey: Prentice Hall.
• Mishra, P. & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108 (6), 1017-1054.
• Moon, J. A. (2004). A handbook of reflective and experiential learning: Theory and practice. London: Routledge Farmer.
• National Research Council [NRC]. (1996). National science education standards. Washington, DC: National Academy Press
• Ministry of National Education [MoNE]. (2008). Öğretmen yeterlikleri: Öğretmenlik mesleği genel ve özel alan yeterlikleri [Teacher competencies: General and special field competencies of teaching profession]. Ankara: Devlet Kitapları Müdürlüğü.
• Piburn, M., Sawada, D., Turley, J., Falconer, K., Benford, R., Bloom, I., & Judson, E. (2000). Reformed teaching observation protocol (RTOP) reference manual. Tempe, Arizona: Arizona Collaborative for Excellence in the Preparation of Teachers.
• Roberts, J. (1998). Language teacher education. London: Arnold.
• Shuell, T.J. (1990). Phases of meaningful learning. Review of Educational Research, 60, 531-547.
• Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15 (2), 4-14.
• Sherin, M. G. (2004). New perspectives on the role of video in teacher education. In J. Brophy (Ed.), Using video in teacher education (pp. 1–28). Amsterdam, Netherlands: Elsevier
• Sim, C. (2006). Preparing for professional experiences - incorporating pre-service teachers as ‘communities of practice’. Teaching and teacher education, 22(1), 77-83.
• Şimşek, H. (2005). Eğitimde reform ve değişim kararlılığı. “eğitim fakültelerinde yeniden yapılanmanın getirdiği sorunlar” [Reform and change commitment in education. “the problems of restructuring in education faculties”] paneli, Gazi Üniversitesi, Ankara.
• Thorpe, K., & Barsky, J. (2001). Healing through self‐reflection. Journal of Advanced Nursing, 35(5), 760-768.
• Türel, Y. (2008). Öğrenme nesneleri ile zenginleştirilmiş öğretim ortamlarının öğrenci başarıları tutumları ve motivasyonları üzerindeki etkisi. [The effect of the learning objects enriched instructional environments on learners' achievements learners' attitudes and learners' motivations]. (Yayımlanmamış Doktora Tezi), Fırat Üniversitesi, Sosyal Bilimler Enstitüsü. Elazığ.
• Turkish Education Association [TEA].(2009). Öğretmen yeterlikleri [Teacher Competencies.]. Retrieved November 23, 2011 http://portal.ted.org.tr/yayinlar/Ogretmen_Yeterlik_Kitap.pdf
• Von Wright, J. (1992). Reflections on reflection. Learning and ınstruction, 2(1), 59-68.
• Yıldırım, A., & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri (10. Baskı) [Qualitative research methods in the social sciences ]. Ankara: Seçkin Yayıncılık
• Yiğit, N., Alev, N., & Ekiz, D. (2010). The contribution of reflective-based mentoring to the initial professional development of student teachers during teaching practice. Inonu University Journal of the Faculty of Education, 11(3), 75-100.
• Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into practice, 41(2), 64-70.