HOW CAN BLOGGING SUPPORT CRITICAL REFLECTIVITY IN FOREIGN LANGUAGE TEACHER EDUCATION?

Year 2018, Issue: 47, 85 - 104, 15.07.2018

Sibel Korkmazgil

https://doi.org/10.21764/maeuefd.384765

Abstract

This study was based on a belief grounded in the
literature that more authentic reflective approaches should be implemented in
order to encourage teachers to engage in many-way conversations with and within
themselves, and that blogs as a transformational technology for teaching and
learning can facilitate critical thinking and knowledge construction through
interaction and collaboration with others with a shared interest. Thus, this
12-week-long case study seeks to examine whether the use of blogs as support
for reflective practice in a Practicum course could enhance the level of
critical reflection that the pre-service English language teachers were
involved in. Data collection consisted of archival records of pre-service
teachers’ reflective blog posts and comments, pre- and post-study interviews
with pre-service teachers and field notes taken by the researcher. The results
of this study indicate that blogging supports the pre-service teachers’
reflectivity positively. All of the pre-service teachers are found to be
reflective to a certain extent in their blog postings. However, there are
differences in the degree of reflection they are engaged in. These results
reveal specific evidence that contribute to our understanding of how blogging
might be incorporated as to support for reflective practice in teacher
education programs.

Keywords

Blog, foreign language teacher education, reflection, professional development, preservice teacher

YABANCI DİL ÖĞRETMEN EĞİTİMİNDE BLOGLAR ELEŞTİREL YANSITICI DÜŞÜNCEYİ NASIL DESTEKLER?

Abstract

Bu
çalışma, öğretmenleri kendi aralarında çok yönlü iletişim içerisinde olmaya
teşvik etmek için daha otantik yansıtıcı yaklaşımların uygulanması gerektiği,
ve blogların, bu bağlamda, ortak ilgi alanlarını paylaşan kişilerle işbirliği
ve etkileşim yoluyla bilginin inşasına ve eleştirel düşüncenin gelişimine
olanak sağlayacak bir dönüştürücü eğitim öğretim tekbolojisi olduğu inancı
üzerine kurulmuştur. Bu nedenle, 12 haftalık bu örnek olay çalışması,
Öğretmenlik Uygulaması dersinde yansıtıcı uygulama desteği olarak kullanılan
blogların, İngilizce öğretmen adaylarının eleştirel yansıtıcı düşünme düzeyini
artırıp artırmayacağını incelemeyi amaçlamaktadır. Öğretmen adaylarının
yansıtıcı blog yazıları ve yorumlardan oluşan arşivsel kayıtları,
çalışma-öncesi ve sonrası yapılan görüşmeler ve araştırmacı tarafından çalışma
süresince tutulan gözlem notları bu çalışmanın veri toplama yöntemlerini
oluşturmaktadır. Bu çalışmanın sonuçları blogların öğretmen adaylarının
yansıtıcı düşünmelerini olumlu bir şekilde desteklediğini göstermektedir. Tüm
öğretmen adayları blog yazılarında belirli bir seviyeye kadar yansıtıcı
bulunmuşlardır. Ancak, yansıtıcı düşünme derecelerinde bireysel farklar da
mevcuttur. Bu sonuçlar, blog yazarlığının öğretmen eğitimi programlarında
yansıtıcı uygulamayı desteklemek için nasıl kullanılabileceği konusundaki
anlayışımıza katkıda bulunan sonuçları ortaya koymaktadır.

Keywords

Blog, yabancı dil öğretmen eğitimi, yansıtıcı düşünce, mesleki gelişim, öğretmen adayı

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