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ÖĞRETMEN KONUŞMASI ANALİZİ İLE YANSITICILIK: HİZMET ÖNCESİ İNGİLİZCE ÖĞRETMENLERİNİN DURUMU

Year 2016, Volume: 13 Issue: 36, 0 - 0, 26.12.2016

S. İpek Kuru Gönen Asuman Aşık

Abstract

Reflective practices
are considered significant in terms of increasing the level of reflective and
critical thinking of language teachers by promoting self-evaluation. Analysis
of classroom interaction can be regarded as one of the ways to improve teacher
reflection. This study aims at investigating reflectivity of pre-service
English teachers by engaging them in the analysis of their language use through
a framework that enabled them focus on self-evaluation of teacher talk and
various aspects of classroom interaction. For this
purpose, a total of 44 pre-service teachers in the English Language
Teaching programmes of two universities in Turkey participated in the study. The
participants consisted of a control group and a study group. The study group received training on the analysis of their own talk by
using the self-evaluation of teacher talk framework. The study was conducted through mixed methods approach.
Quantitative data were collected through a questionnaire while
qualitative data were collected through reflective diaries. The results
indicated that although both groups improved their reflectivity, pre-service
English teachersin the study group were able move upwards in reflectivity
levels compared to the control group through the use of a specific framework.
The study might be of interest of teacher trainers, pre-service teachers and
researchers as it provides useful implications for the role of reflection in
teaching.

Keywords

Reflection Pre-service Teacher Education Teacher Talk Classroom Interaction

References

  • Al-Hassan, O., Al-Barakat, A., & Al-Hassan, Y. (2012). Pre-service teachers' reflections during field experience. Journal of Education for Teaching, 38(4), 419-434.
  • Anderson, N. A., Barksdale, M. A. & Hite, C. E. (2005). Preservice teachers’ observations of cooperating teachers and peers while participating in an early field experience. Teacher Education Quarterly, 32(4), 97-117.
  • Arrastia, M. C., Rawls, E. S., Brinkerhoff, E. H., & Roehrig, A. D. (2014). The nature of elementary preservice teachers’ reflection during an early field experience. Reflective Practice, 15(4), 427-444.
  • Aşık, A. & Kuru Gönen, S. İpek. (2016) Pre-service EFL teachers’ reported perceptions of their development through SETT experience. Classroom Discourse, 7(2), 164-183.
  • Chen, D., Lumpe, A. & Bishop, D. (2013). Assessment of teacher candidate reflection in e-portfolios. In J. Herrington, A. Couros & V. Irvine (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology 2013 (pp. 1872-1881). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/p/112224. (Access Date: 10. 03.2016)
  • Cohen-Sayag, E. & Fischl, D. (2012). Reflective writing in pre-service teachers' teaching: what does it promote?. Australian Journal of Teacher Education (Online), 37(10), 20-36.
  • Cunningham-Florez, M. A. (2001). Reflective teaching practice in adult ESL settings. ERIC Digest.http://www.cal.org/ncle/digest/reflect.htm. 1-7. (Access Date: 11.05.2009)
  • Creswell, J. W. (2005). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. New Jersey: Prentice Hall Publishing.
  • Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300-314.
  • Dervent, F. (2015). The effect of reflective thinking on the teaching practices of preservice physical education teachers. Issues in Educational Research, 25(3), 260-275. Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educational process. Lexington, MA: Heath.
  • Downey. J. (2008). ‘It’s not as easy as it looks’: Preservice teachers’ insights about teaching emerging from an innovative assignment in educational psychology. Teaching Educational Psychology, 3(1), 1-11.
  • Erginel, S. Ş. (2006). Developing reflective teachers: A study on perception and improvement of reflection in preservice teacher education. Unpublished Doctoral Dissertation, Middle East Technical University.
  • Lyngsnes, K. M. (2012). Embarking on the Teaching Journey: Pre-service Teachers Reflecting upon Themselves as Future Teachers. World Journal of Education, 2(2), 2-9.
  • Mann, S. & Walsh, S. (2013). RP or ‘RIP’: A critical perspective on reflective practice. Applied Linguistics Review 2013, 4(2), 289 – 312. http://dx.doi.org/10.1515/applirev-2013-0013
  • Mergler, A. G. & Spooner-Lane, R. S. (2012). What pre-service teachers need to know to be effective at values-based education. Australian Journal of Teacher Education, 37(8), 66-81.
  • Odhiambo, E. (2010). Classroom research: A tool for preparing pre-service teachers to become reflective practitioners. Journal of Instructional Pedagogies, 4, 1-14.
  • Puckett, J. B. & Anderson, R. S. (2002). Assessing field experience. New Directions for Teaching and Learning, 91, 53-60. http://dx.doi.org/10.1002/tl.66.
  • Rodman, G. J. (2010). Facilitating the teaching-learning process through the reflective engagement of pre-service teachers. Australian Journal of Teacher Education (Online), 35(2), 20-34.
  • Seedhouse, P. (2008). Learning to Talk the Talk: Conversation Analysis as a Tool for Induction of Trainee Teachers. Chapter in Professional Encounters in TESOL, InS. Garton & K. Richards (Eds), 42–57.Basingstoke: Palgrave Macmillan.
  • Sert, O. (2015). Social Interaction and L2 Classroom Discourse. Edinburgh: Edinburgh University Press.
  • Smith, K. & Lev-Ari, L. (2005). The place of the practicum in pre-service teacher education: The voice of the students. Asia-Pacific Journal of Teacher Education, 33(3). 289-302. Subramaniam, K. (2013). Examining the content of preservice teachers’ reflections of early field experiences. Research in Science Education, 43(5), 1851-1872.
  • Taggart, G. L., & Wilson, A. P. (2005). Promoting reflective thinking in teachers: 50 action strategies. Thousand Oaks, CA: Corwin Press.
  • Tan, A. L., Wettasinghe, C. M., Tan, S. C., & Hasan, M. (2010). Reflection of teaching: A glimpse through the eyes of pre-service science teachers. Paper presented at the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) Conference, Sydney, Australia, 5 - 8 December 2010.
  • Walsh, S. (2002). Construction or obstruction: Teacher talk and learner involvement in the EFL classroom. Language Teaching Research, 6(1), 3-23.
  • Walsh, S. (2003). Developing interactional awareness in the second language classroom through teacher self-evaluation. Language Awareness, 12(2), 124-142.
  • Walsh, S. (2006). Talking the talk of the TESOL classroom. ELT Journal, 60 (2), 133-141.
  • Walsh, S. (2011). Exploring Classroom Discourse: Language in Action. London: Routledge.
  • Walsh, S. (2013). Classroom Discourse and Teacher Development. Edinburgh: Edinburgh University Press.
  • Walsh, S. & Mann, S. (2015). Doing reflective practice: a data-led way forward. ELT Journal, 69(4), 351-362. http://dx.doi.org/10.1093/elt/ccv018

REFLECTIVITY THROUGH THE ANALYSIS OF TEACHER TALK: THE CASE OF PRE-SERVICE ENGLISH LANGUAGE TEACHERS

Year 2016, Volume: 13 Issue: 36, 0 - 0, 26.12.2016

S. İpek Kuru Gönen Asuman Aşık

Abstract

Reflective practices
are considered significant in terms of increasing the level of reflective and
critical thinking of language teachers by promoting self-evaluation. Analysis
of classroom interaction can be regarded as one of the ways to improve teacher
reflection. This study aims at investigating reflectivity of pre-service
English teachers by engaging them in the analysis of their language use through
a framework that enabled them focus on self-evaluation of teacher talk and
various aspects of classroom interaction. For this
purpose, a total of 44 pre-service teachers in the English Language
Teaching programmes of two universities in Turkey participated in the study. The
participants consisted of a control group and a study group. The study group received training on the analysis of their own talk by
using the self-evaluation of teacher talk framework. The study was conducted through mixed methods approach.
Quantitative data were collected through a questionnaire while
qualitative data were collected through reflective diaries. The results
indicated that although both groups improved their reflectivity, pre-service
English teachersin the study group were able move upwards in reflectivity
levels compared to the control group through the use of a specific framework.
The study might be of interest of teacher trainers, pre-service teachers and
researchers as it provides useful implications for the role of reflection in
teaching.

References

  • Al-Hassan, O., Al-Barakat, A., & Al-Hassan, Y. (2012). Pre-service teachers' reflections during field experience. Journal of Education for Teaching, 38(4), 419-434.
  • Anderson, N. A., Barksdale, M. A. & Hite, C. E. (2005). Preservice teachers’ observations of cooperating teachers and peers while participating in an early field experience. Teacher Education Quarterly, 32(4), 97-117.
  • Arrastia, M. C., Rawls, E. S., Brinkerhoff, E. H., & Roehrig, A. D. (2014). The nature of elementary preservice teachers’ reflection during an early field experience. Reflective Practice, 15(4), 427-444.
  • Aşık, A. & Kuru Gönen, S. İpek. (2016) Pre-service EFL teachers’ reported perceptions of their development through SETT experience. Classroom Discourse, 7(2), 164-183.
  • Chen, D., Lumpe, A. & Bishop, D. (2013). Assessment of teacher candidate reflection in e-portfolios. In J. Herrington, A. Couros & V. Irvine (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology 2013 (pp. 1872-1881). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/p/112224. (Access Date: 10. 03.2016)
  • Cohen-Sayag, E. & Fischl, D. (2012). Reflective writing in pre-service teachers' teaching: what does it promote?. Australian Journal of Teacher Education (Online), 37(10), 20-36.
  • Cunningham-Florez, M. A. (2001). Reflective teaching practice in adult ESL settings. ERIC Digest.http://www.cal.org/ncle/digest/reflect.htm. 1-7. (Access Date: 11.05.2009)
  • Creswell, J. W. (2005). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. New Jersey: Prentice Hall Publishing.
  • Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300-314.
  • Dervent, F. (2015). The effect of reflective thinking on the teaching practices of preservice physical education teachers. Issues in Educational Research, 25(3), 260-275. Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educational process. Lexington, MA: Heath.
  • Downey. J. (2008). ‘It’s not as easy as it looks’: Preservice teachers’ insights about teaching emerging from an innovative assignment in educational psychology. Teaching Educational Psychology, 3(1), 1-11.
  • Erginel, S. Ş. (2006). Developing reflective teachers: A study on perception and improvement of reflection in preservice teacher education. Unpublished Doctoral Dissertation, Middle East Technical University.
  • Lyngsnes, K. M. (2012). Embarking on the Teaching Journey: Pre-service Teachers Reflecting upon Themselves as Future Teachers. World Journal of Education, 2(2), 2-9.
  • Mann, S. & Walsh, S. (2013). RP or ‘RIP’: A critical perspective on reflective practice. Applied Linguistics Review 2013, 4(2), 289 – 312. http://dx.doi.org/10.1515/applirev-2013-0013
  • Mergler, A. G. & Spooner-Lane, R. S. (2012). What pre-service teachers need to know to be effective at values-based education. Australian Journal of Teacher Education, 37(8), 66-81.
  • Odhiambo, E. (2010). Classroom research: A tool for preparing pre-service teachers to become reflective practitioners. Journal of Instructional Pedagogies, 4, 1-14.
  • Puckett, J. B. & Anderson, R. S. (2002). Assessing field experience. New Directions for Teaching and Learning, 91, 53-60. http://dx.doi.org/10.1002/tl.66.
  • Rodman, G. J. (2010). Facilitating the teaching-learning process through the reflective engagement of pre-service teachers. Australian Journal of Teacher Education (Online), 35(2), 20-34.
  • Seedhouse, P. (2008). Learning to Talk the Talk: Conversation Analysis as a Tool for Induction of Trainee Teachers. Chapter in Professional Encounters in TESOL, InS. Garton & K. Richards (Eds), 42–57.Basingstoke: Palgrave Macmillan.
  • Sert, O. (2015). Social Interaction and L2 Classroom Discourse. Edinburgh: Edinburgh University Press.
  • Smith, K. & Lev-Ari, L. (2005). The place of the practicum in pre-service teacher education: The voice of the students. Asia-Pacific Journal of Teacher Education, 33(3). 289-302. Subramaniam, K. (2013). Examining the content of preservice teachers’ reflections of early field experiences. Research in Science Education, 43(5), 1851-1872.
  • Taggart, G. L., & Wilson, A. P. (2005). Promoting reflective thinking in teachers: 50 action strategies. Thousand Oaks, CA: Corwin Press.
  • Tan, A. L., Wettasinghe, C. M., Tan, S. C., & Hasan, M. (2010). Reflection of teaching: A glimpse through the eyes of pre-service science teachers. Paper presented at the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) Conference, Sydney, Australia, 5 - 8 December 2010.
  • Walsh, S. (2002). Construction or obstruction: Teacher talk and learner involvement in the EFL classroom. Language Teaching Research, 6(1), 3-23.
  • Walsh, S. (2003). Developing interactional awareness in the second language classroom through teacher self-evaluation. Language Awareness, 12(2), 124-142.
  • Walsh, S. (2006). Talking the talk of the TESOL classroom. ELT Journal, 60 (2), 133-141.
  • Walsh, S. (2011). Exploring Classroom Discourse: Language in Action. London: Routledge.
  • Walsh, S. (2013). Classroom Discourse and Teacher Development. Edinburgh: Edinburgh University Press.
  • Walsh, S. & Mann, S. (2015). Doing reflective practice: a data-led way forward. ELT Journal, 69(4), 351-362. http://dx.doi.org/10.1093/elt/ccv018
There are 29 citations in total.

Details

Primary Language English
Journal Section Araştırma Makaleleri
Authors

S. İpek Kuru Gönen

Asuman Aşık

Publication Date December 26, 2016
Published in Issue Year 2016 Volume: 13 Issue: 36

Cite

APA Kuru Gönen, S. İ., & Aşık, A. (2016). REFLECTIVITY THROUGH THE ANALYSIS OF TEACHER TALK: THE CASE OF PRE-SERVICE ENGLISH LANGUAGE TEACHERS. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 13(36).
AMA Kuru Gönen Sİ, Aşık A. REFLECTIVITY THROUGH THE ANALYSIS OF TEACHER TALK: THE CASE OF PRE-SERVICE ENGLISH LANGUAGE TEACHERS. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. December 2016;13(36).
Chicago Kuru Gönen, S. İpek, and Asuman Aşık. “REFLECTIVITY THROUGH THE ANALYSIS OF TEACHER TALK: THE CASE OF PRE-SERVICE ENGLISH LANGUAGE TEACHERS”. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 13, no. 36 (December 2016).
EndNote Kuru Gönen Sİ, Aşık A (December 1, 2016) REFLECTIVITY THROUGH THE ANALYSIS OF TEACHER TALK: THE CASE OF PRE-SERVICE ENGLISH LANGUAGE TEACHERS. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 13 36
IEEE S. İ. Kuru Gönen and A. Aşık, “REFLECTIVITY THROUGH THE ANALYSIS OF TEACHER TALK: THE CASE OF PRE-SERVICE ENGLISH LANGUAGE TEACHERS”, Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, vol. 13, no. 36, 2016.
ISNAD Kuru Gönen, S. İpek - Aşık, Asuman. “REFLECTIVITY THROUGH THE ANALYSIS OF TEACHER TALK: THE CASE OF PRE-SERVICE ENGLISH LANGUAGE TEACHERS”. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 13/36 (December 2016).
JAMA Kuru Gönen Sİ, Aşık A. REFLECTIVITY THROUGH THE ANALYSIS OF TEACHER TALK: THE CASE OF PRE-SERVICE ENGLISH LANGUAGE TEACHERS. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. 2016;13.
MLA Kuru Gönen, S. İpek and Asuman Aşık. “REFLECTIVITY THROUGH THE ANALYSIS OF TEACHER TALK: THE CASE OF PRE-SERVICE ENGLISH LANGUAGE TEACHERS”. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, vol. 13, no. 36, 2016.
Vancouver Kuru Gönen Sİ, Aşık A. REFLECTIVITY THROUGH THE ANALYSIS OF TEACHER TALK: THE CASE OF PRE-SERVICE ENGLISH LANGUAGE TEACHERS. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. 2016;13(36).

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