Technologies for Supporting Reflective Thinking

Öz

Öğretmen adayları için öğrencilikten öğretmenliğe dönüşüm aşamalı bir süreçtir. Bu süreç öğretmen adaylarının önceki bilgi ve inanışlarını sorgulamaları, öğretimin bağlamı ve öğrencilerle ilgili bir anlayış oluşturmaları ve kendi öğretim yaklaşımları üzerinde derinlemesine düşünmelerini gerektirir. Son yirmi yılda tüm dünyada birçok meslek birliği, hükümet ve komisyon yansıtıcı düşünmeyi öğretmen yetiştirme sürecindeki sorunlar için bir çözüm önerisi olarak önermişler ve yansıtıcı düşünme, öğretmen yetiştirme programlarının önemli bir bileşeni haline gelmiştir (Rodgers, 2002). Bununla birlikte yansıtıcı düşünmenin geliştirilmesi kolay değildir. Öğretmen adayları uygun destek sağlanmazsa yansıtıcı düşünme alışkanlığı edinmekte güçlük çekmektedirler (Lin, Hmelo, Kinzer, & Secules, 1999). Son dönemde ortaya çıkan video, çokluortamlar, bilgisayara dayalı iletişim araçları, bloglar, wikiler, sosyal ağlar ve benzeşim programları gibi teknolojiler yansıtıcı düşünmeyi desteklemek amacıyla kullanılmaktadır. Bu teknolojiler yansıtıcı düşünmeyi desteklemek için sanal alan deneyimleri, uygulama deneyimi sürecini yönetmeye, değerlendirmeye ya da süreçle ilgili farklı bakış açılarını tartışmaya olanak sağlayan iletişim ortamı gibi olanaklar sunmaktadırlar. Ancak yansıtıcı düşünme sürecinin desteklenebilmesi için bu teknolojilerin öğrenme/öğretim bağlamı, öğrenci gereksinimleri ve ilgili araştırma sonuçları göz önüne alınarak kullanılması gerekmektedir. Bu çalışmada yansıtıcı düşünme ile ilgili araştırma sonuçları sentezlenerek teknolojinin öğretmen adayları ve öğretmenlerin yansıtıcı düşünme süreçlerini desteklemek için nasıl kullanılabileceği sorusuna yanıt aranmıştır

Anahtar Kelimeler

• yansıtıcı düşünme, sayısal teknolojiler, öğretmen adayı

Kaynakça

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