Technologies for Supporting Reflective Thinking

Year 2012, Volume: 2 Issue: 2, 84 - 93, 01.06.2012

Tayfun Tanyeri Hüseyin Özçınar

Abstract

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

Keywords

yansıtıcı düşünme, sayısal teknolojiler, öğretmen adayı

References

• Beaudin, B. P. (1999). Keeping online asynchronous discussions on topic. Journal of Asynchronous Learning Networks, 3(2), 41–53.
• Beck, R. J., King, A., & Marshall, S. K. (2002). Effects of Videocase Construction on Preservice Teachers' Observations of Teaching. Journal of Experimental Education, 70(4), 345-361.
• Beck, R. J., King, A., and Marshall, S. K. (2002). Effects of Videocase Construction on Preservice Teachers’ Observations of Teaching. The Journal of Experimental Education, 70 (4), 345-361
• Beitzel, B. D. & Derry, S. J. (2004). Designing Contrasting Video Case Activities to Facilitate Learning of Complex Subject Matter, Paper presented at the annual meeting of the American Educational Research Association
• Brent, W.B., (2010). Uses of Technology to Support Reflective Teaching Practices The University of Arizona. http://hdl.handle.net/10150/195179
• Calandra, B., Dias, L. and Dias, M. (2006),. Using digital video for professional development in urban schools: a preservice teacher’s experience with reflection. Journal of Computing in Teacher Education, Vol. 22 No. 4.
• Chan, Y. K. B (2003). A Qualitative study of teachers’ cognitive activities when ınteracting with video ethnography. Yayınlanmamış doktora tezi, Brigham Young University, Brigham.
• Chen, H.L., Goode, C.F., Iiyoshi, T., Mazow, C., and Stricker,A.G., (2003). “Exploring the Pedagogical Implications of Electronic Portfolios for Students, Faculty, and Institutions,” Syllabus Conference, San Jose, Cal.,
• Chula, V. (2001). The microteaching experience: Student perspectives. Education, 121(4), 830–835.
• Cifuentes, L., Murphy, K. L., Segur, R., & Kodali, S. (1997). Design considerations for computer conferences. Journal of Research on Computing in Education, 30(2), 177–201.
• Cunningham, A. & Benedetto, S. (2002). Using digital video tools to promote reflective practice.In C. Crawford et al. (Ed.), Proceedings of Society for Information Technology and Teacher Education International Conference 2002 (pp. 551–553). Chesapeake, VA: AACE.
• Darling, F.L. (2001) Portfolio as practice, The narratives of emerging teachers Teaching and Teacher Education, 17 (2001), pp. 107–121.
• Darling-Hammond, L., & Synder, J. (2000). Authentic assessment of teaching in context. Teaching and Teacher Education, 16, 523–545.
• De Smet, M.,Van Keer, H., De Wever, B. & Valcke, M. (2010). Cross-age peer tutors in asynchronous discussion groups: Exploring the impact of three types of tutor training on patterns in tutor support and on tutor characteristics. Computers & Education 54, 1167–1181.
• Dewey, J. (1933). How We Think. Mineola, N.Y. : Dover Publications.
• Efimova, L., & Fiedler, S. (2003). Learning webs: Learning in weblog networks. In P. Kommers, P. Isaias, & M. B. Nunes (Eds.), Proceedings of the IADIS International Conference Web Based Communities 2004(pp.490–494), Lisbon: IADIS Press.
• Ferry, N. (1995) The use of reflection-in-action by adult educators: an inquiry into Schön’s epistemology of practice, paper presented at the Annual Meeting of the American Association for Adult and Continuing Education, Kansas City, MO, November. ERIC Document Reproduction Service No. ED391044
• Hara, N., Bonk, C. J. & Anjeli, C. (2000). Content analysis of online discussions in an applied educational psychology course. Instructional Science, 28, 115–152.
• Harrington, H. and Hathaway, R. (1994). Computer Conferencing, Critical Reflection, and Teacher Development. Teaching and Teacher Education, 10, (5), 543-54.
• Hatton, N., Smith, D. (1995) Reflection in teacher education: towards Definition and implementation available online at: http://www.alex.edfac.usyd.edu.au/LocalResource/study1/hattonart.html
• Hauge, T. E. & Wittek,L. (2006).ICT as a mediator for portfolio work processes in a distributed teacher education environment, presented at the EARLI 2003 Congress, August, in Padova, Italy.
• Imhof,M. & Picard,C. (2009).Views on using portfolio in teacher education. Teaching and Teacher Education, 25 149–154
• Kim, S., Phillips, W. R., Pinsky, L., Brock, D., Phillips, K., & Keary, J. (2006). A conceptual framework for developing teaching cases: A review and synthesis of the literature across disciplines. Medical Education, 40, 867-876.
• Korthagen, F. (2001). Linking practice and theory: The Pedogogy of realistic teacher education. Mahwah, NJ: Lawrance Erlbaum.
• La Boskey, V.K. (1994). Development of reflective practice: A study of preservice teachers. New York: Teachers College Press.
• Lai, G., & Calandra, B. (2007). Using online scaffolds to enhance preservice teachers’ reflective journal writing: A qualitative Analysis. International Journal of Technology in Teaching and Learning, 3(3), 66-81.
• Lee, H. (2008). Students’ perceptions of peer and self assessment in a higher online knowledge sharing. Education Tech Research Dev.55:573–595.
• Levin, B., He, Y. & Robbins, H. (2006). Comparative Analysis of Preservice Teachers’ Reflective Thinking in Synchronous Versus Asynchronous Online Case Discussions. Journal of Technology and Teacher Education. 14 (3), 439-460.
• Lin, X. D., Hmelo, C., Kinzer, C., & Secules, T. (1999). Designing technology to support reflection. Educational Technology Research & Development, 47(3), 43–62.
• Lin, Q. (2008). Preservice teachers' learning experiences of constructing e-portfolios online. The Internet and Higher Education, 11(3-4), 194-200
• Loughran L J., & Corrigan, D. (1995). Teaching portfolios: A strategy for developing learning and teaching in preservice education. Teaching and Teacher Education, 11 (6), 565-577.
• Mansvelder-Longayroux, D., Beijaard, D., & Verloop, N. (2007). The portfolio as a tool for stimulating reflection doi:10.1016/j.tate.2006.04.033. teachers. Teaching and Teacher Education, 23(1), 47–62.
• McIntyre, S., & Tlusty, R. (1992, April). Computer-mediated discourse: Electronic dialogue journaling and reflective practice. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA 176.
• Mezirow, J. (1991) Transformative Dimensions of Adult Learning. Jossey-Bass, San Francisco.
• Özçınar, H. (2009). Video-Durumlarda Yansıma Noktalarının ve Tartışma Gruplarında Öğretmen Katılımının Öğretmen Adaylarının Yansıtıcı Düşünme Becerilerine Etkisi. Ankara Üniversitesi Eğitim Bilimleri Enstitüsü.
• Pimentel, J. M. (2010).High School Teachers’ Perceptions of ePortfolios and Classroom Practice: A Single-Case Study. Unpublished Doctorate Thesis, Johnson and Wales University Providence, Rhode Island.
• Rowley, J.B., Hart, P.M., (1996). How Video Case Studies Can Promote Reflective Dialogue, Educational Leadership, v53 n6 p28-29 .
• Rhine, S & Bryant, J. (2007). Enhancing pre-service teachers' reflective practice with digital video-based dialogue, Reflective Practice, 8(3), 345 – 358.
• Richardson, W. (2003). Web logs in the English classroom: More than just chat. English Journal, 93(1), 39–43.
• Rodgers, C. (2002). Defining Reflection: Another Look at John Dewey and Ref lective Thinking. Teachers College Record. 104(4).
• Schön, D. (1987). Educating the Reyective Practitioner. San Francisco: Jossey Bass.
• Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. London: Temple Smith.
• Sherin, M. (2000) Viewing teaching on videotape, Educational Leadership, 57(8), 36–38.
• Shulman, J. H. (1992). Toward a Pedagogy of Cases. In J. Shulman (Ed.), Case Methods in Teacher Education (p. 50–63). New York: Teachers College Press.
• Sykes, G. (1986) ‘Teaching as reflective practice’, in Sirotnik, K. and oakes, J. (Eds) Critical Perspectives on the Organization and Improvement of Schooling, Boston, Klower Nijhoff, pp. 229–45.
• Tagg, A. C., & Dickinson, J. A. (1995). Tutor messaging and its effectiveness in encouraging student participation on computer conferences. Journal of Distance Education, 10(2). Retrieved on November 29, 2006 from http://cade.athabascau.ca/vol10.2/taggdickinson.html.
• Tan, A. (2006). Does Scaffolded Blogging Promote Preservice Teacher Reflection? Examining the Relationships Between Learning Tool and Scaffolding in a Blended Learning Environment. Unpublished Doctorate Thesis, Indiana University, Indiana.
• Van Es, E.A. and Sherin, M.G. (2002), “Learning to notice: scaffolding new teachers’ interpretations of classroom interactions”, Journal of Technology and Teacher Education, Vol. 10 No. 4, pp. 571-96.
• Wade, R. C., & Yarbrough, D. B. (2006). Portfolios: a tool for reflective thinking in teacher education? Teaching and Teacher Education, 12(1), 63–79.
• Whipp, J. L. (2003). Scaffolding critical reflection in online discussions: Helping prospective teachers think deeply about field experiences in urban schools. Journal of Teacher Education, 54(4), 321-333.
• Yerrick, R., Ross, D., & Molebash, P. (2003). Promoting equity with digital video. Learning & Leading with Technology, 31(4), 16–19.
• Zeichner, K. M., & Liston, D. P. (1996). Reflective teaching: An introduction. Mahwah, New Jersey: Lawrence Erlbaum Associates.
• Zeichner, K. M., & Wray, S. (2001). The teaching portfolio in US teacher education programs: what we know and what we need to know. Teaching and Teacher Education, 17, 613–621