Change of Epistemic Stance of Transnational Pre-Service Teachers in-and-through Collaborative Data-Led Reflective Dialogues

Öz

This study explored collaborative data-led reflective dialogues of transnational PSTs by using Multimodal Conversation Analysis. The study draws on the screen recordings of a Virtual Exchange (VE) project (n=72), which involves collaborative online task design, implementation of tasks by L2 students, and reflection on students’ performance and their experience of the VE project. The close examination of the data showed that through collaborative reflective dialogues, PSTs (i) raised awareness of their practice and generated knowledge; (ii) made a connection between theory and practice; (iii) became more aware of their epistemic stance; (iv) identified and described a problem and found solutions to these problems (Farrell, 2015). Therefore, micro-moments of learning and understanding were created in-an- through reflection and it was revealed explicitly through reference to lack of knowledge in the past. This study has implications for teacher education programs, which should encourage reflective dialogues of transnational PSTs to create opportunities for teacher learning.

Anahtar Kelimeler

• teacher education
• teacher learning
• data-led reflection
• power asymmetry
• collaboration

Ulusötesi Öğretmen Adaylarının Epistemik Duruşlarının İşbirlikçi Veri Odaklı Yansıtıcı Diyaloglar İçinde ve Aracılığıyla Değişimi

Öz

Öğretme ve öğrenmeye sosyal odaklı bakış açısını takiben, yansıtıcı düşünme, öğretmen adaylarını yetiştirmede önemli bir pedagojik araç olmuştur. Bu çalışma, Çok kipli Konuşma Çözümlemesi kullanarak bir eğitmen olmaksızın ulusötesi öğretmen adaylarının iş birliğine dayalı veri odaklı yansıtıcı diyaloglarını incelemektedir. Çalışma, iş birliğine dayalı çevrimiçi görev tasarımı, görevlerin gerçek yabancı dil öğrencileri tarafından uygulanması, ve öğrencilerin performansı ve sanal değişim projesi (s=72) deneyimleri üzerine yansıtıcı düşünmeyi içeren bir sanal değişim projesinin ekran kayıtlarından yararlanmaktadır. Çalışmanın odak noktası, öğretmen adaylarının iş birliğine dayalı video aracılı veri odaklı yansıtıcı diyaloglarıdır. Verinin yakından incelenmesi, iş birliğine dayalı yansıtıcı diyaloglar aracılığıyla öğretmen adaylarının (i) uygulamalarına ilişkin farkındalıklarını artırdıklarını ve bilgi ürettiklerini; (ii) teori ve uygulama arasında bağlantı kurduklarını; (iii) epistemik konumlarının daha fazla farkına vardıklarını; (iv) bir sorunu tanımlayıp tarif ettiklerini ve bu sorunlara çözümler bulduklarını göstermektedir (Farrell, 2015). Dolayısıyla, öğrenme ve anlamaya dair temel anlar yansıtıcı düşünme esnasında ve yansıtıcı düşünme yoluyla ortaya konmuştur. Bu çalışma, öğretmen öğrenimi için fırsatlar yaratmak amacıyla ulusötesi öğretmen eğitimi programlarında öğretmen adaylarının yansıtıcı diyaloglarını teşvik etmeye dair çıkarımlarda bulunmaktadır.

Anahtar Kelimeler

• öğretmen eğitimi
• öğretmen öğrenimi
• veriye dayalı yansıtıcı düşünme
• güç asimetrisi
• iş birliği

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