Asenkron Yansıtma ve Tartışmanın Öğretmen Adaylarının COVID-19 Pandemisi Hakkındaki Argümanları Değerlendirmesine Etkisi

Yıl 2023, Cilt: 40-2 Sayı: 1, 53 - 73, 10.10.2023

Deniz Sarıbaş

https://doi.org/10.52597/buje.1186711

Öz

Öğretmen adayları, bilgiyi eleştirel olarak değerlendiren geleceğin vatandaşlarının yaratılmasında kilit rol oynamaktadır. Bu nedenle, bu çalışma, COVID-19 ile ilgili iki tartışmalı konuyu öğretmen adaylarının kanıtların ve kanıt kaynaklarının güvenilirliği üzerine asenkron yansıtma ve tartışma öncesi ve sonrasında değerlendirme yeteneklerini araştırmıştır. Çalışmaya, Türkiye’de özel bir üniversitenin Eğitim Fakültesi İngilizce Öğretmenliği Programında öğrenim gören on sekiz ikinci sınıf öğrencisi katılmıştır. COVID-19 ile ilgili argümanları tartıştıkları ön ve son ödevleri analiz edilmiştir. Çalışmanın sonuçları, asenkron yansıtma ve tartışmanın, öğretmen adaylarının eleştirel değerlendirmeleri açısından olumlu etkilerini ortaya koymaktadır. Sonuçlar, argümantasyon becerilerinin geliştirilmesi açısından öğretmen eğitimi programlarında ve öğretmen eğitim araştırmalarında daha fazla uygulama önerileri sunmaktadır.

Anahtar Kelimeler

Asenkron yansıtma ve tartışma, öğretmen adayları, eleştirel değerlendirme, COVID-19

The Impact of Asynchronous Reflection and Discussion on Pre-Service Teachers’ Evaluation of Arguments about the COVID-19 Pandemic

Öz

Pre-service teachers (PSTs) play a key role in creating future citizens who critically evaluate information. Therefore, this study investigated PSTs’ ability to evaluate two controversial topics about COVID-19 before and after asynchronous reflection and discussion on the trustworthiness of evidence and credibility of sources of evidence. Eighteen sophomores who studied in the English Language Teacher Education Program in the Faculty of Education at a private university in Turkey participated in the study. Their pre- and post-assignments, in which they discussed arguments about COVID-19, were analyzed. The results of the study reveal the positive impact of asynchronous reflection and discussion to facilitate PSTs’ critical evaluation. The results suggest further implications in teacher education programs and teacher education research for promoting argumentation skills.

Anahtar Kelimeler

Asynchronous reflection and discussion, pre-service teachers, critical evaluation, COVID-19

Kaynakça

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