Öz
This article is one part of a larger doctoral study titled “Reflecting on Teaching: Interactive Thoughts and Decisions of Experienced and Novice EFL Teachers” conducted at Çukurova University The study is concerned with the instructional decisions EFL teachers make in the class i e interactive decisions This quantitative study mainly focuses on interactive decisions of teachers in relation to student performance cues they observed in the class Four novice and four experienced EFL teachers participated in the study The data were collected through videotaping procedure stimulated recall technique semi structured interview lesson plans classroom maps and snakes The numerical data and corresponding X2 values were presented in tables The results have indicated that the experienced teachers employed a wider set of instructional actions in response to the student performance cues However both the experienced teachers and the novices were able to recognize student performance cues they face in the class The results of the study suggest some significant implications not only for in service teacher training programs but also for pre service teacher training programs
Anahtar Kelimeler
Kaynakça
- Allwright, D., & Bailey, K. M. (1991). Focus on the language classroom: An introduction to classroom research for language teachers. Cambridge:
- Cambridge University Press. Artiles, A. J., Mostert, M P., & Tankersly, M. (1994). Assessing the link between teacher cognitions, teacher behaviors, and pupil responses to lessons. Teaching
- & Teacher Education, 10 (5), 465-481. Borko, H., & Shavelson, R. (1990) Teacher decision making. In B.F. Jones & L. Idol
- (Eds.), Dimension of thinking and cognitive instruction (pp.311-340). NJ: Lawrence Erlbam Associates, Publishers. Chamberlin, C. (1998). Research in second language teacher education [Review of the books Teacher cognition in language teaching: Beliefs, decision-making, and classroom practice & teacher learning in language teaching]. Tesol Quarterly, (3), 617-622.
- Fogarty, J. L.,Wang, M. C., & Creek, R. (1983). A descriptive study of experienced and novice teachers’ interactive instructional thoughts and actions. Journal of
- Educational Research, 77(1), 22-31. Freeman, D. (1989). Teacher training, development and decision making: A model of teaching and related strategies for language teacher Education. Tesol Quarterly, (1), 27-43.
- Gaies, S. J. (1980). Classroom centered research: Some consumer guidelines. Paper presented at the Second Annual TESOL Summer Meeting, Albuquerque, N.M.
- Halkes, R., & Olson, J. (1984). Teacher thinking: A new perspective on persisting problems in education. Lisse, Netherlands: Swets and Zeitlinger.
- Johnson, K. E. (1992). Learning to teach: Instructional actions and decisions of pre- service ESL teachers. Tesol Quarterly, 26 (3), 507-535.
- Johnson, K. E. (1999). Understanding language teaching: Reasoning in action. Boston: Heinle & Heinle.
- Nunan, D. (1996). Hidden voices: Insiders’ perspectives on classroom interaction. In K.
- M. Bailey & D. Nunan (Eds.), Voices from the language classroom (pp. 41-56). Cambridge: Cambridge University Press. Pratte, R. (1986). Educational policy and teacher educators. Australian Journal of
- Teacher Education, 11(2), 9-18. Shavelson, R. J. (1983). Review of research teachers’ pedagogical on judgements, plans, and decisions. The Elementary School Journal, 83(4), 393-413.
- Westerman, D. A. (1991). Expert and novice teacher decision making. Journal of
- Teacher Education, 42 (4), 292-305. Woods, D. (1991). Teachers’interpretations of second language teaching curricula. RELC Journal, 22, 1-18.
- Woods, D. (1996). Teacher cognition in language teaching: Beliefs, decision-making and classroom practice. Cambridge: Cambridge University Press.
Öz
Bu makale Çukurova Üniversitesinde yapılmış olan ““Reflecting on Teaching:
Interactive Thoughts and Decisions of Experienced and Novice EFL Teachers”başlıklı
daha geniş bir doktora çalışmasının bir parçasıdır. Bu nicel çalışma esasen
öğretmenlerin ders sırasında gözlemlemiş oldukları öğrenci performans göstergelerine
(ipuçları) karşılık vermiş oldukları etkileşimli kararları incelemektedir. Çalışmanın
genelinde video, çağrışım tekniğine dayalı görüşme, yarı yapılandırılmış görüşme, ders
planları, sınıf oturma planı, ve snake aktivetesi kullanılarak veriler toplanmıştır.
Rakamsal değerler ve ilgili X2 (ki kare) değerleri tablolarda sunulmuştur. Sonuçlar bu
çalışmaya katılan deneyimli öğretmenlerin öğrenci performans göstergeçlerine
karşılık verirken daha fazla ve değişik öğretimsel hareket kullandıklarını da ortaya
koymuştur. Diğer yandan bu çalışmaya katılan hem deneyimli hem deneyimsiz
öğretmenlerin sınıf içinde karşılaştıkları öğrenci performans göstergeçlerini
tanıyabildikleri saptanmıştır. Bu çalışmanın sonuçları sadece hizmet içi öğretmen
eğitimi programları için değil aynı zamanda öğretmen yetiştirme programları için de bir
takım değişiklikler ve yenilikler önermektedir.
Anahtar Kelimeler
Kaynakça
- Allwright, D., & Bailey, K. M. (1991). Focus on the language classroom: An introduction to classroom research for language teachers. Cambridge:
- Cambridge University Press. Artiles, A. J., Mostert, M P., & Tankersly, M. (1994). Assessing the link between teacher cognitions, teacher behaviors, and pupil responses to lessons. Teaching
- & Teacher Education, 10 (5), 465-481. Borko, H., & Shavelson, R. (1990) Teacher decision making. In B.F. Jones & L. Idol
- (Eds.), Dimension of thinking and cognitive instruction (pp.311-340). NJ: Lawrence Erlbam Associates, Publishers. Chamberlin, C. (1998). Research in second language teacher education [Review of the books Teacher cognition in language teaching: Beliefs, decision-making, and classroom practice & teacher learning in language teaching]. Tesol Quarterly, (3), 617-622.
- Fogarty, J. L.,Wang, M. C., & Creek, R. (1983). A descriptive study of experienced and novice teachers’ interactive instructional thoughts and actions. Journal of
- Educational Research, 77(1), 22-31. Freeman, D. (1989). Teacher training, development and decision making: A model of teaching and related strategies for language teacher Education. Tesol Quarterly, (1), 27-43.
- Gaies, S. J. (1980). Classroom centered research: Some consumer guidelines. Paper presented at the Second Annual TESOL Summer Meeting, Albuquerque, N.M.
- Halkes, R., & Olson, J. (1984). Teacher thinking: A new perspective on persisting problems in education. Lisse, Netherlands: Swets and Zeitlinger.
- Johnson, K. E. (1992). Learning to teach: Instructional actions and decisions of pre- service ESL teachers. Tesol Quarterly, 26 (3), 507-535.
- Johnson, K. E. (1999). Understanding language teaching: Reasoning in action. Boston: Heinle & Heinle.
- Nunan, D. (1996). Hidden voices: Insiders’ perspectives on classroom interaction. In K.
- M. Bailey & D. Nunan (Eds.), Voices from the language classroom (pp. 41-56). Cambridge: Cambridge University Press. Pratte, R. (1986). Educational policy and teacher educators. Australian Journal of
- Teacher Education, 11(2), 9-18. Shavelson, R. J. (1983). Review of research teachers’ pedagogical on judgements, plans, and decisions. The Elementary School Journal, 83(4), 393-413.
- Westerman, D. A. (1991). Expert and novice teacher decision making. Journal of
- Teacher Education, 42 (4), 292-305. Woods, D. (1991). Teachers’interpretations of second language teaching curricula. RELC Journal, 22, 1-18.
- Woods, D. (1996). Teacher cognition in language teaching: Beliefs, decision-making and classroom practice. Cambridge: Cambridge University Press.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 1 Eylül 2007 |
| Gönderilme Tarihi | 29 Aralık 2013 |
| Yayımlandığı Sayı | Yıl 2007 Cilt: 16 Sayı: 2 |