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Early Childhood Preservice Teachers’ Experiences with Reflective Journal Writing

Yıl 2019, Cilt: 19 Sayı: 84, 93 - 114, 30.11.2019
https://doi.org/10.14689/ejer.2019.84.5

Öz

Purpose: Reflective journal writing is considered as a form of reflective practice. The research studies suggested that journal writing allowed the teacher to reflect on their practices, improved their self-awareness and supported their professional development. Even though the research showed that journal writing as an effective tool for reflective practice, the need exists for the studies conducted in the area of early childhood teacher education. Thus, this qualitative study aims to gain a more in-depth understanding of early childhood preservice teachers’ experiences with reflective journal writing.
Research Methods: This study is a qualitative study focusing on the experiences of Turkish preservice teachers. The participants were ten preservice teachers attending an early childhood teacher education program. A demographic information form, semi-structured interviews, and reflective journals were used to collect data.
Findings: The findings of this study were reported on the basis of two focal points: the role of reflective journals and the content of reflective journals. For the role of reflective journals, three themes derived from data were as follows: (i) gaining insight, (ii) detailed evaluation, and (iii) developing strategies for the future. At the analysis of the content of reflection, meeting the real classroom environment and positive experiences gained from the field were the two themes that emerged from the data.
Implications for Research and Practice: This study showed that writing a reflective journal can be considered an important tool for self-evaluation and professional growth. In future studies, the role of reflective writing in teacher’s professional development, especially a variety of differing types of reflective strategies, can be addressed.

Kaynakça

  • Akkoyunlu, B., Telli, E., Cetin, N. M.,& Daghan, G. (2016). Ogretmen egitiminde yansitici gunluklere iliskin ogretmen adaylarinin gorusleri [Views of prospective teachers about reflective journals on teacher education]. Turkish Online Journal of Qualitative Inquiry, 7(4), 312-330.
  • Al-Hassan, O., Al-Barakat, A. , & Al-Hassan, Y. (2012). Pre-service teachers’ reflections during field experience. Journal of Education for Teaching: International Research and Pedagogy, 38(4), 419-434. doi: 10.1080/02607476.2012.707918
  • Al-Karasneh, S. M. (2014). Reflective journal writing as a tool to teach aspects of social studies. European Journal of Education, 49(3), 395-408. doi: 10.1111/ejed.12084
  • Bain, J. D., Mills, C., Ballantyne, R., & Packer, J. (2002). Developing reflection on practice through journal writing: Impacts of variations in the focus and level of feedback. Teachers and Teaching, 8(2), 171-196. doi:10.1080/13540600220127368
  • Beavers, E., Orange, A., & Kirkwood, D. (2017). Fostering critical and reflective thinking in an authentic learning situation. Journal of Early Childhood Teacher Education, 38(1), 3-18. doi: 10.1080/10901027.2016.1274693
  • Boud, D. (2001). Using journal writing to enhance reflective practice. New Directions for Adult and Continuing Education, 2001(90), 9-18.
  • Brown, C. S., Cheddie, T. N., Horry, L. F., & Monk, J. E. (2017). Training to be an early childhood professional: Teacher candidates’ perceptions about their education and Training. Journal of Education and Training Studies, 5(6), 177-186. doi: 10.11114/jets.v5i6.2308
  • Cengiz, C., Karatas, F. O., & Yadigaroglu, M. (2014). The investigation of pre-service science teachers’ reflective journals. Procedia-Social and Behavioral Sciences, 116, 3297-3302. doi: 10.1016/j.sbspro.2014.01.751
  • Cherrington, S., & Loveridge, J. (2014). Using video to promote early childhood teachers' thinking and reflection. Teaching and Teacher Education, 41, 42-51. doi: 10.1016/j.tate.2014.03.004
  • Clarà, M. (2015). What is reflection? Looking for clarity in an ambiguous notion. Journal of Teacher Education, 66(3), 261-271. doi: 10.1177/0022487114552028
  • Collier, S. T. (1999). Characteristics of reflective thought during the student teaching experience. Journal of Teacher Education, 50 (3), 173-181. doi: 10.1177/002248719905000303
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Okul Öncesi Öğretmen Adaylarının Yansıtıcı Günlük Yazma Deneyimleri

Yıl 2019, Cilt: 19 Sayı: 84, 93 - 114, 30.11.2019
https://doi.org/10.14689/ejer.2019.84.5

Öz

Problem Durumu: Yansıtıcı günlük yazma son zamanlarda öğretmen eğitiminde ele alınan konular arasında yer almakta ve öğretmen adaylarının uygulamalarında bir yansıtma aracı olarak kullanılmaktadır. Yansıtmanın karmaşık bir terim olduğu ve alan yazında çeşitli şekillerde kavramsallaştırıldığı görülmektedir. Yansıtıcı öğretmenlerin sadece önceden planlanan uygulamaları gerçekleştiren değil, uygulamalar üzerinde düşünen, problem çözen, etkin bireyler oldukları belirtilmektedir. Yapılan çalışmalar özellikle yansıtmanın rolü, sınıflandırması ve yansıtıcı düşünmeyi geliştiren stratejilere odaklanmaktadır. Yansıtıcı düşünme becerilerinin gelişimine katkı sağlayacak uygulamalar arasında yansıtıcı günlük yazma, video kaydı alma, portfolyo/e-portfolyo, eylem araştırması vb. stratejiler gösterilmektedir. İlgili araştırmalar yansıtıcı günlük yazmanın öğretmenlerin kendi uygulamaları konusunda yansıtma yapmalarını, öğrenme ve öğretmenin karmaşık yapısını anlamalarına ve öz-farkındalık ve profesyonel gelişime katkılarını göstermektedir. Her ne kadar yansıtıcı günlük yazma ile ilgili alan yazında çalışmalar yer almasına rağmen, özellikle okul öncesi öğretmen adayları ile ilgili yapılan çalışmalar sınırlı sayıdadır.
Araştırmanın Amacı: Bu çalışmanın amacı; okul öncesi öğretmen adaylarının yansıtıcı günlük yazma deneyimlerini daha derinlemesine anlamaktır. Bu doğrultuda öğretmen adaylarının yansıtıcı günlükler konusundaki duygu ve düşünceleri ile yansıtıcı günlüklerinin içeriğinin incelenmesi amaçlanmıştır.
Araştırmanın Yöntemi: Bu çalışmada nitel araştırma yöntemlerinden yararlanılmıştır. Çalışmaya amaçsal örneklem yöntemiyle seçilen, dört yıllık okul öncesi öğretmenliği lisans programına devam eden, gönüllülük ilkesi ile araştırmaya katılım gösteren ve süreçte “Beden Eğitimi ve Oyun Öğretimi” dersini alan, yaşları 21 ile 25 arasında değişen on kadın öğretmen adayı dahil edilmiştir. Çalışmada veri toplamak için; demografik bilgi formu, yarı yapılandırılmış görüşmeler, haftalık olarak gerçekleştirilen uygulamalara yönelik etkinlik planları ve yazılan yansıtıcı günlüklerden yararlanılmıştır. Veri analizinde tümevarımsal bir yaklaşım benimsenmiştir. Nitel araştırma geleneğine bağlı olarak alanyazında önerilen çalışmanın güvenirliğini arttırmak amacıyla detaylı betimleme ve uzun süreli katılım ve çeşitleme stratejileri kullanılmıştır. Katılımcıların yansıtıcı günlüklerle ilgili deneyimlerini içeren ayrıntılı betimlemelere yer verilmiştir. Çeşitlemeyi sağlamada çoklu araştırmacı ve çoklu yöntemler kullanılmıştır. Çalışma, çoklu araştırmacı açısından erken çocukluk eğitimi alanında deneyimli üç öğretim elemanı tarafından yürütülmüştür. Çoklu yöntemler açısından ise; yarı yapılandırılmış görüşmeler ve doküman analizi yoluyla sağlanmıştır.
Araştırmanın Bulguları: Araştırma bulguları araştırma sorularının da temelini oluşturan iki odak noktasında sunulmuştur. Bunların ilki yansıtıcı günlüklerin rolü, ikincisi ise yansıtıcı günlüklerin içeriğidir.Yansıtıcı günlüğün rolü analiz edildiğinde; içgörü elde etmek, detaylı değerlendirme ve geleceğe yönelik strateji geliştirme temalarının ortaya çıktığı görülmüştür. Bu çalışmanın katılımcıları olan öğretmen adayları günlük yazmanın onların uygulamalar sırasında yaptığı hataları farketmelerine ve güçlü ve zayıf yanlarını değerlendirmeleri için içgörü kazanmalarına destek olduğunu belirtmişlerdir. Yansıtıcı günlük yazma alanyazında önerildiği gibi, öğretmen adayları için bir farkındalık aracı olarak işlev görmüştür. Katılımcılar ayrıca yansıtıcı günlüklerin normalde yaptıkları üç boyutlu değerlendirmeye duygu boyutunu da eklediğini belirtmişlerdir. Son olarak, katılımcılar yansıtıcı günlük yazmanın uygulanacak öğretim stratejilerin belirlenmesinde ve değerlendirmesinde önemli bir rol oynadığını ve özellikle hatırlatma işlevi gördüğünü vurgulamışlardır. Yansıtıcı günlüklere odaklanan bazı araştırmalarda, günlük yazmanın gelecek öğretmenlik deneyimlerini şekillendirecek yönde desteklediğini göstermektedir. Yansıtıcı günlüklerin içeriği analiz edildiğinde ise bulguların; gerçek sınıf ortamı ile karşılaşma ve alandan olumlu deneyimler edinme şeklinde iki tema olarak belirdiğini ortaya koymaktadır. Çalışmanın katılımcıları günlüklerinde gerçek sınıf ortamı ile karşılaşma ile ilgili durumlara yer vermiştir. Özellikle gerçek sınıf ortamında yaşadıkları sınıf yönetimi ile ilgili zorluklar ve kuramsal bilgiyi uygulamaya aktaramama ile ilgili endişeleri ele almışlardır. Alanyazındaki araştırmalarda sınıf yönetiminin en çok belirtilen problem olmasının yanısıra yansıtıcı günlüklerde de en sık yansıtılan endişe olduğu bulunmuştur. Öğretmen adaylarının kuramsal bilgiyi uygulamaya aktarma sorunları olduğu da belirtilmektedir. İçerik açısından incelemede yansıtıcı günlüklerinde öğretmen adayların elde ettikleri olumlu deneyimlere de yer verdikleri saptanmıştır.
Araştırmanın Sonuçları ve Önerileri: Bu çalışma göstermektedir ki yansıtıcı günlük yazma, okul öncesi öğretmen adayları için özdeğerlendirme ve profesyonel gelişimde önemli bir araç olarak ele alınabilir. Bundan sonra yapılacak çalışmalarda öğretmenin profesyonel gelişiminde yansıtıcı günlük yazmanın rolüne ve özellikle farklı yansıtıcı stratejilerin öğretmen eğitiminde önemine odaklanabilir.

Kaynakça

  • Akkoyunlu, B., Telli, E., Cetin, N. M.,& Daghan, G. (2016). Ogretmen egitiminde yansitici gunluklere iliskin ogretmen adaylarinin gorusleri [Views of prospective teachers about reflective journals on teacher education]. Turkish Online Journal of Qualitative Inquiry, 7(4), 312-330.
  • Al-Hassan, O., Al-Barakat, A. , & Al-Hassan, Y. (2012). Pre-service teachers’ reflections during field experience. Journal of Education for Teaching: International Research and Pedagogy, 38(4), 419-434. doi: 10.1080/02607476.2012.707918
  • Al-Karasneh, S. M. (2014). Reflective journal writing as a tool to teach aspects of social studies. European Journal of Education, 49(3), 395-408. doi: 10.1111/ejed.12084
  • Bain, J. D., Mills, C., Ballantyne, R., & Packer, J. (2002). Developing reflection on practice through journal writing: Impacts of variations in the focus and level of feedback. Teachers and Teaching, 8(2), 171-196. doi:10.1080/13540600220127368
  • Beavers, E., Orange, A., & Kirkwood, D. (2017). Fostering critical and reflective thinking in an authentic learning situation. Journal of Early Childhood Teacher Education, 38(1), 3-18. doi: 10.1080/10901027.2016.1274693
  • Boud, D. (2001). Using journal writing to enhance reflective practice. New Directions for Adult and Continuing Education, 2001(90), 9-18.
  • Brown, C. S., Cheddie, T. N., Horry, L. F., & Monk, J. E. (2017). Training to be an early childhood professional: Teacher candidates’ perceptions about their education and Training. Journal of Education and Training Studies, 5(6), 177-186. doi: 10.11114/jets.v5i6.2308
  • Cengiz, C., Karatas, F. O., & Yadigaroglu, M. (2014). The investigation of pre-service science teachers’ reflective journals. Procedia-Social and Behavioral Sciences, 116, 3297-3302. doi: 10.1016/j.sbspro.2014.01.751
  • Cherrington, S., & Loveridge, J. (2014). Using video to promote early childhood teachers' thinking and reflection. Teaching and Teacher Education, 41, 42-51. doi: 10.1016/j.tate.2014.03.004
  • Clarà, M. (2015). What is reflection? Looking for clarity in an ambiguous notion. Journal of Teacher Education, 66(3), 261-271. doi: 10.1177/0022487114552028
  • Collier, S. T. (1999). Characteristics of reflective thought during the student teaching experience. Journal of Teacher Education, 50 (3), 173-181. doi: 10.1177/002248719905000303
  • Creswell, J. W. (2013). Gecerlik ve degerlendirme standartları (O. Birgin, Cev). M. Bütün, & S. B. Demir (Eds.). Nitel arastırma yöntemleri: Beş yaklaşıma göre nitel araştırma ve araştırma deseni [Qualitative inquiry & research design] (ss. 243-268). Ankara: Siyasal Kitabevi.
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  • Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston, MA: DC Heath & Company.
  • Durand, J., Hopf, M., & Nunnenmacher, S. (2016). Potentials and challenges of video-based self-reflection for the professionalisation of early childhood education and care professionals. Early Child Development and Care, 186(1), 23-41. doi: 10.1080/03004430.2015.1031124
  • Dyment, J. E., & O'Connell, T. S. (2011). Assessing the quality of reflection in student journals: A review of the research. Teaching in Higher Education, 16(1), 81-97. doi: 10.1080/13562517.2010.507308
  • Edwards, A. (2001). Qualitative design and analysis. In G. M. Naughton, S. A. Rolfe, & I. Siraj-Blatchford (Eds). Doing early childhood research: International perspectives on theory and practice (pp. 117-135). Philadelphia, PA: Open University Press.
  • Ekiz, D. (2006). Kendini ve baskalarini izleme: Sinif ogretmeni adaylarinin yansitici gunlukleri [Self-observation and peer-observation: Reflective diaries of primary student-teachers]. Ilkogretim Online, 5(1), 45-57.
  • Farrell, T. S. (2012). Reflecting on reflective practice: (Re)visiting Dewey and Schön. TESOL Journal, 3(1), 7-16. doi: 10.1002/tesj.10
  • Farrell, T. S. (2013). Teacher self-awareness through journal writing. Reflective Practice: International and Multidisciplinary Perspectives, 14(4), 465-471. doi: 10.1080/14623943.2013.806300
  • Foong, L., Binti, M., & Nolan, A. (2018). Individual and collective reflection: Deepening early childhood pre-service teachers’ reflective thinking during practicum. Australasian Journal of Early Childhood, 43(1), 43-51. doi: 10.23965/AJEC.43.1.05
  • Francis, D. (1995). The reflective journal: A window to preservice teachers' practical knowledge. Teaching and Teacher Education, 11(3), 229-241. doi: 10.1016/0742-051X(94)00031-Z
  • Griffiths, V. (2000). The reflective dimension in teacher education. International Journal of Educational Research, 33(5), 539-555. doi: 10.1016/S0883-0355(00)00033-1 Han, S., Blank, J., & Berson, I. R. (2017). To transform or to reproduce: Critical examination of teacher inquiry within early childhood teacher preparation. Journal of Early
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  • Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11(1), 33-49. doi: 10.1016/0742-051X(94)00012-U
  • Isikoglu, N. (2007). Okul oncesi ogretmen adaylarinin profesyonel gelisiminde yansitici gunluklerin rolu [The role of reflective journals in early childhood pre-service teachers' professional development]. Kuram ve Uygulamada Egitim Bilimleri, 7(2), 819-825.
  • Jay, J. K., & Johnson, K. L. (2002). Capturing complexity: A typology of reflective practice for teacher education. Teaching and Teacher Education, 18(1), 73-85. doi: 10.1016/S0742-051X(01)00051-8
  • Kaasila, R., & Lauriala, A. (2012). How do pre-service teachers’ reflective processes differ in relation to different contexts?. European Journal of Teacher Education, 35(1), 77-89. doi: 10.1080/02619768.2011.633992
  • Kahles, B. (2015). The power of reflective writing for early childhood teachers in Palestine. World Journal of Education, 5(1), 94-101. doi: 10.5430/wje.v5n1p94
  • Koc, C., & Yildiz, H. (2012). Ogretmenlik uygulamasinin yansiticilari: Gunlukler [The reflectors of teaching experience: Diaries]. Egitim ve Bilim, 37(164), 223-236.
  • Körkkö, M., Kyrö-Ämmälä, O., & Turunen, T. (2016). Professional development through reflection in teacher education. Teaching and Teacher Education, 55, 198-206. doi: 10.1016/j.tate.2016.01.014
  • Kucukoglu, A., Ozan, C., & Tasgin, A. (2016). Topluma hizmet uygulamalari dersinde yansitici gunlukler.[Examining community service-learning process through reflective journals]. Ilkogretim Online, 15(3), 787-803. doi: 10.17051/io.2016.97012
  • LaBelle, J. T., & Belknap, G. (2016). Reflective journaling: fostering dispositional development in preservice teachers. Reflective Practice, 17(2), 125-142. doi: 10.1080/14623943.2015.1134473
  • LaBoskey, V. K. (1993). Why reflection in teacher education?. Teacher Education Quarterly, 20(1), 9-12.
  • Larrivee, B. (2008). Meeting the challenge of preparing reflective practitioners. The New Educator, 4(2), 87-106. doi: 10.1080/15476880802014132
  • Lee, H. J. (2005). Understanding and assessing preservice teachers’ reflective thinking. Teaching and Teacher Education, 21(6), 699-715. doi: 10.1016/j.tate.2005.05.007
  • Lee, I. (2008). Fostering preservice reflection through response journals. Teacher Education Quarterly, 35(1), 117-139.
  • Lemon, N., & Garvis, S. (2014). Encouraging reflective practice with future early childhood teachers to support the national standards: An Australian case study [Online]. Australasian Journal of Early Childhood, 39 (4), 89-94.
  • Lincoln, Y. & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: SAGE
  • McGarr, O., & Moody, J. (2010). Scaffolding or stifling? The influence of journal requirements on students’ engagement in reflective practice. Reflective Practice, 11(5), 579-591. doi: 10.1080/14623943.2010.516968
  • Merriam, S.B. (1998). Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass Publishers.
  • Myers, C. Y., Smith, K. A., & Tesar, M. (2017). Diffracting mandates for reflective practices in teacher education and development: Multiple readings from Australia, New Zealand, and the United States. Journal of Early Childhood Teacher Education, 38(4), 279-292. doi: 10.1080/10901027.2017.1389788
  • National Association for the Education of Young Children. (2009). NAEYC Standards for Early Childhood Professional Preparation Programs. Retrieved from https://www.naeyc.org/sites/default/files/globallyshared/downloads/PDFs/resources/position-statements/2009%20Professional%20Prep%20stdsRevised%204_12.pdf
  • National Council for Accreditation of Teacher Education. (2008). Professional standards for the accreditation of teacher preparation institutions. Washington, DC: National Council for Accreditation of Teacher Education. Retrieved from http://www.ncate.org/~/media/Files/caep/accreditation-resources/ncate-standards-2008.pdf
  • O'Connell, T., & Dyment, J. (2011). Health and physical education pre-service teacher perceptions of journals as a reflective tool in experience-based learning. European Physical Education Review, 17(2), 135-151. doi: 10.1177/1356336X11413181
  • Oakley, G., Pegrum, M., & Johnston, S. (2014). Introducing e-portfolios to pre-service teachers as tools for reflection and growth: Lessons learnt. Asia-Pacific Journal of Teacher Education, 42(1), 36-50. doi: 10.1080/1359866X.2013.854860
  • Ozturk, Y., Gangal, M, & Besken Ergisi, M, (2014). Okul oncesi ogretmen adaylarinin egitimlerinin sinif yonetimi ve stratejileri uzerindeki etkisine iliskin goruslerinin incelenmesi [The impact of teaching education program on pre-service teachers’ classroom management views and classroom management strategies]. Erzincan Universitesi Egitim Fakültesi Dergisi, 16(1), 224-238.
  • Parikh, S. B., Janson, C., & Singleton, T. (2012). Video journaling as a method of reflective practice. Counselor Education and Supervision, 51(1), 33-49. doi: 10.1002/j.1556-6978.2012.00003.x
  • Patton, M. Q. (1990) Qualitative evaluation and research methods (2nd ed.). Newbury Park, CA: Sage.
  • Pavlovich, K. (2007). The development of reflective practice through student journals. Higher Education Research & Development, 26 (3), 281-295. doi: 10.1080/07294360701494302
  • Pedro, J. Y. (2005). Reflection in teacher education: exploring pre-service teachers’ meanings of reflective practice. Reflective Practice, 6(1), 49-66. doi: 10.1080/1462394042000326860
  • Riojas-Cortez, M., Alanís, I., & Flores, B. B. (2013). Early childhood teachers reconstruct beliefs and practices through reflexive action. Journal of Early Childhood Teacher Education, 34(1), 36-45. doi: 10.1080/10901027.2013.758536
  • Russell, T. (2005). Can reflective practice be taught?. Reflective Practice, 6(2), 199-204. doi: 10.1080/14623940500105833
  • Sahin, F. (2009). The importance of reflective thinking and reflective journals: A qualitative study of experiences of teacher candidates in early childhood classrooms. In H. Asutay & E. Bayir (Eds.), 5th International Balkan Education and Science Congress: Vol. 2. Education in Balkans Today (pp. 669-671). Edirne: Trakya University Rectorship.
  • Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Fransisco, CA: Jossey-Bass.
  • Strauss, A., & Corbin. J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. London: Sage. Tadesse Degago, A. (2007). Using reflective journals to enhance impoverished practicum placements: A case in teacher education in Ethiopia. Teaching Education, 18(4), 343-356. doi: 10.1080/10476210701687633
  • Thomas, S., & Packer, D. S. (2013). A reflective teaching road map for pre-service and novice early childhood educators. International Journal of Early Childhood Special Education, 5(1), 1-14. Retrieved from https://www.intjecse.net/index.php/ijecse/article/view/69
  • Tripp, T., & Rich, P. (2012). Using video to analyze one's own teaching. British Journal of Educational Technology, 43(4), 678-704. doi: 10.1111/j.1467-8535.2011.01234.x
  • Uline, C., Wilson, J. D., & Cordry, S. (2004). Reflective journals: A valuable tool for teacher preparation. Education, 124(3), 456-461.
  • Unver, G., & Kursunlu, E. (2014). Okul oncesi ogretmen egitiminde kuram uygulama baglantısı [Connecting the theory and practice in preschool teacher education]. Uluslararası Egitim Programları ve Ogretim Calismalari Dergisi, 4(7), 39-54. Retrieved from http://www.ijocis.com/index.php/ijocis/article/view/13
  • Valli, L. (1997). Listening to other voices: A description of teacher reflection in the United States. Peabody Journal of Education, 72(1), 67-88.
  • Vaughn, M., Parsons, S. A., Kologi, S., & Saul, M. (2014). Action research as a reflective tool: A multiple case study of eight rural educators’ understandings of instructional practice. Reflective Practice, 15(5), 634-650. doi: 10.1080/14623943.2014.900030
  • Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54(2), 143-178.
  • Ward, J. R., & McCotter, S. S. (2004). Reflection as a visible outcome for preservice teachers. Teaching and Teacher Education, 20(3), 243-257. doi: 10.1016/j.tate.2004.02.004
  • Yost, D. S., Sentner, S. M., & Forlenza-Bailey, A. (2000). An examination of the construct of critical reflection: Implications for teacher education programming in the 21st century. Journal of Teacher Education, 51(1), 39-49. doi: 10.1177/002248710005100105
  • Zeichner, K. M., & Liston, D. P. (1996). Reflective teaching: An introduction. Mahwah, NJ: L.Erlbaum.
Toplam 67 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Sayı
Yazarlar

Figen Sahın Bu kişi benim

Muge Sen

Caglayan Dıncer Bu kişi benim

Yayımlanma Tarihi 30 Kasım 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 19 Sayı: 84

Kaynak Göster

APA Sahın, F., Sen, M., & Dıncer, C. (2019). Early Childhood Preservice Teachers’ Experiences with Reflective Journal Writing. Eurasian Journal of Educational Research, 19(84), 93-114. https://doi.org/10.14689/ejer.2019.84.5
AMA Sahın F, Sen M, Dıncer C. Early Childhood Preservice Teachers’ Experiences with Reflective Journal Writing. Eurasian Journal of Educational Research. Kasım 2019;19(84):93-114. doi:10.14689/ejer.2019.84.5
Chicago Sahın, Figen, Muge Sen, ve Caglayan Dıncer. “Early Childhood Preservice Teachers’ Experiences With Reflective Journal Writing”. Eurasian Journal of Educational Research 19, sy. 84 (Kasım 2019): 93-114. https://doi.org/10.14689/ejer.2019.84.5.
EndNote Sahın F, Sen M, Dıncer C (01 Kasım 2019) Early Childhood Preservice Teachers’ Experiences with Reflective Journal Writing. Eurasian Journal of Educational Research 19 84 93–114.
IEEE F. Sahın, M. Sen, ve C. Dıncer, “Early Childhood Preservice Teachers’ Experiences with Reflective Journal Writing”, Eurasian Journal of Educational Research, c. 19, sy. 84, ss. 93–114, 2019, doi: 10.14689/ejer.2019.84.5.
ISNAD Sahın, Figen vd. “Early Childhood Preservice Teachers’ Experiences With Reflective Journal Writing”. Eurasian Journal of Educational Research 19/84 (Kasım 2019), 93-114. https://doi.org/10.14689/ejer.2019.84.5.
JAMA Sahın F, Sen M, Dıncer C. Early Childhood Preservice Teachers’ Experiences with Reflective Journal Writing. Eurasian Journal of Educational Research. 2019;19:93–114.
MLA Sahın, Figen vd. “Early Childhood Preservice Teachers’ Experiences With Reflective Journal Writing”. Eurasian Journal of Educational Research, c. 19, sy. 84, 2019, ss. 93-114, doi:10.14689/ejer.2019.84.5.
Vancouver Sahın F, Sen M, Dıncer C. Early Childhood Preservice Teachers’ Experiences with Reflective Journal Writing. Eurasian Journal of Educational Research. 2019;19(84):93-114.