BibTex RIS Kaynak Göster

ÖĞRETMENLİK UYGULAMASI SIRASINDA KULLANILAN GRUP YANSITMA ETKİNLİĞİNİN ÖĞRETMEN ADAYLARININ PROFESYONEL GELİŞMELERİ ÜZERİNDEKİ ETKİLİLİĞİ

Yıl 2010, Cilt: 6 Sayı: 1, 125 - 139, 14.01.2013

Öz

Bu çalışma, öğretmenlik uygulaması sırasında Eğitim ve Araştırma Enstitüsü bünyesindeki Eğitim Araştırma ve Değerlendirmesi yüksek lisans programının 3. dönemine kayıtlı öğrencileri kapsamaktadır. Bu çalışmanın amacı, öğretmenlik uygulaması sırasında kullanılan grup yansıtma etkinliğinin öğretmen adaylarının profesyonel gelişmeleri üzerindeki etkililiğini araştırmaktır. Katılımcıların seçilmesi, pedagoji temelli derslerden aldıkları notlar baz alınarak yapılmıştır. Bu amaç doğrultusunda, beş tane en yüksek not alan, altı tane de en düşük not alan öğrenci seçilmiştir. Her bir öğrenci, öğretmenlik uygulaması dersi sırasında akran gözlemleri kullanılarak değerlendirilmiştir. Veriler yirmiyedi gözlem sonucunda toplanmıştır. Yansıtma oturumu öncesinde yirmiiki gözlem, sonrasında ise beş gözlem yapılmıştır. Yansıtma oturumu sırasında öğrencilere kaydedilmiş videoları gösterilerek akran gözlem istatistikleri özet halinde sunulmuştur. Yansıtma oturumlarının etkileri, yansıtma sonrası akran gözlemlemelerinde açıkça görülmüştür. Bu etki yüksek başarılı olanlarla, düşük başarı sahiplerinde genellikle tek tip olarak gözlenmiştir. 

Kaynakça

  • Barnett, R. (1992). Improving higher education. Buckingham: Society for Research into Higher Education & Open University Press.
  • Bell, M. (2001). Supported reflective practice: A programme of peer observation and feedback for academic teaching development. International Journal for Academic Development. Vol. 6 (1): 29-39.
  • Bengtsson, J. (1995). What is reflection? On reflection in the teaching profession and teacher education. Teachers and Teaching: Theory and Practice Vol. 1 (1): 23-32.
  • Betty, L. (1998). Developing your teaching through reflective practice. Birmingham: Staff and Educational Development Association.
  • Brookfield, S. (1987). Developing critical thinkers. San Francisco: Jossey- Bass.
  • Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.
  • Candy, P. (1996). Promoting lifelong learning: Academic developers and the university as a learning organization. The International Journal for Academic Development, 1, 7-18.
  • Chappell, A. (2003). The role of reflective practice to support change in geography, in: S. Bridge (ed.) Supporting Enquiry-based Teaching to Foster Enquiry-led Learning. York: UK Learning and Teaching Subject Network.
  • Chappell, A. (2007). Using Teaching observation and reflective practice to challenge conventions and conceptions of teaching in Geography. Journal of Geography in Higher Education, 31 (2), 257-268.
  • Clark, C. M. (1986). Ten years of conceptual development in research on teacher thinking, in: M. Ben-Peretz, R. Bromme & R. Halkes (eds.), Advances of research on teacher thinking (pp. 7-20). Lisse, Swets & Zeitlinger.
  • Dewey, J. (1993). How we think: A relation of reflective thinking to the educative process. Chicago: Henry Regnery.
  • DfEE (2000). Professional development: support for teaching and learning. London: DFEE.
  • Edenfield, A. L. (2007). Medical education: Medical student professionalism education at New York University School of Medicine. American Medical Association Journal of Ethics (9) pp. 280-284.
  • Epestein, R.M. and Hunderd E. M. (2002). Defining and assessing professional competence. Journal of American Medical Association, 287:227.
  • Iqbal, Z. and Mahmood, N. (2008). Compatibility of Peer Assessment and Teacher Assessment in Observational Situations: An Emerging Assessment Tool in Higher Education. Bulletin of Education and Research, 30 (2), 61-77.
  • Kemmis, S., and McTaggart, R. (eds). (1988). The Action research Planner. AUST: Deakin University.
  • Korthagen, F. and Vasalos, A. (2005). Levels in Reflection: Core reflection as a means to enhance professional growth. Teachers and Teaching Theory and Practice Vol. 11(1), 47-71.
  • Kuit, J. A., Reay, G. and Freeman, R. (2001) Experiences of reflective teaching, Active Learning in Higher Education, 2 (2), 128–142.
  • Mok, W. E. (1994). Reflecting on reflections: a case study of experienced and inexperienced ESL teachers in System, (22), 93-111.
  • Peters, J. M. (1991). Professional development for educators of adults. San Francisco: Jossey-Bass.
  • Pollard, A. (2002). Reflective teaching: effective and evidence-informed professional practice. London: Bookcraft (Bath) Ltd.
  • Schon, D. A. (1983). The reflective practitioner: how professional think in action. London: Temple Smith.
  • Schon, D. A. (1987). Educating the reflective practitioner. Toward a new design for teaching and learning in the profession San Francisco: Jossey- Bass.
  • Shor, I. (1980). Critical teaching and everyday life. Chicago: University of Chicago Press.
  • Srimavin, W. and Darasawang, P. (2004). Developing Self-assessment through journal writing Proceedings of the Independent Learning Conference 2003.
  • Tang, C. (2002). Reflective diaries as a means of facilitating and assessing reflection.
  • Willies, E. M., and Davies, M. A. (2002). Promise and practice of professional portfolios. Action in Teacher Education, Vol. 23 (4), 18-27.
Yıl 2010, Cilt: 6 Sayı: 1, 125 - 139, 14.01.2013

Öz

Kaynakça

  • Barnett, R. (1992). Improving higher education. Buckingham: Society for Research into Higher Education & Open University Press.
  • Bell, M. (2001). Supported reflective practice: A programme of peer observation and feedback for academic teaching development. International Journal for Academic Development. Vol. 6 (1): 29-39.
  • Bengtsson, J. (1995). What is reflection? On reflection in the teaching profession and teacher education. Teachers and Teaching: Theory and Practice Vol. 1 (1): 23-32.
  • Betty, L. (1998). Developing your teaching through reflective practice. Birmingham: Staff and Educational Development Association.
  • Brookfield, S. (1987). Developing critical thinkers. San Francisco: Jossey- Bass.
  • Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.
  • Candy, P. (1996). Promoting lifelong learning: Academic developers and the university as a learning organization. The International Journal for Academic Development, 1, 7-18.
  • Chappell, A. (2003). The role of reflective practice to support change in geography, in: S. Bridge (ed.) Supporting Enquiry-based Teaching to Foster Enquiry-led Learning. York: UK Learning and Teaching Subject Network.
  • Chappell, A. (2007). Using Teaching observation and reflective practice to challenge conventions and conceptions of teaching in Geography. Journal of Geography in Higher Education, 31 (2), 257-268.
  • Clark, C. M. (1986). Ten years of conceptual development in research on teacher thinking, in: M. Ben-Peretz, R. Bromme & R. Halkes (eds.), Advances of research on teacher thinking (pp. 7-20). Lisse, Swets & Zeitlinger.
  • Dewey, J. (1993). How we think: A relation of reflective thinking to the educative process. Chicago: Henry Regnery.
  • DfEE (2000). Professional development: support for teaching and learning. London: DFEE.
  • Edenfield, A. L. (2007). Medical education: Medical student professionalism education at New York University School of Medicine. American Medical Association Journal of Ethics (9) pp. 280-284.
  • Epestein, R.M. and Hunderd E. M. (2002). Defining and assessing professional competence. Journal of American Medical Association, 287:227.
  • Iqbal, Z. and Mahmood, N. (2008). Compatibility of Peer Assessment and Teacher Assessment in Observational Situations: An Emerging Assessment Tool in Higher Education. Bulletin of Education and Research, 30 (2), 61-77.
  • Kemmis, S., and McTaggart, R. (eds). (1988). The Action research Planner. AUST: Deakin University.
  • Korthagen, F. and Vasalos, A. (2005). Levels in Reflection: Core reflection as a means to enhance professional growth. Teachers and Teaching Theory and Practice Vol. 11(1), 47-71.
  • Kuit, J. A., Reay, G. and Freeman, R. (2001) Experiences of reflective teaching, Active Learning in Higher Education, 2 (2), 128–142.
  • Mok, W. E. (1994). Reflecting on reflections: a case study of experienced and inexperienced ESL teachers in System, (22), 93-111.
  • Peters, J. M. (1991). Professional development for educators of adults. San Francisco: Jossey-Bass.
  • Pollard, A. (2002). Reflective teaching: effective and evidence-informed professional practice. London: Bookcraft (Bath) Ltd.
  • Schon, D. A. (1983). The reflective practitioner: how professional think in action. London: Temple Smith.
  • Schon, D. A. (1987). Educating the reflective practitioner. Toward a new design for teaching and learning in the profession San Francisco: Jossey- Bass.
  • Shor, I. (1980). Critical teaching and everyday life. Chicago: University of Chicago Press.
  • Srimavin, W. and Darasawang, P. (2004). Developing Self-assessment through journal writing Proceedings of the Independent Learning Conference 2003.
  • Tang, C. (2002). Reflective diaries as a means of facilitating and assessing reflection.
  • Willies, E. M., and Davies, M. A. (2002). Promise and practice of professional portfolios. Action in Teacher Education, Vol. 23 (4), 18-27.
Toplam 27 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Zafar Iqbal Bu kişi benim

Nasir Mahmood Bu kişi benim

Yayımlanma Tarihi 14 Ocak 2013
Gönderilme Tarihi 19 Aralık 2012
Yayımlandığı Sayı Yıl 2010 Cilt: 6 Sayı: 1

Kaynak Göster

APA Iqbal, Z., & Mahmood, N. (2013). ÖĞRETMENLİK UYGULAMASI SIRASINDA KULLANILAN GRUP YANSITMA ETKİNLİĞİNİN ÖĞRETMEN ADAYLARININ PROFESYONEL GELİŞMELERİ ÜZERİNDEKİ ETKİLİLİĞİ. Eğitimde Kuram Ve Uygulama, 6(1), 125-139.