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HOW CAN BLOGGING SUPPORT CRITICAL REFLECTIVITY IN FOREIGN LANGUAGE TEACHER EDUCATION?

Yıl 2018, Sayı: 47, 85 - 104, 15.07.2018
https://doi.org/10.21764/maeuefd.384765

Öz

This study was based on a belief grounded in the
literature that more authentic reflective approaches should be implemented in
order to encourage teachers to engage in many-way conversations with and within
themselves, and that blogs as a transformational technology for teaching and
learning can facilitate critical thinking and knowledge construction through
interaction and collaboration with others with a shared interest. Thus, this
12-week-long case study seeks to examine whether the use of blogs as support
for reflective practice in a Practicum course could enhance the level of
critical reflection that the pre-service English language teachers were
involved in. Data collection consisted of archival records of pre-service
teachers’ reflective blog posts and comments, pre- and post-study interviews
with pre-service teachers and field notes taken by the researcher. The results
of this study indicate that blogging supports the pre-service teachers’
reflectivity positively. All of the pre-service teachers are found to be
reflective to a certain extent in their blog postings. However, there are
differences in the degree of reflection they are engaged in. These results
reveal specific evidence that contribute to our understanding of how blogging
might be incorporated as to support for reflective practice in teacher
education programs.

Kaynakça

  • Bartlett-Bragg, A. (2003). Blogging to learn. The Knowledge Tree: An e-Journal of Flexible Learning in VET, Edition 4. Retrieved on May 20, 2008 from http://knowledgetree.flexiblelearning.net.au/edition04/pdf/Blogging_to_Learn.pdf
  • Bean, T. W., & Stevens, L. P. (2002). Scaffolding reflection for preservice and inservice teachers. Reflective Practice, 3(2), 205–218.
  • Braun, J. A. & Crumpler, T. P. (2004). The social memoir: An analysis of developing reflective ability in a pre-service methods course. Teaching and Teacher Education, 20 (1), 59–75.
  • Brescia, W. F. & Miller, M. T. (2006). What’s it worth? The perceived benefits of instructional blogging. Electronic Journal for the Integration of Technology in Education, 5, 44–52.
  • Farrell, T. S. C. (1999). Reflective practice in an EFL teacher development group.System 27,157-172.
  • Galvez-Martin, M. E., Bowman, C. L., & Morrison, M. A. (1998). An exploratory study of the level of reflection attained by preservice teachers. Mid-Western Educational Researcher, 11 (2), 9–18.
  • Gelter, H. (2003). Why is reflective thinking uncommon. Reflective Practice 4(3), 337-344. Hatton, N., & Smith, D. (1994). Facilitating reflection: Issues and research. Paper presented at the conference of Australian Teacher Education Association (24th Brisbane, Queensland, Australia, July 3-6, 1994) 23pp.
  • Herring, S. C., Scheidt, L. A., Wright, E., & Bonus, S. (2005).Weblogs as a bridging genre. Information Technology & People, 18(2), 142 – 171.
  • Ho, B., & Richards, J. C. (1993). Reflective thinking through teacher journal writing: myths and realities. Perspectives, 5(2), 25-40. Retrieved, on November 1, 2008, from: http://sunzi1.lib.hku.hk/hkjo/view/10/1000060.pdf
  • Kajder, S., & Bull, G. (2003). Scaffolding for struggling students: Reading and writing with blogs. Learning & Leading with Technology, 31 (2), 32 – 35.
  • Kennedy, K. (2003). Writing with web logs. Retrieved on September 3, 2008, from: http://www.techlearning.com/db_area/archives/TL/2003/02/blogs.php
  • Lee, I. (2007). Preparing pre-service English teachers for reflective practice. ELT Journal, 61 (4), 321–329.
  • Liou, H. C. (2001). Reflective practice in a pre-service teacher education program for high school English teachers in Taiwan, ROC, System, 29, 197 – 208.
  • Lortie, D. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press. Martindale, T. & Wiley, D. A. (2005). Using weblogs in scholarship and teaching. TechTrends, 49 (2), 55 – 61
  • McLaughlin, D., & Hanifin, P. (1994). Empowering the novice: promoting reflection in preservice teacher education. Paper presented at the Annual Conference of the Australian Teacher Education Association (24th, Brisbane, Queensland, Australia, July 3-6, 1994).
  • Mewborn, D. S. (1999). Reflective thinking among preservice elementary mathematics teachers. Journal for Research in Mathematics Education, 30 (3), 316 – 341.
  • Myers, B., Hudson, S. E., & Pausch, R. (2000). Past, present, and future of user interface tools. ACM Transactions on Computer-Human Interaction, 7 (1), 3-28.
  • Oravec, J. A. (2002). Bookmarking the world: Weblog applications in education. Journal of Adolescent & Adult Literacy, 45 (7), 616 – 621.
  • Ray, B. B., & Hocutt, M. M. (2006). Reflection and the middle school blogger: Do blogs support reflective practice? Meridian: A Middle School Computer Technologies Journal, 9(1). Retrieved on April 25, 2008, from: http://www.ncsu.edu/meridian/win2006/MS_blogs/index.htm
  • Shoffner, M. (2005). “If you write it down, you have to think about it”: Incorporating weblogs into pre-service teachers' reflective practice. In C. Crawford et al. (Eds.), Proceedings of the Society for Instructional Technology and Education (pp. 2095–2100). Chesapeake, VA: AACE.
  • Shoffner, M. (2006). The potential of weblogs in pre-service teachers’ reflective practice. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2006 (pp. 2409–2415). Chesapeake, VA: AACE
  • Shoffner, M. (2008). What’s technology got to do with it?: exploring reflection and technology in an English education methods course. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2008 (pp. 3596 – 3601). Chesapeake, VA: AACE
  • Stiler, G.M. & Phileo, T. (2003) Blogging and blogspots: An alternative format for encouraging reflective practices among pre-service teachers, Education, 123 (4), 789–797.
  • Suzuki, R. (2004). Diaries as introspective research tools: From Ashton-Warner to blogs. Teaching English as a second or foreign language, 8( 1). Retrieved from http://www-writing.berkeley.edu/tesl-ej/ej29/int.html
  • Taggart, G. L., & Wilson, A. P. (2005) Promoting reflective thinking in teachers: 50 action strategies. Thousand Oaks, CA: Corwin Press.
  • Wang, S.-K., & Hsua, H.-Y. (2008). Reflections on using blogs to expand in-class discussion. TechTrends, 52(3), 81–85.
  • Wassell, B., & Crouch, C. (2008). Fostering connections between multicultural education and technology: Incorporating weblogs into preservice teacher education. Journal of Technology and Teacher Education, 16 (2), 211–232.
  • West, R. E., Wright, G. A., & Graham, C. R. (2005). Blogs, wikis, and aggregators: A new vocabulary for promoting reflection and collaboration in a preservice technology integration course. In C. Crawford et al. (Eds.), Proceedings of the Society for Instructional Technology and Education . (pp. 1653–1658). Chesapeake , VA : AACE.
  • White, N. (2006). Blogs and community: launching a new paradigm for online community? The Knowledge Tree, Edition 11. Retrieved from http://kt.flexiblelearning.net.au/wp-content/uploads/2006/12/white.pdf
  • Williams, J. B., & Jacobs, J. (2004). Exploring the use of blogs as learning spaces in the higher education sector. Australasian Journal of Educational Technology, 20(2), 232 – 247.
  • Yang, S-H. (2005). EFL teacher learners’ collaborative reflection through web-blogging. US-China Education Review, 2(9), 14 – 17. Retrieved from: http://www.teacher.org.cn/doc/ucedu200509/ucedu20050903.pdf
  • Yurkiw, S. (2006). Reflective journaling for the 21st century (or the blog that helped devour fear of failure in the classroom). Joint Newsletter of the TTED and ESOL SIGs, Issue 2, 1-5. Retrieved from http://associates.iatefl.org/pages/materials/pd27.pdf
  • Zeichner, K. M., & Liston, D. P. (1996). Reflective Teaching: An Introduction. Mahwah, NJ: Lawrence Erlbaum Associates.

YABANCI DİL ÖĞRETMEN EĞİTİMİNDE BLOGLAR ELEŞTİREL YANSITICI DÜŞÜNCEYİ NASIL DESTEKLER?

Yıl 2018, Sayı: 47, 85 - 104, 15.07.2018
https://doi.org/10.21764/maeuefd.384765

Öz

Bu
çalışma, öğretmenleri kendi aralarında çok yönlü iletişim içerisinde olmaya
teşvik etmek için daha otantik yansıtıcı yaklaşımların uygulanması gerektiği,
ve blogların, bu bağlamda, ortak ilgi alanlarını paylaşan kişilerle işbirliği
ve etkileşim yoluyla bilginin inşasına ve eleştirel düşüncenin gelişimine
olanak sağlayacak bir dönüştürücü eğitim öğretim tekbolojisi olduğu inancı
üzerine kurulmuştur. Bu nedenle, 12 haftalık bu örnek olay çalışması,
Öğretmenlik Uygulaması dersinde yansıtıcı uygulama desteği olarak kullanılan
blogların, İngilizce öğretmen adaylarının eleştirel yansıtıcı düşünme düzeyini
artırıp artırmayacağını incelemeyi amaçlamaktadır. Öğretmen adaylarının
yansıtıcı blog yazıları ve yorumlardan oluşan arşivsel kayıtları,
çalışma-öncesi ve sonrası yapılan görüşmeler ve araştırmacı tarafından çalışma
süresince tutulan gözlem notları bu çalışmanın veri toplama yöntemlerini
oluşturmaktadır. Bu çalışmanın sonuçları blogların öğretmen adaylarının
yansıtıcı düşünmelerini olumlu bir şekilde desteklediğini göstermektedir. Tüm
öğretmen adayları blog yazılarında belirli bir seviyeye kadar yansıtıcı
bulunmuşlardır. Ancak, yansıtıcı düşünme derecelerinde bireysel farklar da
mevcuttur. Bu sonuçlar, blog yazarlığının öğretmen eğitimi programlarında
yansıtıcı uygulamayı desteklemek için nasıl kullanılabileceği konusundaki
anlayışımıza katkıda bulunan sonuçları ortaya koymaktadır.

Kaynakça

  • Bartlett-Bragg, A. (2003). Blogging to learn. The Knowledge Tree: An e-Journal of Flexible Learning in VET, Edition 4. Retrieved on May 20, 2008 from http://knowledgetree.flexiblelearning.net.au/edition04/pdf/Blogging_to_Learn.pdf
  • Bean, T. W., & Stevens, L. P. (2002). Scaffolding reflection for preservice and inservice teachers. Reflective Practice, 3(2), 205–218.
  • Braun, J. A. & Crumpler, T. P. (2004). The social memoir: An analysis of developing reflective ability in a pre-service methods course. Teaching and Teacher Education, 20 (1), 59–75.
  • Brescia, W. F. & Miller, M. T. (2006). What’s it worth? The perceived benefits of instructional blogging. Electronic Journal for the Integration of Technology in Education, 5, 44–52.
  • Farrell, T. S. C. (1999). Reflective practice in an EFL teacher development group.System 27,157-172.
  • Galvez-Martin, M. E., Bowman, C. L., & Morrison, M. A. (1998). An exploratory study of the level of reflection attained by preservice teachers. Mid-Western Educational Researcher, 11 (2), 9–18.
  • Gelter, H. (2003). Why is reflective thinking uncommon. Reflective Practice 4(3), 337-344. Hatton, N., & Smith, D. (1994). Facilitating reflection: Issues and research. Paper presented at the conference of Australian Teacher Education Association (24th Brisbane, Queensland, Australia, July 3-6, 1994) 23pp.
  • Herring, S. C., Scheidt, L. A., Wright, E., & Bonus, S. (2005).Weblogs as a bridging genre. Information Technology & People, 18(2), 142 – 171.
  • Ho, B., & Richards, J. C. (1993). Reflective thinking through teacher journal writing: myths and realities. Perspectives, 5(2), 25-40. Retrieved, on November 1, 2008, from: http://sunzi1.lib.hku.hk/hkjo/view/10/1000060.pdf
  • Kajder, S., & Bull, G. (2003). Scaffolding for struggling students: Reading and writing with blogs. Learning & Leading with Technology, 31 (2), 32 – 35.
  • Kennedy, K. (2003). Writing with web logs. Retrieved on September 3, 2008, from: http://www.techlearning.com/db_area/archives/TL/2003/02/blogs.php
  • Lee, I. (2007). Preparing pre-service English teachers for reflective practice. ELT Journal, 61 (4), 321–329.
  • Liou, H. C. (2001). Reflective practice in a pre-service teacher education program for high school English teachers in Taiwan, ROC, System, 29, 197 – 208.
  • Lortie, D. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press. Martindale, T. & Wiley, D. A. (2005). Using weblogs in scholarship and teaching. TechTrends, 49 (2), 55 – 61
  • McLaughlin, D., & Hanifin, P. (1994). Empowering the novice: promoting reflection in preservice teacher education. Paper presented at the Annual Conference of the Australian Teacher Education Association (24th, Brisbane, Queensland, Australia, July 3-6, 1994).
  • Mewborn, D. S. (1999). Reflective thinking among preservice elementary mathematics teachers. Journal for Research in Mathematics Education, 30 (3), 316 – 341.
  • Myers, B., Hudson, S. E., & Pausch, R. (2000). Past, present, and future of user interface tools. ACM Transactions on Computer-Human Interaction, 7 (1), 3-28.
  • Oravec, J. A. (2002). Bookmarking the world: Weblog applications in education. Journal of Adolescent & Adult Literacy, 45 (7), 616 – 621.
  • Ray, B. B., & Hocutt, M. M. (2006). Reflection and the middle school blogger: Do blogs support reflective practice? Meridian: A Middle School Computer Technologies Journal, 9(1). Retrieved on April 25, 2008, from: http://www.ncsu.edu/meridian/win2006/MS_blogs/index.htm
  • Shoffner, M. (2005). “If you write it down, you have to think about it”: Incorporating weblogs into pre-service teachers' reflective practice. In C. Crawford et al. (Eds.), Proceedings of the Society for Instructional Technology and Education (pp. 2095–2100). Chesapeake, VA: AACE.
  • Shoffner, M. (2006). The potential of weblogs in pre-service teachers’ reflective practice. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2006 (pp. 2409–2415). Chesapeake, VA: AACE
  • Shoffner, M. (2008). What’s technology got to do with it?: exploring reflection and technology in an English education methods course. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2008 (pp. 3596 – 3601). Chesapeake, VA: AACE
  • Stiler, G.M. & Phileo, T. (2003) Blogging and blogspots: An alternative format for encouraging reflective practices among pre-service teachers, Education, 123 (4), 789–797.
  • Suzuki, R. (2004). Diaries as introspective research tools: From Ashton-Warner to blogs. Teaching English as a second or foreign language, 8( 1). Retrieved from http://www-writing.berkeley.edu/tesl-ej/ej29/int.html
  • Taggart, G. L., & Wilson, A. P. (2005) Promoting reflective thinking in teachers: 50 action strategies. Thousand Oaks, CA: Corwin Press.
  • Wang, S.-K., & Hsua, H.-Y. (2008). Reflections on using blogs to expand in-class discussion. TechTrends, 52(3), 81–85.
  • Wassell, B., & Crouch, C. (2008). Fostering connections between multicultural education and technology: Incorporating weblogs into preservice teacher education. Journal of Technology and Teacher Education, 16 (2), 211–232.
  • West, R. E., Wright, G. A., & Graham, C. R. (2005). Blogs, wikis, and aggregators: A new vocabulary for promoting reflection and collaboration in a preservice technology integration course. In C. Crawford et al. (Eds.), Proceedings of the Society for Instructional Technology and Education . (pp. 1653–1658). Chesapeake , VA : AACE.
  • White, N. (2006). Blogs and community: launching a new paradigm for online community? The Knowledge Tree, Edition 11. Retrieved from http://kt.flexiblelearning.net.au/wp-content/uploads/2006/12/white.pdf
  • Williams, J. B., & Jacobs, J. (2004). Exploring the use of blogs as learning spaces in the higher education sector. Australasian Journal of Educational Technology, 20(2), 232 – 247.
  • Yang, S-H. (2005). EFL teacher learners’ collaborative reflection through web-blogging. US-China Education Review, 2(9), 14 – 17. Retrieved from: http://www.teacher.org.cn/doc/ucedu200509/ucedu20050903.pdf
  • Yurkiw, S. (2006). Reflective journaling for the 21st century (or the blog that helped devour fear of failure in the classroom). Joint Newsletter of the TTED and ESOL SIGs, Issue 2, 1-5. Retrieved from http://associates.iatefl.org/pages/materials/pd27.pdf
  • Zeichner, K. M., & Liston, D. P. (1996). Reflective Teaching: An Introduction. Mahwah, NJ: Lawrence Erlbaum Associates.
Toplam 33 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Sibel Korkmazgil

Yayımlanma Tarihi 15 Temmuz 2018
Gönderilme Tarihi 27 Ocak 2018
Yayımlandığı Sayı Yıl 2018 Sayı: 47

Kaynak Göster

APA Korkmazgil, S. (2018). HOW CAN BLOGGING SUPPORT CRITICAL REFLECTIVITY IN FOREIGN LANGUAGE TEACHER EDUCATION?. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi(47), 85-104. https://doi.org/10.21764/maeuefd.384765