ÖĞRETMEN KONUŞMASI ANALİZİ İLE YANSITICILIK: HİZMET ÖNCESİ İNGİLİZCE ÖĞRETMENLERİNİN DURUMU

Öz

Reflective practices are considered significant in terms of increasing the level of reflective and critical thinking of language teachers by promoting self-evaluation. Analysis of classroom interaction can be regarded as one of the ways to improve teacher reflection. This study aims at investigating reflectivity of pre-service English teachers by engaging them in the analysis of their language use through a framework that enabled them focus on self-evaluation of teacher talk and various aspects of classroom interaction. For this purpose, a total of 44 pre-service teachers in the English Language Teaching programmes of two universities in Turkey participated in the study. The participants consisted of a control group and a study group. The study group received training on the analysis of their own talk by using the self-evaluation of teacher talk framework. The study was conducted through mixed methods approach. Quantitative data were collected through a questionnaire while qualitative data were collected through reflective diaries. The results indicated that although both groups improved their reflectivity, pre-service English teachersin the study group were able move upwards in reflectivity levels compared to the control group through the use of a specific framework. The study might be of interest of teacher trainers, pre-service teachers and researchers as it provides useful implications for the role of reflection in teaching.

Anahtar Kelimeler

• Reflection,Pre-service Teacher Education,Teacher Talk,Classroom Interaction

REFLECTIVITY THROUGH THE ANALYSIS OF TEACHER TALK: THE CASE OF PRE-SERVICE ENGLISH LANGUAGE TEACHERS

Öz

Reflective practices are considered significant in terms of increasing the level of reflective and critical thinking of language teachers by promoting self-evaluation. Analysis of classroom interaction can be regarded as one of the ways to improve teacher reflection. This study aims at investigating reflectivity of pre-service English teachers by engaging them in the analysis of their language use through a framework that enabled them focus on self-evaluation of teacher talk and various aspects of classroom interaction. For this purpose, a total of 44 pre-service teachers in the English Language Teaching programmes of two universities in Turkey participated in the study. The participants consisted of a control group and a study group. The study group received training on the analysis of their own talk by using the self-evaluation of teacher talk framework. The study was conducted through mixed methods approach. Quantitative data were collected through a questionnaire while qualitative data were collected through reflective diaries. The results indicated that although both groups improved their reflectivity, pre-service English teachersin the study group were able move upwards in reflectivity levels compared to the control group through the use of a specific framework. The study might be of interest of teacher trainers, pre-service teachers and researchers as it provides useful implications for the role of reflection in teaching.

Kaynakça

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