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ÖĞRETMEN KONUŞMASI ANALİZİ İLE YANSITICILIK: HİZMET ÖNCESİ İNGİLİZCE ÖĞRETMENLERİNİN DURUMU

Yıl 2016, Cilt: 13 Sayı: 36, 0 - 0, 26.12.2016

S. İpek Kuru Gönen , Asuman Aşık

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

Kaynakça

  • Al-Hassan, O., Al-Barakat, A., & Al-Hassan, Y. (2012). Pre-service teachers' reflections during field experience. Journal of Education for Teaching, 38(4), 419-434.
  • Anderson, N. A., Barksdale, M. A. & Hite, C. E. (2005). Preservice teachers’ observations of cooperating teachers and peers while participating in an early field experience. Teacher Education Quarterly, 32(4), 97-117.
  • Arrastia, M. C., Rawls, E. S., Brinkerhoff, E. H., & Roehrig, A. D. (2014). The nature of elementary preservice teachers’ reflection during an early field experience. Reflective Practice, 15(4), 427-444.
  • Aşık, A. & Kuru Gönen, S. İpek. (2016) Pre-service EFL teachers’ reported perceptions of their development through SETT experience. Classroom Discourse, 7(2), 164-183.
  • Chen, D., Lumpe, A. & Bishop, D. (2013). Assessment of teacher candidate reflection in e-portfolios. In J. Herrington, A. Couros & V. Irvine (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology 2013 (pp. 1872-1881). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/p/112224. (Access Date: 10. 03.2016)
  • Cohen-Sayag, E. & Fischl, D. (2012). Reflective writing in pre-service teachers' teaching: what does it promote?. Australian Journal of Teacher Education (Online), 37(10), 20-36.
  • Cunningham-Florez, M. A. (2001). Reflective teaching practice in adult ESL settings. ERIC Digest.http://www.cal.org/ncle/digest/reflect.htm. 1-7. (Access Date: 11.05.2009)
  • Creswell, J. W. (2005). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. New Jersey: Prentice Hall Publishing.
  • Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300-314.
  • Dervent, F. (2015). The effect of reflective thinking on the teaching practices of preservice physical education teachers. Issues in Educational Research, 25(3), 260-275. Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educational process. Lexington, MA: Heath.
  • Downey. J. (2008). ‘It’s not as easy as it looks’: Preservice teachers’ insights about teaching emerging from an innovative assignment in educational psychology. Teaching Educational Psychology, 3(1), 1-11.
  • Erginel, S. Ş. (2006). Developing reflective teachers: A study on perception and improvement of reflection in preservice teacher education. Unpublished Doctoral Dissertation, Middle East Technical University.
  • Lyngsnes, K. M. (2012). Embarking on the Teaching Journey: Pre-service Teachers Reflecting upon Themselves as Future Teachers. World Journal of Education, 2(2), 2-9.
  • Mann, S. & Walsh, S. (2013). RP or ‘RIP’: A critical perspective on reflective practice. Applied Linguistics Review 2013, 4(2), 289 – 312. http://dx.doi.org/10.1515/applirev-2013-0013
  • Mergler, A. G. & Spooner-Lane, R. S. (2012). What pre-service teachers need to know to be effective at values-based education. Australian Journal of Teacher Education, 37(8), 66-81.
  • Odhiambo, E. (2010). Classroom research: A tool for preparing pre-service teachers to become reflective practitioners. Journal of Instructional Pedagogies, 4, 1-14.
  • Puckett, J. B. & Anderson, R. S. (2002). Assessing field experience. New Directions for Teaching and Learning, 91, 53-60. http://dx.doi.org/10.1002/tl.66.
  • Rodman, G. J. (2010). Facilitating the teaching-learning process through the reflective engagement of pre-service teachers. Australian Journal of Teacher Education (Online), 35(2), 20-34.
  • Seedhouse, P. (2008). Learning to Talk the Talk: Conversation Analysis as a Tool for Induction of Trainee Teachers. Chapter in Professional Encounters in TESOL, InS. Garton & K. Richards (Eds), 42–57.Basingstoke: Palgrave Macmillan.
  • Sert, O. (2015). Social Interaction and L2 Classroom Discourse. Edinburgh: Edinburgh University Press.
  • Smith, K. & Lev-Ari, L. (2005). The place of the practicum in pre-service teacher education: The voice of the students. Asia-Pacific Journal of Teacher Education, 33(3). 289-302. Subramaniam, K. (2013). Examining the content of preservice teachers’ reflections of early field experiences. Research in Science Education, 43(5), 1851-1872.
  • Taggart, G. L., & Wilson, A. P. (2005). Promoting reflective thinking in teachers: 50 action strategies. Thousand Oaks, CA: Corwin Press.
  • Tan, A. L., Wettasinghe, C. M., Tan, S. C., & Hasan, M. (2010). Reflection of teaching: A glimpse through the eyes of pre-service science teachers. Paper presented at the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) Conference, Sydney, Australia, 5 - 8 December 2010.
  • Walsh, S. (2002). Construction or obstruction: Teacher talk and learner involvement in the EFL classroom. Language Teaching Research, 6(1), 3-23.
  • Walsh, S. (2003). Developing interactional awareness in the second language classroom through teacher self-evaluation. Language Awareness, 12(2), 124-142.
  • Walsh, S. (2006). Talking the talk of the TESOL classroom. ELT Journal, 60 (2), 133-141.
  • Walsh, S. (2011). Exploring Classroom Discourse: Language in Action. London: Routledge.
  • Walsh, S. (2013). Classroom Discourse and Teacher Development. Edinburgh: Edinburgh University Press.
  • Walsh, S. & Mann, S. (2015). Doing reflective practice: a data-led way forward. ELT Journal, 69(4), 351-362. http://dx.doi.org/10.1093/elt/ccv018

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

Yıl 2016, Cilt: 13 Sayı: 36, 0 - 0, 26.12.2016

S. İpek Kuru Gönen , Asuman Aşık

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

  • Al-Hassan, O., Al-Barakat, A., & Al-Hassan, Y. (2012). Pre-service teachers' reflections during field experience. Journal of Education for Teaching, 38(4), 419-434.
  • Anderson, N. A., Barksdale, M. A. & Hite, C. E. (2005). Preservice teachers’ observations of cooperating teachers and peers while participating in an early field experience. Teacher Education Quarterly, 32(4), 97-117.
  • Arrastia, M. C., Rawls, E. S., Brinkerhoff, E. H., & Roehrig, A. D. (2014). The nature of elementary preservice teachers’ reflection during an early field experience. Reflective Practice, 15(4), 427-444.
  • Aşık, A. & Kuru Gönen, S. İpek. (2016) Pre-service EFL teachers’ reported perceptions of their development through SETT experience. Classroom Discourse, 7(2), 164-183.
  • Chen, D., Lumpe, A. & Bishop, D. (2013). Assessment of teacher candidate reflection in e-portfolios. In J. Herrington, A. Couros & V. Irvine (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology 2013 (pp. 1872-1881). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/p/112224. (Access Date: 10. 03.2016)
  • Cohen-Sayag, E. & Fischl, D. (2012). Reflective writing in pre-service teachers' teaching: what does it promote?. Australian Journal of Teacher Education (Online), 37(10), 20-36.
  • Cunningham-Florez, M. A. (2001). Reflective teaching practice in adult ESL settings. ERIC Digest.http://www.cal.org/ncle/digest/reflect.htm. 1-7. (Access Date: 11.05.2009)
  • Creswell, J. W. (2005). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. New Jersey: Prentice Hall Publishing.
  • Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300-314.
  • Dervent, F. (2015). The effect of reflective thinking on the teaching practices of preservice physical education teachers. Issues in Educational Research, 25(3), 260-275. Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educational process. Lexington, MA: Heath.
  • Downey. J. (2008). ‘It’s not as easy as it looks’: Preservice teachers’ insights about teaching emerging from an innovative assignment in educational psychology. Teaching Educational Psychology, 3(1), 1-11.
  • Erginel, S. Ş. (2006). Developing reflective teachers: A study on perception and improvement of reflection in preservice teacher education. Unpublished Doctoral Dissertation, Middle East Technical University.
  • Lyngsnes, K. M. (2012). Embarking on the Teaching Journey: Pre-service Teachers Reflecting upon Themselves as Future Teachers. World Journal of Education, 2(2), 2-9.
  • Mann, S. & Walsh, S. (2013). RP or ‘RIP’: A critical perspective on reflective practice. Applied Linguistics Review 2013, 4(2), 289 – 312. http://dx.doi.org/10.1515/applirev-2013-0013
  • Mergler, A. G. & Spooner-Lane, R. S. (2012). What pre-service teachers need to know to be effective at values-based education. Australian Journal of Teacher Education, 37(8), 66-81.
  • Odhiambo, E. (2010). Classroom research: A tool for preparing pre-service teachers to become reflective practitioners. Journal of Instructional Pedagogies, 4, 1-14.
  • Puckett, J. B. & Anderson, R. S. (2002). Assessing field experience. New Directions for Teaching and Learning, 91, 53-60. http://dx.doi.org/10.1002/tl.66.
  • Rodman, G. J. (2010). Facilitating the teaching-learning process through the reflective engagement of pre-service teachers. Australian Journal of Teacher Education (Online), 35(2), 20-34.
  • Seedhouse, P. (2008). Learning to Talk the Talk: Conversation Analysis as a Tool for Induction of Trainee Teachers. Chapter in Professional Encounters in TESOL, InS. Garton & K. Richards (Eds), 42–57.Basingstoke: Palgrave Macmillan.
  • Sert, O. (2015). Social Interaction and L2 Classroom Discourse. Edinburgh: Edinburgh University Press.
  • Smith, K. & Lev-Ari, L. (2005). The place of the practicum in pre-service teacher education: The voice of the students. Asia-Pacific Journal of Teacher Education, 33(3). 289-302. Subramaniam, K. (2013). Examining the content of preservice teachers’ reflections of early field experiences. Research in Science Education, 43(5), 1851-1872.
  • Taggart, G. L., & Wilson, A. P. (2005). Promoting reflective thinking in teachers: 50 action strategies. Thousand Oaks, CA: Corwin Press.
  • Tan, A. L., Wettasinghe, C. M., Tan, S. C., & Hasan, M. (2010). Reflection of teaching: A glimpse through the eyes of pre-service science teachers. Paper presented at the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) Conference, Sydney, Australia, 5 - 8 December 2010.
  • Walsh, S. (2002). Construction or obstruction: Teacher talk and learner involvement in the EFL classroom. Language Teaching Research, 6(1), 3-23.
  • Walsh, S. (2003). Developing interactional awareness in the second language classroom through teacher self-evaluation. Language Awareness, 12(2), 124-142.
  • Walsh, S. (2006). Talking the talk of the TESOL classroom. ELT Journal, 60 (2), 133-141.
  • Walsh, S. (2011). Exploring Classroom Discourse: Language in Action. London: Routledge.
  • Walsh, S. (2013). Classroom Discourse and Teacher Development. Edinburgh: Edinburgh University Press.
  • Walsh, S. & Mann, S. (2015). Doing reflective practice: a data-led way forward. ELT Journal, 69(4), 351-362. http://dx.doi.org/10.1093/elt/ccv018
Toplam 29 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makaleleri
Yazarlar

S. İpek Kuru Gönen

Asuman Aşık

Yayımlanma Tarihi 26 Aralık 2016
Yayımlandığı Sayı Yıl 2016 Cilt: 13 Sayı: 36

Kaynak Göster

APA Kuru Gönen, S. İ., & Aşık, A. (2016). REFLECTIVITY THROUGH THE ANALYSIS OF TEACHER TALK: THE CASE OF PRE-SERVICE ENGLISH LANGUAGE TEACHERS. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 13(36).
AMA Kuru Gönen Sİ, Aşık A. REFLECTIVITY THROUGH THE ANALYSIS OF TEACHER TALK: THE CASE OF PRE-SERVICE ENGLISH LANGUAGE TEACHERS. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. Aralık 2016;13(36).
Chicago Kuru Gönen, S. İpek, ve Asuman Aşık. “REFLECTIVITY THROUGH THE ANALYSIS OF TEACHER TALK: THE CASE OF PRE-SERVICE ENGLISH LANGUAGE TEACHERS”. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 13, sy. 36 (Aralık 2016).
EndNote Kuru Gönen Sİ, Aşık A (01 Aralık 2016) REFLECTIVITY THROUGH THE ANALYSIS OF TEACHER TALK: THE CASE OF PRE-SERVICE ENGLISH LANGUAGE TEACHERS. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 13 36
IEEE S. İ. Kuru Gönen ve A. Aşık, “REFLECTIVITY THROUGH THE ANALYSIS OF TEACHER TALK: THE CASE OF PRE-SERVICE ENGLISH LANGUAGE TEACHERS”, Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, c. 13, sy. 36, 2016.
ISNAD Kuru Gönen, S. İpek - Aşık, Asuman. “REFLECTIVITY THROUGH THE ANALYSIS OF TEACHER TALK: THE CASE OF PRE-SERVICE ENGLISH LANGUAGE TEACHERS”. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 13/36 (Aralık 2016).
JAMA Kuru Gönen Sİ, Aşık A. REFLECTIVITY THROUGH THE ANALYSIS OF TEACHER TALK: THE CASE OF PRE-SERVICE ENGLISH LANGUAGE TEACHERS. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. 2016;13.
MLA Kuru Gönen, S. İpek ve Asuman Aşık. “REFLECTIVITY THROUGH THE ANALYSIS OF TEACHER TALK: THE CASE OF PRE-SERVICE ENGLISH LANGUAGE TEACHERS”. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, c. 13, sy. 36, 2016.
Vancouver Kuru Gönen Sİ, Aşık A. REFLECTIVITY THROUGH THE ANALYSIS OF TEACHER TALK: THE CASE OF PRE-SERVICE ENGLISH LANGUAGE TEACHERS. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. 2016;13(36).

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