Araştırma Makalesi
BibTex RIS Kaynak Göster

Öğretmenlik Uygulamasında Yansıtıcı Akran Dönütü: Nitel ve Nicel Uygulamalar

Yıl 2020, Cilt: 11 Sayı: 1, 85 - 109, 30.01.2020
https://doi.org/10.17569/tojqi.627310

Öz

Öğretmen adaylarının
mesleki gelişimi denince akla yaygın olarak üniversiteler ve okullardaki
danışmanlar ile öğretmen adayları arasındaki ilişki gelmektedir.  Daha deneyimli meslektaşlar tarafından
verilen geribildirimin, mesleki gelişimi desteklediği düşünülmektedir. Diğer
bir yandan, akran-geribildirimi de hizmet öncesi öğretmen yetiştirmede bir araç
olarak kullanılabilir. Geribildirim alarak ve vererek, öğretmen adayları, kendi
öğrenme süreçleri hakkında daha iyi çıkarımlarda bulunabilirler.
Zenginleştirilmiş karma yöntemden faydalanarak, bu araştırma, 100 hizmet öncesi
İngilizce öğretmeninin akran-geribildirimi uygulamalarını incelemeyi
amaçlamaktadır. Çalışma, ayrıca, akran-geribildirimi ve yansıtıcı uygulama
arasındaki ilişkiyi de incelemeyi hedeflemektedir. Veri toplama aracı olarak, kırk
sorudan oluşan çevrimiçi bir anketten yararlanılmıştır. Veri çözümleme süreci
betimleyici istatistik ve nitel verilen kodlanmasından oluşmaktadır. Anketteki
maddeler önce kategorilere ayrılmıştır. Nicel veriden elde edilen bulgular,
nitel veriden alınan sonuçlarla karşılaştırılmıştır. Çalışmanın bulguları
hizmet öncesi öğretmenlerin, akranlarına yüksek puanlar verme eğiliminde
olduklarını göstermiştir (m=4.37). Bununla birlikte, nitel olarak sağladıkları
veride, gözlemledikleri akranlarına bir takım eleştirilerde de bulunmuşlardır. Bulgular
aynı zamanda katılımcıların, hedef dilde telaffuz, sınıfta soru sorma, hata
düzeltme, bir önceki dersle ilişki kurma ve anlaşılabilir bir ses tonu kullanma
gibi noktalarda sorun yaşadıklarını göstermektedir. Nitel veriden elde edilen
bulgularda ise, sınıf yönetimi, tedirginlik ve işbirliği açısından öğretmen
adaylarının sorun yaşadığı gözlemlenmiştir.  Çalışma, hizmet öncesi öğretmen eğitiminde
akran-geribildiriminin kullanılmasına ilişkin bir takım olumlu çıkarımlarda
bulunmaktadır.

Kaynakça

  • Azarnoosh, M. (2013). Peer assessment in an EFL context: Attitudes and friendship bias. Language Testing in Asia, 3(11), pp. 1-10.
  • Boud, D., & Falchikov, N. (2006). Aligning assessment with long-term learning. Assessment and Evaluation in Higher Education, 31(4), pp. 399-413.
  • Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. New York: Addison Wesley Longman, Inc.
  • Cheng, W., & Warren, M. (2005). Peer assessment of language proficiency, Language Testing, 22(3), pp. 93-121.
  • Cornu, R. L. (2005). Peer mentoring: Engaging pre-service teachers in mentoring one another. Mentoring and Tutoring, 13(3). pp. 355-366.
  • Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Pearson.
  • Forbes, C. T. (2004). Peer mentoring in the development of beginning secondary science teachers: Three case studies. Mentoring and Tutoring, 12(2), pp. 219-239.
  • Kollar, I., & Fischer, F., (2010). Peer assessment as collaborative learning: A cognitive perspective. Learning and Instruction 20(4), pp. 344-348.
  • Lindahl, K., Christison, M. & Tomas, Z. (2019). The impact of rubric use on peer feedback tasks in a TESOL program, Journal of Second Language Teaching & Research, Vol. 7. 1, pp. 26-55
  • Nguyen, H. T. M. 2017. Models of mentoring in manguage teacher education. Switzerland: Springer.
  • Nguyen, H. T. M & Ngo, N. T. H. (2017). Learning to reflect through peer mentoring in a TESOL practicum, ELT Journal Volume 72(2), pp. 187-198.Ratminingsih, N. M., Artini, L. P., & Padmadewi, N. N. (2017). Incorporating Self and Peer Assessment in Reflective Teaching Practices. International Journal of Instruction, 10(4), pp.165-184.
  • Spiller, D. (2012). Assessment matters: Self-assessment and peer assessment, Retrieved 30 September, 2019 from http://cei.ust.hk/files/public/assessment_matters_self-assessment_peer_assessment.pdf.
  • Sun, D. L., Harris, N., Walther, G., & Baiocchi, M. (2015). Peer assessment enhances student learning: The results of a matched randomized crossover experiment in a college statistics class. PLoS One, 10(12), e0143177. https://doi.org/10.1371/journal.pone.0143177.
  • Vickerman, P. (2009). Student perspectives on formative peer assessment: an attempt to deepen learning? Assessment & Evaluation in Higher Education, 34(2), pp.221-230.
  • Wenger, E. (1999). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
  • White, E. (2009). Student perspectives of peer assessment for learning in a public speaking course. Asian EFL Journal – Professional Teaching Articles, 33(1), 1-36.

Reflective Peer Feedback in the Practicum: Qualitative and Quantitative Practices

Yıl 2020, Cilt: 11 Sayı: 1, 85 - 109, 30.01.2020
https://doi.org/10.17569/tojqi.627310

Öz

Professional
development for teacher-trainees is commonly viewed as the relationship between
a university supervisor, a school mentor and the trainee. The feedback provided
by more experienced practitioners is thought to enhance professional
development process. On the other hand, peer-feedback can also be used as a
means to facilitate teaching practices of pre-service teachers. By receiving
and providing feedback, the teacher candidates can also gain a better
understanding of their own learning processes. By following a triangulation
mixed methods design, this study aims to investigate the peer-feedback
practices of 100 pre-service English teachers. The study also examines the
relationship between reflective practice and peer-feedback. For the data
collection tool, an online rubric scale consisting of forty questions has been
used. Data analysis procedure entailed descriptive statistics and coding of the
qualitative data. The items in the rubric scale were categorized and the
results obtained from quantitative data were compared with findings acquired
through qualitative data. The results of the study revealed that the
pre-service teachers tend to give high scores (m=4.37) for their peers;
although, they provided some criticisms in their comments.  The study also showed that, the most
problematic areas for the participants were pronunciation of the target
language, asking questions, error correction, linking previous lesson and the
present one, and using audible voice. The results gained from qualitative analysis
indicate that the participants also had difficulties with classroom management,
nervousness and cooperation. The findings of the study suggest some fruitful
implications to reinforce peer-feedback practices in pre-service teacher
education.

Kaynakça

  • Azarnoosh, M. (2013). Peer assessment in an EFL context: Attitudes and friendship bias. Language Testing in Asia, 3(11), pp. 1-10.
  • Boud, D., & Falchikov, N. (2006). Aligning assessment with long-term learning. Assessment and Evaluation in Higher Education, 31(4), pp. 399-413.
  • Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. New York: Addison Wesley Longman, Inc.
  • Cheng, W., & Warren, M. (2005). Peer assessment of language proficiency, Language Testing, 22(3), pp. 93-121.
  • Cornu, R. L. (2005). Peer mentoring: Engaging pre-service teachers in mentoring one another. Mentoring and Tutoring, 13(3). pp. 355-366.
  • Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Pearson.
  • Forbes, C. T. (2004). Peer mentoring in the development of beginning secondary science teachers: Three case studies. Mentoring and Tutoring, 12(2), pp. 219-239.
  • Kollar, I., & Fischer, F., (2010). Peer assessment as collaborative learning: A cognitive perspective. Learning and Instruction 20(4), pp. 344-348.
  • Lindahl, K., Christison, M. & Tomas, Z. (2019). The impact of rubric use on peer feedback tasks in a TESOL program, Journal of Second Language Teaching & Research, Vol. 7. 1, pp. 26-55
  • Nguyen, H. T. M. 2017. Models of mentoring in manguage teacher education. Switzerland: Springer.
  • Nguyen, H. T. M & Ngo, N. T. H. (2017). Learning to reflect through peer mentoring in a TESOL practicum, ELT Journal Volume 72(2), pp. 187-198.Ratminingsih, N. M., Artini, L. P., & Padmadewi, N. N. (2017). Incorporating Self and Peer Assessment in Reflective Teaching Practices. International Journal of Instruction, 10(4), pp.165-184.
  • Spiller, D. (2012). Assessment matters: Self-assessment and peer assessment, Retrieved 30 September, 2019 from http://cei.ust.hk/files/public/assessment_matters_self-assessment_peer_assessment.pdf.
  • Sun, D. L., Harris, N., Walther, G., & Baiocchi, M. (2015). Peer assessment enhances student learning: The results of a matched randomized crossover experiment in a college statistics class. PLoS One, 10(12), e0143177. https://doi.org/10.1371/journal.pone.0143177.
  • Vickerman, P. (2009). Student perspectives on formative peer assessment: an attempt to deepen learning? Assessment & Evaluation in Higher Education, 34(2), pp.221-230.
  • Wenger, E. (1999). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
  • White, E. (2009). Student perspectives of peer assessment for learning in a public speaking course. Asian EFL Journal – Professional Teaching Articles, 33(1), 1-36.
Toplam 16 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

İlknur Yüksel 0000-0003-1145-6495

Banu Çiçek Başaran Bu kişi benim 0000-0002-4978-0891

Yayımlanma Tarihi 30 Ocak 2020
Gönderilme Tarihi 1 Ekim 2019
Yayımlandığı Sayı Yıl 2020 Cilt: 11 Sayı: 1

Kaynak Göster

APA Yüksel, İ., & Başaran, B. Ç. (2020). Reflective Peer Feedback in the Practicum: Qualitative and Quantitative Practices. Turkish Online Journal of Qualitative Inquiry, 11(1), 85-109. https://doi.org/10.17569/tojqi.627310
AMA Yüksel İ, Başaran BÇ. Reflective Peer Feedback in the Practicum: Qualitative and Quantitative Practices. TOJQI. Ocak 2020;11(1):85-109. doi:10.17569/tojqi.627310
Chicago Yüksel, İlknur, ve Banu Çiçek Başaran. “Reflective Peer Feedback in the Practicum: Qualitative and Quantitative Practices”. Turkish Online Journal of Qualitative Inquiry 11, sy. 1 (Ocak 2020): 85-109. https://doi.org/10.17569/tojqi.627310.
EndNote Yüksel İ, Başaran BÇ (01 Ocak 2020) Reflective Peer Feedback in the Practicum: Qualitative and Quantitative Practices. Turkish Online Journal of Qualitative Inquiry 11 1 85–109.
IEEE İ. Yüksel ve B. Ç. Başaran, “Reflective Peer Feedback in the Practicum: Qualitative and Quantitative Practices”, TOJQI, c. 11, sy. 1, ss. 85–109, 2020, doi: 10.17569/tojqi.627310.
ISNAD Yüksel, İlknur - Başaran, Banu Çiçek. “Reflective Peer Feedback in the Practicum: Qualitative and Quantitative Practices”. Turkish Online Journal of Qualitative Inquiry 11/1 (Ocak 2020), 85-109. https://doi.org/10.17569/tojqi.627310.
JAMA Yüksel İ, Başaran BÇ. Reflective Peer Feedback in the Practicum: Qualitative and Quantitative Practices. TOJQI. 2020;11:85–109.
MLA Yüksel, İlknur ve Banu Çiçek Başaran. “Reflective Peer Feedback in the Practicum: Qualitative and Quantitative Practices”. Turkish Online Journal of Qualitative Inquiry, c. 11, sy. 1, 2020, ss. 85-109, doi:10.17569/tojqi.627310.
Vancouver Yüksel İ, Başaran BÇ. Reflective Peer Feedback in the Practicum: Qualitative and Quantitative Practices. TOJQI. 2020;11(1):85-109.