You are here

Home » Content

Üniversitelerde Görevli İngilizce Eğitmenleri Arasında Yansıtıcı Öğretimin Yaygınlaştırılması Üzerine Bir Çalışma

A Study in the Dissemination of Reflective Practice Among English Language Instructors at Tertiary Level

Journal Name:

  • Pamukkale Üniversitesi Eğitim Fakültesi Dergisi

Publication Year:

  • 2010

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
The purpose of this study is to bring reflective teaching to the attention of practising language instructors at tertiary level. With four English instructors a reflective development program was implemented, interviews were held, and action research studies were conducted. The data findings show that instructors' attitudes towards teaching mostly changed as they began to consider their own teaching much more critically. Results of the interviews reveal that these instructors gained more awareness of such issues as increasing motivation, lesson planning, making adaptations to courses, doing classroom research, reflecting on the lesson, and collaborating with colleagues. In action research studies the instructors specifically focused on motivating the learners, updating their own English knowledge, considering students' language level, and using the target language in classes. The results of action research studies indicate that English language teachers need to reflect in/on teaching in order to get advanced professionally. This study can set an example for other educational institutions to organize a similar programme for their language teachers' continuing professional development.
Bookmark/Search this post with
Abstract (Original Language): 
Bu çalışmanın amacı yansıtıcı öğretimi yabancı dil eğitmenlerinin mesleki gelişimlerinin bir parçası haline getirerek yüksek öğretimde mesleki gelişim uygulamalarının yaygınlaşmasını sağlamaktır. Çalışmada veri toplama yöntemi olarak yansıtıcı öğretim programı geliştirilmiş ve İngilizce eğitmenleri ile yüz yüze görüşmeler ve eylem araştırması yapılmıştır. Çalışmada yer alan eğitmenlerin eylem araştırmalarında öğretimlerinde karşılaştıkları sorunlara çözüm bulmada büyük bir uğraşı içerisine girdikleri ve çalışma sonucunda öğretim süreçlerini daha eleştirel bir açıdan ele almaları ile öğretime olan bakış açıları ve uygulamalarının değiştiği görülmüştür. Eylem araştırmalarında eğitmenler kendi öğretimlerini içeren öğrenci isteklendirmesinin artırılması, öğretmenlerin kendi dil kullanımlarının geliştirilmesi, anadilin (Türkçe) kullanımının en aza indirilmesi ve hedef dilin (İngilizce) yaygın olarak kullanımı gibi konularda eylem araştırması yapmışlardır. Bu sonuçlar eğitmenlerin mesleki başarıları için kendi öğretimlerine eleştirel yaklaşmaları ve yansıtıcı eğitim uygulamalarında daha çok yer almaları gerekliliğini ortaya koymaktadır. Bu araştırmada uygulanan yöntemi, diğer benzeri kurumlar kendi elemanları için benimseyip uygulayabilirler.
FULL TEXT (PDF): 
PDF icon arastirmax-universitelerde-gorevli-ingilizce-egitmenleri-arasinda-yansitici-ogretimin-yayginlastirilmasi-uzerine-bir-calisma.pdf
  • 1
11-26
  • Turkish

REFERENCES

References: 

Altrichter, H., Posch, P. and Somekh, B. (1995) Teachers Investigate Their Work: An Introduction to The Methods of Action Research, New York: Routledge.
Atay, D. (2008) Teacher Research for Professional Development. ELTJ, 62 (2), 139 - 147.
Bailey, K. M., Curis, A. & Nunan, D. (2001) Pursuing Professional Development. London: Oxford University Press.
Boostrom, R. (1992) Developing Creative and Critical Thinking, Illinois, USA: NTC Publishing Group.
Brown, J.D. and Rodgers, T.S. (2002) Doing Second Language Research. Oxford: Oxford University Press.
Bully, B. and Onguko, N. (2005) Reflective Practice: Development of Teacher Reflective Practitioners in Kenya. In Gaskell, A. and Tait, A. (Eds.) Collected Conference Papers: Reflective Practice in Open and Distance Learning: how do we improve?, The 11th Cambridge International Conference on Open and Distance Learning. Retrieved February 2 2010, from: http://www2.open. ac.uk/r06/conference/papers2005.pdf.
Burns, A. (2005) Action research: an evolving paradigm? LanguageTeaching,38 (2), 57-74.
Burns, A. (2009) Action Research in Second Language Teacher Education. In A. Burns and J. C. Richards (Eds.), The Cambridge Guide to Second Language Teacher Education. Cambridge: Cambridge University Press.
Burton, J. (2005) The Importance of Teachers Writing on TESOL. TESL-EJ, 9(2), 1-18.
Burton, J. (2009) Reflective Practice. In A. Burns and J. C. Richards (Eds.), The Cambridge Guide to Second Language Teacher Education. Cambridge: Cambridge University Press.
Chaudron, C. (1988) Second Language Classrooms, England: Cambridge University Press.
Curtis, A. and Szestay, M. (2005) The Impact of Teacher Knowledge Seminars. Unpacking Reflective Practice. TESL-EJ, 9 (2), 1-16
Daweti, M. (2005) Standpoints, Frames, Lenses and the Learning Organisation. In Gaskell, A. and Tait, A. (Eds.) Collected Conference Papers: Reflective Practice in Open and Distance Learning: how do we improve?, The 11th Cambridge International Conference on Open and Distance Learning. Retrieved February 2 2010, from http://www2.open. ac.uk/r06/conference/papers2005.pdf.
Freeman, D. (1989) Teacher Training, Development, and Decision Making: A Model of Teaching and Related Strategies for Language Teacher Education". TESOL Quarterly, 23, 27-45.
Grushka, K., McLeod, J. H. and Reynolds, R. (2005) Reflecting upon Reflection: Theory and Practice in one Australian University Teacher Education Program. Reflective Practice, 6(2),
239-246.
Johnson, B. (1995) Why Conduct Action Research. Teaching and Change, 3 (1), 90-104.
Kincheloe, J.L. (2003) Teachers as Researchers. London: Routledge.
McKay, S. L. (2006) Researching Second Language Classrooms. London: Lawrence Erlbaum Associates, Publishers.
McKay, S. L. (2009) Second Language Classroom Research, In A. Burns and J. C. Richards (Eds.), The Cambridge Guide to Second Language Teacher Education. Cambridge: Cambridge University Press.
McCay, A. and Gass, S. S. (2005) Second Language Research. Methodology and Design, London: Lawrence Erlbaum Associates.
Mccutcheon, G. and Jung, B. (1990) Alternative Perspectives on Action Research, Theory into Practice, 29 (3), 144-151.
Mills, G.E. (2007) Action Research. A Guide for the Teacher Researcher. Upper Saddle River, New Jersey: Pearson.
Moore, R. A. (1996) Reflective Action Research through Classroom Inquiry: Seven Workplace Teachers Examine Their Teaching Beliefs.
Unpublished Ph.D. Dissertation, University of Missouri.
Murray, A. (2010) Empowering Teachers through Professional Development. English Teaching Forum, (1) 2-11
Noffke, S. E. and Brennan, M. (2005) The Dimensions of Reflection: A Conceptual and Contextual Analysis. International Journal of Progressive Education, 1(3), 58-83. Retrieved February 2 2010, fromhttp://www.inased.org/IJPEv1n3.
pdf).
Norlander, K. A., Reagan, T. G. and Case, C. W. (1999) The Professional Teacher, The Preparation and Nurturance of the Reflective Practitioner, San Francisco: Jossey-Bass Publishers.
Pollard, A. (1997) Reflective Teaching in the Primary School, London: Cassell.
Rearick, M. L. and Feldman, A. (1999) Orientations, Purposes and Reflection, Teaching and Teacher Education, 15, 333-349.
Richards, J. C. and Lockhart, C. (1994) Reflective Teaching in Second Language Classrooms, Cambridge: Cambridge Language Education.
Robson, C. (2007) How to Do a Research Project. A Guide for Undergraduate Students. Oxford: Blackwell Publishing.
Sahinkarakas, S., Yumru, H., and Inozu, J. (2009) A Case Study: Two Teachers' Reflections on the ELP in Practice. ELT Journal, Advance Access, April, 1-10.
Schon, D. A. (1983) The Reflective Practitioner: How Professionals Think in Action, London: Temple Smith.
Schon, D. A. (1987) Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions. San Francisco: Jossey Bass.
Zeichner, K. M. (1994) Research on Teacher Thinking and Different Views of Reflective Practice in Teaching and Teacher Education. In I. Carlgren, G. Handal and S. Voage (Eds.) Teachers' Mind and Actions: Research on Teachers' Thinking and Practice. London: The Falmer Press.

Thank you for copying data from http://www.arastirmax.com