Reflectivity through the Analysis of Teacher Talk: The Case of Pre-Service English Language Teachers / Öğretmen Konuşması Analizi ile Yansıtıcılık: Hizmet Öncesi İngilizce Öğretmenlerinin Durumu

S. İpek KURU GÖNEN, Asuman AŞIK
2.746 1.139

Öz


Abstract

Reflective practices are considered significant in terms of increasing the level of reflective and critical thinking of language teachers by promoting self-evaluation. The analysis of classroom interaction can be regarded as one of the ways to improve teacher reflection. This study aims at investigating the 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 from the English Language Teaching programmes of two respected universities in Turkey participated in the study. The participants consist 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 conducted mixed methods approach. Quantitative data were collected through a questionnaire while qualitative data were collected through reflective diaries. The results indicated that the pre-service English teachers’ reflectivity thinking levels in the study group improved 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.

 Key Words: Reflection, Pre-service Teacher Education, Teacher Talk, Classroom Interaction.  

 

ÖĞRETMEN KONUŞMASI ANALİZİ İLE YANSITICILIK:

HİZMET ÖNCESİ İNGİLİZCE ÖĞRETMENLERİNİN DURUMU

 

Özet

Yansıtıcı uygulamalar, öz-değerlendirmeyi destekleyerek dil öğretmenlerinin yansıtıcı ve eleştirel düşünme seviyesini arttırması açısından önemli bulunmaktadır. Sınıf etkileşimi analizi, öğretmen yansıtmasını geliştirmenin yollarından birisi olarak görülebilmektedir. Bu çalışma, öğretmen konuşmaları ve sınıf içi etkileşimin farklı yönleri üzerine öz değerlendirme yapmaya olanak veren bir çerçeve vasıtasıyla, hizmet öncesi öğretmen adaylarının kendi dil kullanımlarını analiz etmelerini sağlayarak yansıtıcılıklarını incelemeyi amaçlamaktadır. Bu amaç doğrultusunda, Türkiye’deki iki saygın üniversitenin İngilizce Öğretmenliği programlarından toplam 44 hizmet öncesi öğretmen çalışmaya katılmıştır. Katılımcılar, bir kontrol grubu ve bir de araştırma grubundan oluşmaktadır. Araştırma grubu, öğretmen konuşmasının öz değerlendirmesi çerçevesini kullanarak kendi konuşmalarının analizi konusunda eğitim almışlardır. Araştırmada karma yöntem yaklaşımı uygulanmıştır. Nicel veriler bir anket ile toplanırken nitel veriler yansıtıcı günlüklerle toplanmıştır.  Sonuçlar, araştırma grubundaki hizmet öncesi İngilizce öğretmenlerinin yansıtıcı düşünme seviyelerinin belirli bir çerçeve kullanarak geliştiğini ortaya çıkarmıştır. Çalışma, öğretimde yansıma hakkında yararlı çıkarımlar sağladığı için öğretmen eğitmenleri, hizmet öncesi öğretmenler ve araştırmacıların ilgisini çekebilir.

 Anahtar Kelimeler: Yansıma, Hizmet Öncesi Öğretmen Eğitimi, Öğretmen Konuşması, Sınıf Etkileşimi.  


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