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Journals / Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi / 2018 / Cilt: 18 - Sayı: 1

PROFESSIONAL LEARNING WITH AND FROM PEERS: PRE-SERVICE EFL TEACHERS’ REFLECTIONS ON COLLABORATIVE LESSON-PLANNING

AKRANLARLA VE AKRANLARDAN MESLEKİ ÖĞRENME: İNGİLİZCE ÖĞRETMEN ADAYLARININ ORTAK ÇALIŞMAYA DAYALI DERS PLANLAMA YANSIMALARI

Anıl RAKICIOĞLU-SÖYLEMEZ
Zeynep ÖLÇÜ-DINÇER
Gözde BALIKÇI
Gülden TANER
Sedat AKAYOĞLU
Pages
392–415
Publication Date
2018-03-30
DOI
—
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The results indicated that the online collaborative lesson planning experience provided pre-service EFL teachers with opportunities to explore a variety of EFL practicum contexts and lesson planning practices with their peers.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The present study seeks to examine the experiences and perceptions of pre-service teachers from three different English as a foreign language (EFL) teacher education programs regarding an online collaborative lesson-planning experience throughout the practicum.
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Key Findings & Data:According to the data analysis, it was observed that the differences in pre-service EFL teachers’ training backgrounds had a significant effect on their perceptions and achievements in the process of lesson planning and implementation.
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Conclusion & Impact:The results indicated that the online collaborative lesson planning experience provided pre-service EFL teachers with opportunities to explore a variety of EFL practicum contexts and lesson planning practices with their peers.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:çevrimiçi ortaklaşa ders planlama · yabancı dil olarak İngilizce öğretmeni eğitimi · online collaborative lesson planning

Abstract

The present study seeks to examine the experiences and perceptions of pre-service teachers from three different English as a foreign language (EFL) teacher education programs regarding an online collaborative lesson-planning experience throughout the practicum. Thus, the emerging themes in pre-service EFL teachers’ reflections and feedback on the lesson plans were examined. According to the data analysis, it was observed that the differences in pre-service EFL teachers’ training backgrounds had a significant effect on their perceptions and achievements in the process of lesson planning and implementation. Additionally, the challenges of the online collaborative lesson-planning experience were time management and lack of professional responsibility. The results indicated that the online collaborative lesson planning experience provided pre-service EFL teachers with opportunities to explore a variety of EFL practicum contexts and lesson planning practices with their peers.

Özet

Bu çalışma, öğretmenlik uygulaması boyunca, üç farklı İngilizce öğretmenliği, öğretmen yetiştirme programında bulunan öğretmen adaylarının bir çevrimiçi ortak ders planlama uygulaması hakkındaki deneyimlerini algılarını incelemeyi amaçlamıştır. Bu amaçla, İngilizce öğretmen adaylarının ders planlarıyla ilgili geri bildirimleri ve sürece yönelik yansımalarında ortaya çıkan temalar incelenmiştir. Buna ek olarak, çevirim içi ortaklaşa ders planı hazırlama deneyiminin uygulamaları üzerine yapılan değerlendirmelerde, zaman yönetimi ve profesyonel sorumluluk eksikliği öne çıkan temalar arasındadır. Sonuçlar, çevrimiçi ortak ders planı hazırlama sürecinin, İngilizce öğretmen adaylarına çeşitli yabancı dil olarak İngilizce öğretimi yapılan öğretim ortamlarını tanıma ve akranlarıyla öğretim uygulamalarını planlama olanağı sağladığını göstermiştir.

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Cite This Article

RAKICIOĞLU-SÖYLEMEZ, A., ÖLÇÜ-DINÇER, Z., BALIKÇI, G., TANER, G., AKAYOĞLU, S. (2018). PROFESSIONAL LEARNING WITH AND FROM PEERS: PRE-SERVICE EFL TEACHERS’ REFLECTIONS ON COLLABORATIVE LESSON-PLANNING. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 18 - Sayı: 1, 392–415. https://ajindex.com/articles/408

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