Dergiler / Hatay Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi / 2016 / Cilt: 13 Sayı: 36
ÖĞRETMEN KONUŞMASI ANALİZİ İLE YANSITICILIK: HİZMET ÖNCESİ İNGİLİZCE ÖĞRETMENLERİNİN DURUMU
- Sayfa
- 1–1
- DOI
- —
Özet
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.
Abstract
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.