KaydedilenlerDerginizi ekleyin

Dergiler / Dil ve Dilbilimi Çalışmaları Dergisi / 2019 / Cilt: 15 - Sayı: 3

In search of developing practical knowledge in pre-service EFL teachers: A proposed model

Sibel ERSEL KAYMAKAMOĞLU
Sayfa
1000–1010
Yayın Tarihi
2019-10-01
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

At the end of the process, the student teachers were also asked to express their views about the process of learning and it was found that the proposed model created awareness in them about the difference between theoretical knowledge and practical knowledge besides helped their practical knowledge construction.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:Öz Please fill up the following information accurately. (Please use Times New Roman, 12 pt.
📊
Temel Bulgular & Veri:The data were collected during 13 weeks in which every student teacher found 50- minute four micro-teaching session opportunities: two micro-teaching sessions for reading and two micro-teaching sessions for teaching listening.
💡
Sonuç & Katkı:At the end of the process, the student teachers were also asked to express their views about the process of learning and it was found that the proposed model created awareness in them about the difference between theoretical knowledge and practical knowledge besides helped their practical knowledge construction.
🔬Tür:Modelleme & Sayısal Simülasyon
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Anahtar Kelimeler practical knowledge · pre-service EFL teachers

Özet

Öz Please fill up the following information accurately. (Please use Times New Roman, 12 pt. In search of developing practical knowledge in pre-service EFL teachers: A proposed model This study aimed to explore the ways of helping EFL pre-service teachers gain and develop practical theories related to teaching EFL. For this purpose, the researcher deviced a model primarily based on creating awareness on pre-service teachers related to basic methodological knowledge of teaching besides their strenghts and weaknesses related to their classroom practice in search of helping them to form practical knowledge needed for teaching. The model aimed to support the student teachers’ practical knowledge construction by creating micro-teaching sessions in which they could put their theoretical knowledge into practice, feedback sessions in which they could receive teacher evaluation, peer evaluation and engaging them into the process of self reflection as well with the help of self-monitoring. The data were collected during 13 weeks in which every student teacher found 50- minute four micro-teaching session opportunities: two micro-teaching sessions for reading and two micro-teaching sessions for teaching listening. The data were collected from pre-service teachers’ self-evaluation reports, peer evaluation rubrics, lesson plans and teacher evaluation documents in each micro-teaching sessions in order to see the development if there was any during 13 weeks. At the end of the process, the student teachers were also asked to express their views about the process of learning and it was found that the proposed model created awareness in them about the difference between theoretical knowledge and practical knowledge besides helped their practical knowledge construction.

🔖

Bu Makaleye Atıf Yap

KAYMAKAMOĞLU, S. E. (2019). In search of developing practical knowledge in pre-service EFL teachers: A proposed model. Dil ve Dilbilimi Çalışmaları Dergisi, Cilt: 15 - Sayı: 3, 1000–1010. https://ajindex.com/articles/28999

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (13)

  1. Bell, M. & Cooper, P. (2013). Peer observation of teaching in university departments: A framework for implementation. International Journal for Academic Development, 18(1), 60-73.
  2. Benton-Kupper, J. (2001). The microteaching experience: Student perspectives. Education, 121 (4), 830-835.
  3. Borg, S. (2011). Language Teacher Education in J. Simpson (ed.). The Routledge Handbook of Applied Linguistics. New York: Routledge. Dinkelman, T. (2003). Self-study in teacher education: A means and ends tool for promoting reflective teaching, Journal of Teacher Education, 54 (1), 6-18.
  4. Eröz-Tuğa, B. (2013). Reflective feedback sessions using video recordings. ELT Journal, 67(2), 175-183.
  5. Eun, B. (2010). A Vygotskian theory-based professional development: Implications for culturally diverse classrooms. Professional Development in Education, 37 (3), 319-333.
  6. Farrell, T. (2008). Reflective Language Teaching: From Research to Practice. London: Continuum Press.
  7. Ghanaguru, S., Nair, P. & Yong, C. (2013). Teacher trainers’ beliefs in microteaching and lesson planning in a teacher training institution. The English Teacher, XLII(2), 104-116.
  8. Hirsch, L. (2011). Utilizing Peer Observation as a Professional Development Tool. Doctoral Dissertation submitted to Northeastern University, Education Doctoral Thesis. Available at http://hdl.handle.net/2047/d20002427.
  9. Karagiorgi, Y. (2011). Development of Greek Cypriot teachers professional identities: Is there a sense of growth? Professional Development in Education, 38 (1), 73-93.
  10. Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development (Vol. 1), Englewood Cliffs, NJ: Prentice-Hall. Kumaravadivelu, B. (2006). Understanding Language Teaching: From Method to Postmethod, New Jersey: Lawrence Erlbaum Associates. Moradkhani, S. (2019). EFL teachers’ perceptions of two reflection approaches, ELT Journal, 73 (1), 61-71.
  11. Morris, J. & Stew, G. (2007). Collaborative reflection: How far do 2:1 models of learning in the practice setting promote peer reflection? Reflective Practice,8 (3), 419-432.
  12. Richards, J. C. & Farrell, T. S. C. (2005). Professional Development for Language Teachers, New York, Cambridge University Press.
  13. Shön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action, San Francisco, Jossey Bass. Todd, M. A. (2017). Peer observation as a tool for professional development. Culminating Projects in English. 84. Available online at http://repository.stcloudstate.edu/engl_etds/84.