KaydedilenlerDerginizi ekleyin

Dergiler / Sosyal Bilimler ve Eğitim Dergisi / 2023 / Cilt: 6 Sayı: 2

Reflective Practices of Pre-Service Teachers: Self-reflections on Micro Teaching

Dursun Aksu(SAKARYA ÜNİVERSİTESİ)0000-0002-4481-9793
Musa Çalışır(SAKARYA UNIVERSITY)0000-0001-8647-9005
Fatih Selim Sellüm(SAKARYA UNIVERSITY)0000-0002-4445-0324
Sayfa
254–274
Yayın Tarihi
2023-10-25
🏛️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)

For the assessment of the lesson, PSTs thought that they achieved the outcome by focusing on the teaching process, which was considered successful.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:This study aims to reveal pre-service teachers' (PSTs) self-reflections on micro-teaching practices.
📊
Temel Bulgular & Veri:The participants of the study consisted of 117 PSTs from 9 different branches who took the Micro-teaching (Elective) course at the faculty of education of a state university in Türkiye in the 2021-2022 academic year.
💡
Sonuç & Katkı:For the assessment of the lesson, PSTs thought that they achieved the outcome by focusing on the teaching process, which was considered successful.
🔬Tür:Araştırma Makalesi
📍Kapsam:2021-2022 Verileri
⚙️Değişkenler:Self-reflection · reflective practice · teacher education

Abstract

This study aims to reveal pre-service teachers' (PSTs) self-reflections on micro-teaching practices. The study was conducted with a qualitative approach. The participants of the study consisted of 117 PSTs from 9 different branches who took the Micro-teaching (Elective) course at the faculty of education of a state university in Türkiye in the 2021-2022 academic year. According to the aim of the study, PSTs did micro-teaching practices. The micro-teaching practices were video-recorded and watched by the PST. The practice was evaluated by the PSTs peers and delivered to the PST in writing. The qualitative data of the study were obtained with the "Self-reflection Form" prepared by the researchers. This form consists of two open-ended questions about the strengths and weaknesses that pre-service teachers realized during the microteaching practice. The data were analyzed by content analysis method. It was found that PST described their strengths and weaknesses in planning, process, and assessment categories. PSTs emphasized their weaknesses more than their strengths for the planning category. In the category of planning, pre-service teachers stated that their strengths were that they were able to prepare lesson plans with well-rounded activities and integrity, and their weaknesses were that they could not manage their time properly and that they realized that the activities and examples were not suitable for the grade level. In the category of processing, they emphasized strengths more than weaknesses. The PSTs consider themselves strongest in lesson management and stated that they need to improve their diction, voice, and oratory skills. The assessment was the least opinioned category by the PSTs. For the assessment of the lesson, PSTs thought that they achieved the outcome by focusing on the teaching process, which was considered successful.

🔖

Bu Makaleye Atıf Yap

Aksu, D., Çalışır, M., Sellüm, F. S. (2023). Reflective Practices of Pre-Service Teachers: Self-reflections on Micro Teaching. Sosyal Bilimler ve Eğitim Dergisi, Cilt: 6 Sayı: 2, 254–274. https://doi.org/10.53047/josse.1362951

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (49)

  1. Allen, D. W. (1967). Micro-teaching, a description. ERIC clearinghouse on teacher education, pp. 1–129. U.S. Department of Health, Education, & Welfare, Office of Education. https://files.eric.ed.gov/fulltext/ED019224.pdf
  2. Allen, D. W., & Eve, A. W. (1968). Microteaching. Theory into Practice, 7(5), 181–185. https://doi.org/10. 1080/00405846809542153
  3. Amulya, J. (2004). What is reflective practice. Center for Reflective Community Practice, Massachusetts Institute of Technology, Cambridge, MA. [Online]. https://www.careinnovations.org/wp-content/uploads/what-is-reflective-practice65.pdf
  4. Arslan, A. (2021). Pre-service Teachers' Journey of “Teaching” through Micro-Teaching: A Mixed Design Research. Egitim ve Bilim, 46(207). http://dx.doi.org/10.15390/EB.2021.9406
  5. Basturk, S. (2016). Investigating the effectiveness of microteaching in mathematics of primary pre-service Teachers. Journal of Education and Training Studies, 4(5), 239-249. http://dx.doi.org/10.11114/jets.v4i5.1509
  6. Bell, N. D. (2007). Microteaching: What is it that is going on here? Linguistics and Education, 18(1), 24–40. https://doi.org/10.1016/j.linged.2007.04.002
  7. Boud, D., Keogh, R., & Walker, D. (1985). Promoting reflection in learning: A model. In Reflection: Turning Experience into Learning (pp. 18-40). Routledge.
  8. Brownhill, S. (2023). Asking more key questions of self-reflection. Reflective Practice, 23(2), 279–290. https://doi.org/10.1080/14623943.2021.2013192
  9. Christodoulou, I. (2010). Teacher self-reflection [Diploma thesis]. Masaryk University. https://is.muni.cz/th/266245/pedf_m/DPIva_Christodoulou.pdf
  10. Crichton, H., Valdera Gil, F. & Hadfield, C. (2021). Reflections on peer micro-teaching: raising questions about theory informed practice. Reflective Practice, 22(3), 345-362. https://doi.org/10.1080/14623943.2021.1892621
  11. Dağ, S. A., & Temur, Ö. D. (2018). Sınıf öğretmeni adaylarının mikro öğretim ders imecesi uygulaması ile ilgili görüşleri. Academy Journal of Educational Sciences, 2(2), 120-133. http://journal.acjes.com/tr/download/article-file/580677
  12. Dellaportas, S., Stevenson-Clarke, P., Joshi, M., & De Fazio, T. (2022). Reflective practice and learning in accounting education. Accounting Education, in press, https://doi.org/10.1080/09639284.2022.2076565
  13. Demirel, Ö. (2017). Öğretme Etkinliğini Uygulama. In Öğretme sanatı (23rd ed., pp. 70-130). Pegem.
  14. Elias, S. K. (2018). Pre-service teachers’ approaches to the effectiveness of micro-teaching in teaching practice programs. Open Journal of Social Sciences, 6(5), 205-224. https://doi.org/10.4236/jss.2018.65016
  15. Erdamar, G. & Bangir-Alpan, G. (2021). Türkiye’de mikro öğretim çalışmaları ve uygulamaları. In H. H. Şahan & A. Küçükoğlu (Ed.), Kuramdan uygulamaya mikro öğretim (pp. 134-170). Pegem.
  16. Erdemir, N., & Yeşilçınar, S. (2021). Reflective practices in micro teaching from the perspective of preservice teachers: teacher feedback, peer feedback and self-reflection. Reflective Practice, 22(6), 766-781. https://doi.org/10.1080/14623943.2021.1968818
  17. Farahian, M., Avarzamani, F., & Rajabi, Y. (2021). Reflective thinking in an EFL Writing course: To what level do portfolios improve reflection in writing? Thinking Skills and Creativity, 39(12). https://doi.org/10.1016/j.tsc.2020.100759
  18. Finlay, L. (2008) Reflecting on “Reflective Practice. PBPL paper 52 (January), 1–27. http://www.open.ac.uk/pbpl
  19. Gencel, I. E. & Özbaşı, D. (2013). Öğretmen Adaylarının Ölçme ve Değerlendirme Alanına Yönelik Yeterlik Algılarının İncelenmesi. İlköğretim Online, 12 (1), 190-201. https://dergipark.org.tr/en/pub/ilkonline/issue/8586/106679
  20. Göçer, A. (2016). Assessment of the opinions and practices of student teachers on micro-teaching as a teaching strategy. Acta Didactica Napocensia, 9(2), 33-46. https://files.eric.ed.gov/fulltext/EJ1110309.pdf
  21. Ismail, S. A. A. (2011). Student Teachers' Microteaching Experiences in a Preservice English Teacher Education Program. Journal of Language Teaching & Research, 2(5). https://doi.org/10.4304/jltr.2.5.1043-1051
  22. Karakaş, A., & Yükselir, C. (2021). Engaging pre-service EFL teachers in reflection through video-mediated team micro-teaching and guided discussions. Reflective Practice, 22(2), 159-172. https://doi.org/10.1080/14623943.2020.1860927
  23. Karlström, M., & Hamza, K. (2019). Preservice science teachers’ opportunities for learning through reflection when planning a microteaching unit. Journal of Science Teacher Education, 30(1), 44-62. https://doi.org/10.1080/1046560X.2018.1531345
  24. Kerkhoff, S. (2020). Collaborative video case studies and online instruments for self-reflection in global teacher education. Journal of Technology and Teacher Education, 28(2), 341-351. https://www.learntechlib.org/primary/p/216212/
  25. Kim, S., Raza, M., & Seidman, E. (2019). Improving 21st-century teaching skills: The key to effective 21st-century learners. Research in Comparative and International Education, 14(1), 99-117. https://doi.org/10.1177/1745499919829214
  26. Koross, R. (2016). Micro teaching an efficient technique for learning effective teaching skills: pre-service teachers’ perspective. IRA-International Journal of Education & Multidisciplinary Studies, 4(2), 289-299. http://dx.doi.org/10.21013/irajems.v4.n2.p7
  27. Kroeger, S. D., Doyle, K., Carnahan, C., & Benson, A. G. (2022). Microteaching: An opportunity for meaningful professional development. TEACHING Exceptional Children. Advanced online publication: doi:10.1177/00400599211068372
  28. Kundu, A., & Bej, T. (2022). Reflective teachers: A probe into 21st century skills among Indian trainee teachers. International Journal of Teacher Education and Professional Development (IJTEPD), 5(1), 1-20. http://dx.doi.org/10.4018/IJTEPD.2022010106
  29. Lagueux, R.C. (2014). A spurious John Dewey quotation on reflection. Academia.
  30. Ledger, S., & Fischetti, J. (2019). Micro-teaching 2.0: Technology as the classroom. Australasian Journal of Educational Technology, 36(1), 37–54. https://doi.org/10.14742/ajet.4561
  31. Lew, M. D. N., & Schmidt, H. G. (2011). Self-reflection and academic performance: Is there a relationship? Advances in Health Sciences Education, 16(4), 529–545. https://doi.org/10.1007/s10459-011-9298-z
  32. Maguire, K. R. (2022). Pre-service teachers’ reflections on content knowledge through microteaching. Reflective Practice, 1-15. https://doi.org/10.1080/14623943.2022.2146082
  33. Merriam, S. B., & Tisdell, E. J. (2016). Qualitative Research: A Guide to Design and Implementation (4th ed.). Jossey Bass.
  34. Ogeyik, M. C. (2009). Attitudes of the Student Teachers in English Language Teaching Programs towards Microteaching Technique. English language teaching, 2(3), 205-212. https://files.eric.ed.gov/fulltext/EJ1083082.pdf
  35. Onwuagboke, B. B. C., Osuala, R. C., & Nzeako, R. C. (2017). The impact of microteaching in developing teaching skills among pre-service teachers in Alvan Ikoku College of Education Owerri, Nigeria. African Research Review, 11(2), 237-250. http://dx.doi.org/10.4314/afrrev.v11i2.18
  36. Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice (4th ed.). SAGE Publications.
  37. Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers College Record, 104(4), 842–866. https://doi.org/10.1111/1467-9620.00181
  38. Saban, A., & Çoklar, A. N. (2013). Pre-service teachers' opinions about the micro-teaching method in teaching practise classes. Turkish Online Journal of Educational Technology-TOJET, 12(2), 234-240. https://files.eric.ed.gov/fulltext/EJ1015454.pdf
  39. Şahin, Ç., & Karaman, P. (2013). Sınıf öğretmeni adaylarının ölçme ve değerlendirmeye ilişkin inançları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28(28-2), 394-407.
  40. Şahi̇n, Ö., & Soylu, Y. (2019). Matematik Öğretmeni Adaylarının Ölçme ve Değerlendirme Bilgi Gelişimleri. Kuramsal Eğitimbilim, 12 (1), 28–57. https://doi.org/10.30831/akukeg.335187
  41. Saraçoğlu, G., Gürişik, A., & Furat, D. (2018). İngilizce öğretmen adaylarinin mikro-öğretim uygulamalari sonrasinda yapilan eleştiri ile ilgili görüşleri. Türk Eğitim Bilimleri Dergisi, 16(1), 58-76.
  42. Schon, D.A. (1983) The reflective practitioner: How professionals think in action. Basic Books.
  43. Schreier, M. (2014). Qualitative Content Analysis. In The SAGE Handbook of Qualitative Data Analysis (pp. 170–183). SAGE Publications, Inc. https://doi.org/10.4135/9781446282243.n12
  44. Slepcevic-Zach, P., & Stock, M. (2018). ePortfolio as a tool for reflection and selfeflection. Reflective Practice, 19(3), 291-307. https://doi.org/10.1080/14623943.2018.1437399
  45. Steinrücke, J., Veldkamp, B., & de Jong, T. (2023). The effect of self-reflection on information usage and information literacy in a digital serious game. Computers and Education Open, 100133. https://doi.org/10.1016/j.caeo.2023.100133
  46. Tünkler, V., & Güven, C. (2018). Mikroöğretim uygulamasının öğretmen adaylarının tamamlayıcı ölçme-değerlendirme tekniklerine yönelik okuryazarlık düzeylerine etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34(2), 541-564. https://doi.org/10.16986/HUJE.2018043466
  47. Yıldız, H. (2022). Preservice elementary mathematics teachers’ evaluations of microteaching practices. Turkish Journal of Mathematics Education, 3(3), 1-25.
  48. YÖK (2018). Öğretmen yetiştirme lisans programları. https://www.yok.gov.tr/kurumsal/idari-birimler/egitim-ogretim-dairesi/yeni-ogretmen-yetistirme-lisans-programlari
  49. Yolcu, E. & Turhan-Türkkan, T. (2021). Mikro öğretimin tarihçesi: Geçmişten günümüze mikro öğretim. In H. H. Şahan & A. Küçükoğlu (Ed.), Kuramdan uygulamaya mikro öğretim (pp. 43-85). Pegem.