İngilizce öğretmenliği bağlamında yansıtıcı uygulamaların eleştirel bir incelemesi: Türkiye örneği

Yıl 2021, Cilt: 12 Sayı: 2, 691 - 704, 28.12.2021

Saadet Korucu Kış , Ceyhun Yükselir

Öz

Yaşam boyu ve bütüncül bir süreç olarak görülen yansıtıcı uygulama, öğretmen adaylarında geliştirilmesi gereken temel yeterliliklerden biridir. Bu açıdan, Türkiye'deki İngilizce öğretmen adaylarının mesleki hazırlıklarında yansıtıcı uygulama kavramı birçok çalışma tarafından ele alınmıştır. Ancak, bugüne kadar hiçbir çalışma, bu konudaki mevcut araştırmalarla ilgili eleştirel bir inceleme sunmamıştır. İngilizce öğretmen adaylarının yansıtıcı yeterliliklerini geliştirmek için Türkiye’de yürütülmüş çalışmaların başlıca amaçlarını belirlemek ve bu konuda daha detaylı bilgiye sahip olabilmek amacıyla sistematik inceleme metodu kullanılmıştır. Makaleler için Eric, Scopus ve SSCI veri tabanları taranmış olup analiz için toplam 25 araştırma çalışması seçilmiştir. Bulgular, en çok çalışılan konunun “İlkeler ve uygulamalar arasında köprü oluşturma” olduğunu ve bunu “Seviyeleme taksonomilerine odaklanmak”, “Yansıtıcı araçların rolünü araştırmak”, “Yansıtıcı uygulama ile bütünleşik faaliyetler için diyaloğun değerini incelemek” ve “Öğretmen adaylarının iç dünyasını incelemek ve yansıtıcı uygulama” olduğunu ortaya koymuştur. Sonuçlar ayrıca, bazı çalışmaların araştırma sorularında veya amaç ifadelerinde birden fazla ilgi alanına odaklanıldığını göstermiştir. Bulgulara dayanarak, çalışma, incelenen makalelerde eleştirel yansıtıcı düzeye ulaşılamadığını ve çalışmaların yansıtıcı uygulamalarda temel düzeyde kaldığını göstermiştir.

Anahtar Kelimeler

Yansıtıcı uygulama, Eleştirel inceleme, İngilizce öğretimi, Öğretmen adayları, Türkiye

Kaynakça

• Akbari, R. (2007). Reflections on reflection: A critical appraisal of reflective practices in L2 teacher education. System, 35(2), 192-207. https://doi.org/10.1016/j.system.2006.12.008
• Arıkan, A. (2006). The value of reflection in writing courses in ELT preservice teacher education programs. Asian EFL Journal, 16, 1-16. https://files.eric.ed.gov/fulltext/ED506219.pdf
• Ayan, D., & Seferoḡlu, S. (2011). Using electronic portfolios to promote reflective thinking in language teacher education. Educational Studies 37(5), 513–521. https://doi.org/10.1080/03055698.2010.539782
• Aydın, S. (2021). A systematic review of research on teaching anxiety. International Online Journal of Education and Teaching, 8(2), 730-761. https://iojet.org/index.php/IOJET/article/view/1146
• Bain, J. D., Ballantyne, R., Packer, J., & Mills, C. (1999). Using journal writing to enhance student teachers' reflectivity during field experience placements. Teachers and Teaching: Theory and Practice, 5(1), 51–73. https://doi.org/10.1080/1354060990050104
• Barton, J., & Collins, A. (1993). Portfolios in teacher education. Journal of Teacher Education, 44(3), 200-210. https://doi.org/10.1177/002248719304400307
• Belvis, E., Pineda, P., Armengol, C., & Moreno, V. (2013). Evaluation of reflective practice in teacher education. European Journal of Teacher Education, 36(3), 279-292. https://doi.org/10.1080/02619768.2012.718758
• Bener, E., & Yıldız, S. (2019). The use of blog activities to promote reflection in an ELT practicum. Australian Journal of Teacher Education, 44(8), 38–56. https://ro.ecu.edu.au/ajte/vol44/iss8/3
• Brookfield, S. D. (2017). Becoming a critically reflective teacher, (2nd ed.). San Francisco, CA: Jossey-Bass.
• Burhan-Horasanlı, E., & Ortaçtepe, D. (2016). Reflective practice-oriented online discussions: A study on EFL teachers’ reflection-on, in and for-action. Teaching and Teacher Education, 59, 372-382. https://doi.org/10.1016/j.tate.2016.07.002
• Cephe, P. T. (2009). An analysis of the impact of reflective teaching on the beliefs of teacher trainees. Education and Science 34 (152), 182–191. https://core.ac.uk/download/pdf/236383878.pdf
• Demirbulak, D. (2012). Fostering propensities for reflective practice at undergraduate methodology and practicum courses. Eurasian Journal of Educational Research, 48, 39-58. https://files.eric.ed.gov/fulltext/EJ1057531.pdf
• Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the education process. DC. Heath, & Co.
• Dikilitaş, K., & Çomoğlu, İ. (2020). Pre-service English teachers’ reflective engagement with stories of exploratory action research.” European Journal of Teacher Education 1–17. https://doi.org/10.1080/ 02619768.2020.1795123
• Dos, B., & Demir, S. (2013). The analysis of the blogs created in a blended course through the reflective thinking perspective. Educational Sciences: Theory and Practice, 13(2), 1335-1344.
• Edge, J. (2011). The reflexive teacher educator in TESOL: Roots and wings. New York: Routledge.
• Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107–115. https://doi.org/10.1111/j.1365-2648.2007.04569.x
• Erdem Mete, D. (2019). Learning from reflection: A case of a post-sojourn debriefing workshop with EFL university students. Journal of Language and Linguistic Studies, 15(4), 1376-1394. https://doi.org/10.17263/jlls.668487
• Eroz-Tuga, B. (2013). Reflective feedback sessions using video recordings. ELT Journal, 67(2), 175–183. https://doi.org/10.1093/elt/ccs081 Farrell, T. S. (2015). Reflective language teaching: From research to practice. London: Bloomsbury Publishing.
• Farrell, T. S. C. (2016). Anniversary article: the practices of encouraging TESOL teachers to engage in reflective practice: an appraisal of recent research contributions, Language Teaching Research, 20(2), 223-247. https://doi.org/10.1177/1362168815617335
• Farrell, T. S. C. (2019). Reflective practice in ELT. Bristol (USA) and Sheffield (UK): Equinox Publishing Limited.
• Farrell, T. S. C. (2020). Professional development through reflective practice for English-medium instruction (EMI) teachers. International Journal of Bilingual Education and Bilingualism, 23(3), 277-286. https://doi.org/10.1080/13670050.2019.1612840
• Finlayson, A. (2015). Reflective practice: has it really changed over time?. Reflective Practice, 16(6), 717-730. https://doi.org/10.1080/14623943.2015.1095723 Güngör, M. N. (2016). Turkish pre-service teachers’ reflective practices in teaching English to young learners. Australian Journal of Teacher Education, 41(2), 9. http://dx.doi.org/10.14221/ajte.2016v41n2.9
• Harford, J., & MacRuairc, G. (2008). Engaging student teachers in meaningful reflective practice. Teaching and Teacher Education, 24(7), 1884-1892. https://doi.org/10.1016/j.tate.2008.02.010
• Harford, J., MacRuairc, G., & McCartan, D. (2010). ‘Lights, camera, reflection’: using peer video to promote reflective dialogue among student teachers. Teacher Development, 14(1), 57-68. https://doi.org/10.1080/13664531003696592 Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11(1), 33–49. https://doi.org/10.1016/0742-051X(94)00012-U
• Hernández-Ramos, P. (2004). Web logs and online discussions as tools to promote reflective practice. The Journal of Interactive Online Learning, 3(1), 1-16.
• Hickson, H. (2011). Critical reflection: Reflecting on learning to be reflective. Reflective Practice, 12(6), 829-839. https://doi.org/10.1080/14623943.2011.616687
• İlin, G. (2020). Reflection or description: A document analysis on ELT student teachers’ reflective journals. Journal of Language and Linguistic Studies, 16(2), 1019-1031. https://doi.org/ 10.17263/jlls.759359
• Jones, E. (2010). A professional practice portfolio for quality learning. Higher Education Quarterly, 64(3), 292-312. https://doi.org/10.1111/j.1468-2273.2010.00458.x
• 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
• Karatepe, Ç., & Yılmaz, D. (2018). Promoting Structured Reflectivity in Teacher Education: An innovative approach. Journal of Teacher Education and Educators, 7(1), 57- 74. http://jtee.org/document/issue15/article4.pdf
• Kayaoğlu, M., Erbay, Ş., & Sağlamel, H. (2016). Gaining insight into a novice teacher’s initial journey through reflective practice. Reflective Practice, 17(2), 167-181. https://doi.org/10.1080/14623943.2016.1146578
• Kırmızı, Ö., & Tosuncuoğlu, İ. (2019). Becoming reflective practitioners: A case study of four beginning pre-service EFL teachers in Turkey, English Language Teaching, 12(4), 127-138. https://files.eric.ed.gov/fulltext/EJ1210459.pdf
• Korthagen, F., & Vasalos, A. (2005). Levels in reflection: Core reflection as a means to enhance professional growth. Teachers and Teaching, 11(1), 47–71. https://doi.org/10.1080/1354060042000337093 Korucu-Kış, S., & Kartal, G. (2019). No pain no gain: Reflections on the promises and challenges of embedding reflective practices in large classes. Reflective Practice, 20(5), 637-653. https://doi.org/10.1080/14623943.2019.1651715
• Kömür, S., & Çepnik, H. (2015). Diaries as a reflective tool in pre-service language teacher education. Educational Research and Reviews, 10(12), 1593-1598. https://doi.org/10.5897/ERR2015.2207
• Lee, H. J. (2005). Understanding and assessing preservice teachers’ reflective thinking. Teaching and Teacher Education, 21(6), 699-715. https://doi.org/10.1016/j.tate.2005.05.007
• Lee, I. (2007). Preparing pre-service English teachers for reflective practice. ELT Journal, 61, 321–329. https://doi.org/10.1093/elt/ccm022 Liou, H. C. (2001). Reflective practice in a pre-service teacher education program for high school English teachers in Taiwan, ROC, System, 29(2), 197-208. https://doi.org/10.1016/S0346-251X(01)00011-2
• Luk, J. (2008). Assessing teaching practicum reflections: Distinguishing discourse features of the “high” and “low” grade reports. System, 36(4), 624-641. https://doi.org/10.1016/j.system.2008.04.001
• Mann, S., & Walsh, S. (2013). RP or ‘RIP’: A critical perspective on reflective practice. Applied Linguistics Review, 4(2), 291-315. https://doi.org/10.1515/applirev-2013-0013
• Mann, S., & Walsh, S. (2017). Reflective practice in English language teaching: Research-based principles and practices. Routledge. https://doi.org/10.4324/9781315733395
• Mumford, S., & Dikilitaş, K. (2020). Pre-service language teachers reflection development through online interaction in a hybrid learning course. Computers & Education, 144, 103706, 1-13. https://doi.org/10.1016/j.compedu.2019.103706
• Önal, A. (2019). An exploratory study on pre-service teachers’ reflective reports of their video-recorded microteaching. Journal of Language and Linguistic Studies, 15(3), 806-830. https://dergipark.org.tr/en/download/article-file/828097
• Özkan, Y. (2018). Fostering reflectivity through jargon books in a teacher education context. PASAA, 55, 32-56. https://files.eric.ed.gov/fulltext/EJ1191734.pdf
• Reynolds, M. (1998). Reflection and critical reflection in management learning. Management Learning, 29(2), 183-200. https://doi.org/10.1177/1350507698292004
• Richards, J. C., & Lockhart, C. (2007). Reflective teaching in second language classrooms. Cambridge: Cambridge University Press.
• Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books Inc.
• Schön, D. A. (1987). Educating the reflective practitioner. San Francisco, CA: Jossey-Bass.
• Taggart, L. G., & Wilson, P. W. (2005). Promoting reflective thinking in teachers: 50 action strategies. USA: Corwin Press. Tavil, Z. M. (2014). The effect of self reflections through electronic journals (e-journals) on the self efficacy of pre-service teachers. South African Journal of Education, 34, 1–20. https://files.eric.ed.gov/fulltext/EJ1136416.pdf
• Tuncer, H., & Özkan, Y. (2018). A case study on assessing reflectivity levels of pre-service language teachers through journals. Novitas-ROYAL (research on Youth and Language), 12(2), 173–186. https://files.eric.ed.gov/fulltext/EJ1195278.pdf
• Turhan, B., & Kırkgöz, Y. (2018). Towards becoming critical reflection writers: A case of English language teacher candidates. Reflective Practice, 19(6), 749-762. https://doi.org/10.1080/14623943.2018.1539651
• Turhan, B., & Kırkgöz, Y. (2021). A critical and collaborative stance towards retrospective reflection in language teacher education. European Journal of Teacher Education, 1-19. https://doi.org/10.1080/02619768.2021.1917545
• Unlu, Z., & Kulekci, E. (2020). Reflective practice tools in ESL: Two retrospective evaluations. Applied Linguistics Review, 11(1), 109-127. https://doi.org/10.1515/applirev-2017-0075
• Ürün Göker, M. (2021). Reflective coaching: Training for development of instructional skills and sense of efficacy of pre-service EFL teachers. Journal of Language and Linguistic Studies, 17(Special Issue 1), 423-447. https://www.jlls.org/index.php/jlls/article/view/2127/700
• Uştuk, Ö., & Çomoğlu, İ. (2021). Reflexive professional development in reflective practice: what lesson study can offer. International Journal for Lesson & Learning Studies. https://doi.org/10.1108/IJLLS-12-2020-0092
• Uştuk, Ö., & De Costa, P. I. (2020). Reflection as meta‐action: Lesson study and EFL teacher professional development. TESOL Journal, e531. https://doi.org/10.1002/tesj.531
• Wopereis, I. G., Sloep, P. B., & Poortman, S. H. (2010). Weblogs as instruments for reflection on action in teacher education. Interactive Learning Environments, 18(3), 245-261. https://doi.org/10.1080/10494820.2010.500530
• Yalçın Arslan, F. (2019). Reflection in pre-service teacher education: exploring the nature of four EFL pre-service teachers’ reflections, Reflective Practice, 20(1), 111-124. https://doi.org/10.1080/14623943.2018.1564652
• Yang, S. H. (2009). Using blogs to enhance critical reflection and community of practice. Journal of Educational Technology & Society, 12(2), 11-21.
• Yeşilbursa, A. A. (2011). Reflection at the interface of theory and practice: An analysis of pre-service English language teachers’ written reflections. Australian Journal of Teacher Education, 36(3), 104–116. https://doi.org/10.14221/ajte.2011v36n3.5
• Yuan, R., & Mak, P. (2018). Reflective learning and identity construction in practice, discourse and activity: Experiences of pre-service language teachers in Hong Kong. Teaching and Teacher Education, 74, 205-214. https://doi.org/10.1016/j.tate.2018.05.009
• Yuan, R., Mak, P., & Yang, M. (2020). ‘We teach, we record, we edit, and we reflect’: Engaging pre-service language teachers in video-based reflective practice. Language Teaching Research, 1-20. https://doi.org/10.1177/1362168820906281
• Zhu, X. (2011). Student teachers’ reflection during practicum, plenty of action, few in action. Reflective Practice, 12(6), 763-775. https://doi.org/10.1080/14623943.2011.601097