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The Pre-Service Teachers’ Reflection-on-Action during Distance Practicum: A Critical View on EBA TV English Courses

Yıl 2020, Cilt: 8 Sayı: 4, 1347 - 1364, 27.10.2020

Öz

This study touched upon a current issue; online education offered during the pandemic: Pre-service teachers’ observations of the EBA lessons offered via online platform to the students were focused on. In that context, the pre-service teachers’ reflections on the EBA TV English lessons in K12 were examined. To describe the offered online teaching process and reveal the good and problematic sides as well as to have the suggestions for better practices, the reflection-on-action approach was adopted and the participants’ critical reflections were analyzed through the qualitative case study. The overall results indicated that the participants appreciated some of the practices in EBA lessons while they were mostly critical to material and activity choices. As for the overall evaluation, they were also emphasized the lack of interaction as the disadvantage of the online education, particularly for language learning. The suggestions to improve the teaching practices on this platform were explained.

Kaynakça

  • Bao, W. (2020). COVID‐19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2, 113-115. DOI: 10.1002/hbe2.191
  • Black, P.E., & Plowright, D. (2010). A multi-dimensional model of reflective learning for professional development. Reflective Practice, 11,(2), 245–259.
  • Bowers, J., & Kumar, P. (2015). Students’ perceptions of teaching and social presence: A comparative analysis of face-to-face and online learning environments. International Journal of Web-Based Learning and Teaching Technologies, 10(1), 27–44.
  • Brooke, M. (2012). Enhancing pre-service teacher training: The construction and application of a model for developing teacher reflective practice online. Open Journal of Modern Linguistics, 2(4), 180-188
  • Chant, R. H., Heafner, T. L., & Bennett, K. R. (2004). Connecting personal theorizing and action research in pre-service teacher development. Teacher Education Quarterly, 31(3), 25-42.
  • Cochran-Smith, M., Lytle, S. L., Lieberman, A., & Miller L. (2001). Beyond uncertainty: ‘taking an inquiry stance on practice’ Teachers Caught in the Action: Professional Development that Matters: New York Teachers College Press
  • Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, New Jersey: Pearson Education, Inc.
  • Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage.
  • Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston, MA: D.C. Heath.
  • Eğmir, E. (2019). Öğretmen eğitiminde yansıtıcı düşünme uygulamalarına ilişkin türkiye’de yapılmış çalışmaların analizi. Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 19(1), 194-212.
  • HEC (2020). Yök'ten üniversitelerdeki uzaktan eğitime yönelik değerlendirme, retrieved from https://www.yok.gov.tr/Sayfalar/Haberler/2020/uzaktan-egitime-yonelik- degerlendirme.aspx?fbclid=IwAR2KzZwUqqjE6InsGV1Ocbtz8pWDimPhI6arTMYEbVss2YtjuMUOs7WBrNM
  • Hockly, N. (2015). Developments in online language learning. ELT Journal, 69(3), 1-16.
  • Lee, I. (2004). Using dialogue journals as a multi-purpose tool for pre-service teacher preparation: How effective is it? Teacher Education Quarterly, 31(3), 73–97.
  • Lee, I. (2007). Preparing pre-service English teachers for reflective practice. ELT Journal, 61(4), 321-329.
  • Park, C. (2003). Engaging students in the learning process: The learning journal. Journal of Geography in Higher Education, 27(2), 183–199.
  • Marcos, J. J. M., Miguel, E. S., & Tillema, H. (2009). Teacher reflection on action: What is said (in research) and what is done (in teaching). Reflective Practice, 10(2), 191– 204. doi: 10.1080/14623940902786206.
  • Milli Eğitim Bakanlığı (MEB), (2020). TV - EBA, Eğitim Bilişim Ağı, Ders, Retrieved from https://www.eba.gov.tr/dil-ogrenimi/materyal
  • Melville, W., Bowen, G. M., & Passmore, G. (2011). Pre-service teacher reflections, video-conference and WebCT: An exploratory case study. Electronic Journal of Research in Educational Psychology, 9(2), 799-822.
  • Nguyen, T. (2015). The effectiveness of online learning: Beyond no significant difference and future horizons. MERLOT Journal of Online Learning and Teaching, 11(2), 309-319.
  • Raza, S. A. Kahn, K. A., & Rafi, S. M. T. (2020). Online education & MOOCs: Teacher self-disclosure in online education and a mediating role of social presence. South Asian Journal of Management Sciences, 14(1), 142-158,
  • Richards, J. C., & Crookes, G. (1988). The practicum in TESOL. TESOL Quarterly, 22(1), 9-27.
  • Salajan, F. D., & Duffield, S. K. (2019) Enhancing pre-service teachers’ professional practice through reflection on the action of others: The development of the heterospective reflection framework informed by virtual field experiences. The Teacher Educator, 54(4), 333-358. doi: 10.1080/08878730.2018.1557309
  • Saldaña, J. (2009). The coding manual for qualitative researchers. Los Angeles, CA: Sage
  • Sintema, E. J. (2020). Effect of COVID-19 on the performance of grade 12 students: implications for STEM education. Eurasia Journal of Mathematics, Science and Technology Education, 16(7), em1851. doi: 10.29333/ejmste/7893
  • Schön, D. (1983). The reflective practitioner: How professionals think in action. London: Temple Smith
  • Schön, D. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass.
  • Stevens, K., Gerber, D., & Hendra, R. (2010). Transformational learning through prior learning assessment. Adult Education Quarterly, 60(4), 377–404. doi: 10.1177/0741713609358451
  • Telli̇, S. ve Altun, D. (2020). Coronavirüs ve çevrimiçi (Online) eğitimin önlenemeyen yükselişi. Üniversite Araştırmaları Dergisi, 3(1), 25-34. doi: 10.32329/uad.711110
  • UNESCO (2020). COVID-19 and higher education: Today and tomorrow: Impact analysis, policy responses and recommendations. Retrieved from: http://www.iesalc.unesco.org/en/wp-content/uploads/2020/04/COVID-19-EN-090420-2.pdf
  • Ünver, G. (2003). Yansıtıcı düşünme. Ankara: Pegem A Yayıncılık.
  • Tømte, C. E. (2019) MOOCs in teacher education: institutional and pedagogical change?, European Journal of Teacher Education, 42(1), 65-81, doi: 10.1080/02619768.2018.1529752
  • 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.
  • Yıldırım, A., ve Simsek, H. (2011). Sosyal bilimlerde nitel arastirma yöntemleri (8th ed.). Ankara: Seckin Yayinevi.

Öğretmen Adaylarının Uzaktan Staj Uygulamasında Eylem üzerine Yansıtmaları: EBA TV İngilizce Derslerine dair Eleştirel bir Bakış

Yıl 2020, Cilt: 8 Sayı: 4, 1347 - 1364, 27.10.2020

Öz

Bu çalışmada pandemi süresince verilen uzaktan eğitim konusuna değinilmiştir: Öğretmen adaylarının, bu süreç boyunca EBA TV üzerinden verilen derslerde yaptıkları gözlemlere odaklanılmıştır. Bu bağlamda, öğretmen adaylarının ilkokul, ortaokul ve lise düzeylerinde verilen dersler üzerine yansıtmaları incelenmiştir. Uzaktan eğitim sürecini tanımlamak, iyi ve sorunlu yönlerini ortaya çıkarmak ve iyileştirmeye yönelik önerileri ortaya çıkarmak için, eylem üzerine yansıtma yaklaşımı benimsenmiştir ve katılımcıların eleştirel yansıtmaları nitel durum çalışması yöntemi ile analiz edilmiştir. Sonuçlar katılımcıların, EBA derslerindeki bazı uygulamaları takdir ettiğini öte yandan material ve etkinlik seçimlerini eleştirdiklerini göstermiştir. Ayrıca, uzaktan eğitimde etkileşim eksikliğinin özellikle yabancı dil öğrenmde ciddi bir dezavantaj olduğunu vurgulamışlardır. Uygulamayı geliştirmeye yönelik önerileri sunulmuştur.

Kaynakça

  • Bao, W. (2020). COVID‐19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2, 113-115. DOI: 10.1002/hbe2.191
  • Black, P.E., & Plowright, D. (2010). A multi-dimensional model of reflective learning for professional development. Reflective Practice, 11,(2), 245–259.
  • Bowers, J., & Kumar, P. (2015). Students’ perceptions of teaching and social presence: A comparative analysis of face-to-face and online learning environments. International Journal of Web-Based Learning and Teaching Technologies, 10(1), 27–44.
  • Brooke, M. (2012). Enhancing pre-service teacher training: The construction and application of a model for developing teacher reflective practice online. Open Journal of Modern Linguistics, 2(4), 180-188
  • Chant, R. H., Heafner, T. L., & Bennett, K. R. (2004). Connecting personal theorizing and action research in pre-service teacher development. Teacher Education Quarterly, 31(3), 25-42.
  • Cochran-Smith, M., Lytle, S. L., Lieberman, A., & Miller L. (2001). Beyond uncertainty: ‘taking an inquiry stance on practice’ Teachers Caught in the Action: Professional Development that Matters: New York Teachers College Press
  • Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, New Jersey: Pearson Education, Inc.
  • Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage.
  • Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston, MA: D.C. Heath.
  • Eğmir, E. (2019). Öğretmen eğitiminde yansıtıcı düşünme uygulamalarına ilişkin türkiye’de yapılmış çalışmaların analizi. Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 19(1), 194-212.
  • HEC (2020). Yök'ten üniversitelerdeki uzaktan eğitime yönelik değerlendirme, retrieved from https://www.yok.gov.tr/Sayfalar/Haberler/2020/uzaktan-egitime-yonelik- degerlendirme.aspx?fbclid=IwAR2KzZwUqqjE6InsGV1Ocbtz8pWDimPhI6arTMYEbVss2YtjuMUOs7WBrNM
  • Hockly, N. (2015). Developments in online language learning. ELT Journal, 69(3), 1-16.
  • Lee, I. (2004). Using dialogue journals as a multi-purpose tool for pre-service teacher preparation: How effective is it? Teacher Education Quarterly, 31(3), 73–97.
  • Lee, I. (2007). Preparing pre-service English teachers for reflective practice. ELT Journal, 61(4), 321-329.
  • Park, C. (2003). Engaging students in the learning process: The learning journal. Journal of Geography in Higher Education, 27(2), 183–199.
  • Marcos, J. J. M., Miguel, E. S., & Tillema, H. (2009). Teacher reflection on action: What is said (in research) and what is done (in teaching). Reflective Practice, 10(2), 191– 204. doi: 10.1080/14623940902786206.
  • Milli Eğitim Bakanlığı (MEB), (2020). TV - EBA, Eğitim Bilişim Ağı, Ders, Retrieved from https://www.eba.gov.tr/dil-ogrenimi/materyal
  • Melville, W., Bowen, G. M., & Passmore, G. (2011). Pre-service teacher reflections, video-conference and WebCT: An exploratory case study. Electronic Journal of Research in Educational Psychology, 9(2), 799-822.
  • Nguyen, T. (2015). The effectiveness of online learning: Beyond no significant difference and future horizons. MERLOT Journal of Online Learning and Teaching, 11(2), 309-319.
  • Raza, S. A. Kahn, K. A., & Rafi, S. M. T. (2020). Online education & MOOCs: Teacher self-disclosure in online education and a mediating role of social presence. South Asian Journal of Management Sciences, 14(1), 142-158,
  • Richards, J. C., & Crookes, G. (1988). The practicum in TESOL. TESOL Quarterly, 22(1), 9-27.
  • Salajan, F. D., & Duffield, S. K. (2019) Enhancing pre-service teachers’ professional practice through reflection on the action of others: The development of the heterospective reflection framework informed by virtual field experiences. The Teacher Educator, 54(4), 333-358. doi: 10.1080/08878730.2018.1557309
  • Saldaña, J. (2009). The coding manual for qualitative researchers. Los Angeles, CA: Sage
  • Sintema, E. J. (2020). Effect of COVID-19 on the performance of grade 12 students: implications for STEM education. Eurasia Journal of Mathematics, Science and Technology Education, 16(7), em1851. doi: 10.29333/ejmste/7893
  • Schön, D. (1983). The reflective practitioner: How professionals think in action. London: Temple Smith
  • Schön, D. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass.
  • Stevens, K., Gerber, D., & Hendra, R. (2010). Transformational learning through prior learning assessment. Adult Education Quarterly, 60(4), 377–404. doi: 10.1177/0741713609358451
  • Telli̇, S. ve Altun, D. (2020). Coronavirüs ve çevrimiçi (Online) eğitimin önlenemeyen yükselişi. Üniversite Araştırmaları Dergisi, 3(1), 25-34. doi: 10.32329/uad.711110
  • UNESCO (2020). COVID-19 and higher education: Today and tomorrow: Impact analysis, policy responses and recommendations. Retrieved from: http://www.iesalc.unesco.org/en/wp-content/uploads/2020/04/COVID-19-EN-090420-2.pdf
  • Ünver, G. (2003). Yansıtıcı düşünme. Ankara: Pegem A Yayıncılık.
  • Tømte, C. E. (2019) MOOCs in teacher education: institutional and pedagogical change?, European Journal of Teacher Education, 42(1), 65-81, doi: 10.1080/02619768.2018.1529752
  • 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.
  • Yıldırım, A., ve Simsek, H. (2011). Sosyal bilimlerde nitel arastirma yöntemleri (8th ed.). Ankara: Seckin Yayinevi.
Toplam 33 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Ümit Özkanal

İlknur Yüksel Bu kişi benim

Banu Çiçek Başaran Uysal

Yayımlanma Tarihi 27 Ekim 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 8 Sayı: 4

Kaynak Göster

APA Özkanal, Ü., Yüksel, İ., & Başaran Uysal, B. Ç. (2020). The Pre-Service Teachers’ Reflection-on-Action during Distance Practicum: A Critical View on EBA TV English Courses. Eğitimde Nitel Araştırmalar Dergisi, 8(4), 1347-1364.
AMA Özkanal Ü, Yüksel İ, Başaran Uysal BÇ. The Pre-Service Teachers’ Reflection-on-Action during Distance Practicum: A Critical View on EBA TV English Courses. Derginin Amacı ve Kapsamı. Ekim 2020;8(4):1347-1364.
Chicago Özkanal, Ümit, İlknur Yüksel, ve Banu Çiçek Başaran Uysal. “The Pre-Service Teachers’ Reflection-on-Action During Distance Practicum: A Critical View on EBA TV English Courses”. Eğitimde Nitel Araştırmalar Dergisi 8, sy. 4 (Ekim 2020): 1347-64.
EndNote Özkanal Ü, Yüksel İ, Başaran Uysal BÇ (01 Ekim 2020) The Pre-Service Teachers’ Reflection-on-Action during Distance Practicum: A Critical View on EBA TV English Courses. Eğitimde Nitel Araştırmalar Dergisi 8 4 1347–1364.
IEEE Ü. Özkanal, İ. Yüksel, ve B. Ç. Başaran Uysal, “The Pre-Service Teachers’ Reflection-on-Action during Distance Practicum: A Critical View on EBA TV English Courses”, Derginin Amacı ve Kapsamı, c. 8, sy. 4, ss. 1347–1364, 2020.
ISNAD Özkanal, Ümit vd. “The Pre-Service Teachers’ Reflection-on-Action During Distance Practicum: A Critical View on EBA TV English Courses”. Eğitimde Nitel Araştırmalar Dergisi 8/4 (Ekim 2020), 1347-1364.
JAMA Özkanal Ü, Yüksel İ, Başaran Uysal BÇ. The Pre-Service Teachers’ Reflection-on-Action during Distance Practicum: A Critical View on EBA TV English Courses. Derginin Amacı ve Kapsamı. 2020;8:1347–1364.
MLA Özkanal, Ümit vd. “The Pre-Service Teachers’ Reflection-on-Action During Distance Practicum: A Critical View on EBA TV English Courses”. Eğitimde Nitel Araştırmalar Dergisi, c. 8, sy. 4, 2020, ss. 1347-64.
Vancouver Özkanal Ü, Yüksel İ, Başaran Uysal BÇ. The Pre-Service Teachers’ Reflection-on-Action during Distance Practicum: A Critical View on EBA TV English Courses. Derginin Amacı ve Kapsamı. 2020;8(4):1347-64.