Research Article
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Early Childhood Preservice Teachers’ Experiences with Reflective Journal Writing

Year 2019, Volume: 19 Issue: 84, 93 - 114, 30.11.2019
https://doi.org/10.14689/ejer.2019.84.5

Abstract

Purpose: Reflective journal writing is considered as a form of reflective practice. The research studies suggested that journal writing allowed the teacher to reflect on their practices, improved their self-awareness and supported their professional development. Even though the research showed that journal writing as an effective tool for reflective practice, the need exists for the studies conducted in the area of early childhood teacher education. Thus, this qualitative study aims to gain a more in-depth understanding of early childhood preservice teachers’ experiences with reflective journal writing.
Research Methods: This study is a qualitative study focusing on the experiences of Turkish preservice teachers. The participants were ten preservice teachers attending an early childhood teacher education program. A demographic information form, semi-structured interviews, and reflective journals were used to collect data.
Findings: The findings of this study were reported on the basis of two focal points: the role of reflective journals and the content of reflective journals. For the role of reflective journals, three themes derived from data were as follows: (i) gaining insight, (ii) detailed evaluation, and (iii) developing strategies for the future. At the analysis of the content of reflection, meeting the real classroom environment and positive experiences gained from the field were the two themes that emerged from the data.
Implications for Research and Practice: This study showed that writing a reflective journal can be considered an important tool for self-evaluation and professional growth. In future studies, the role of reflective writing in teacher’s professional development, especially a variety of differing types of reflective strategies, can be addressed.

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Okul Öncesi Öğretmen Adaylarının Yansıtıcı Günlük Yazma Deneyimleri

Year 2019, Volume: 19 Issue: 84, 93 - 114, 30.11.2019
https://doi.org/10.14689/ejer.2019.84.5

Abstract

Problem Durumu: Yansıtıcı günlük yazma son zamanlarda öğretmen eğitiminde ele alınan konular arasında yer almakta ve öğretmen adaylarının uygulamalarında bir yansıtma aracı olarak kullanılmaktadır. Yansıtmanın karmaşık bir terim olduğu ve alan yazında çeşitli şekillerde kavramsallaştırıldığı görülmektedir. Yansıtıcı öğretmenlerin sadece önceden planlanan uygulamaları gerçekleştiren değil, uygulamalar üzerinde düşünen, problem çözen, etkin bireyler oldukları belirtilmektedir. Yapılan çalışmalar özellikle yansıtmanın rolü, sınıflandırması ve yansıtıcı düşünmeyi geliştiren stratejilere odaklanmaktadır. Yansıtıcı düşünme becerilerinin gelişimine katkı sağlayacak uygulamalar arasında yansıtıcı günlük yazma, video kaydı alma, portfolyo/e-portfolyo, eylem araştırması vb. stratejiler gösterilmektedir. İlgili araştırmalar yansıtıcı günlük yazmanın öğretmenlerin kendi uygulamaları konusunda yansıtma yapmalarını, öğrenme ve öğretmenin karmaşık yapısını anlamalarına ve öz-farkındalık ve profesyonel gelişime katkılarını göstermektedir. Her ne kadar yansıtıcı günlük yazma ile ilgili alan yazında çalışmalar yer almasına rağmen, özellikle okul öncesi öğretmen adayları ile ilgili yapılan çalışmalar sınırlı sayıdadır.
Araştırmanın Amacı: Bu çalışmanın amacı; okul öncesi öğretmen adaylarının yansıtıcı günlük yazma deneyimlerini daha derinlemesine anlamaktır. Bu doğrultuda öğretmen adaylarının yansıtıcı günlükler konusundaki duygu ve düşünceleri ile yansıtıcı günlüklerinin içeriğinin incelenmesi amaçlanmıştır.
Araştırmanın Yöntemi: Bu çalışmada nitel araştırma yöntemlerinden yararlanılmıştır. Çalışmaya amaçsal örneklem yöntemiyle seçilen, dört yıllık okul öncesi öğretmenliği lisans programına devam eden, gönüllülük ilkesi ile araştırmaya katılım gösteren ve süreçte “Beden Eğitimi ve Oyun Öğretimi” dersini alan, yaşları 21 ile 25 arasında değişen on kadın öğretmen adayı dahil edilmiştir. Çalışmada veri toplamak için; demografik bilgi formu, yarı yapılandırılmış görüşmeler, haftalık olarak gerçekleştirilen uygulamalara yönelik etkinlik planları ve yazılan yansıtıcı günlüklerden yararlanılmıştır. Veri analizinde tümevarımsal bir yaklaşım benimsenmiştir. Nitel araştırma geleneğine bağlı olarak alanyazında önerilen çalışmanın güvenirliğini arttırmak amacıyla detaylı betimleme ve uzun süreli katılım ve çeşitleme stratejileri kullanılmıştır. Katılımcıların yansıtıcı günlüklerle ilgili deneyimlerini içeren ayrıntılı betimlemelere yer verilmiştir. Çeşitlemeyi sağlamada çoklu araştırmacı ve çoklu yöntemler kullanılmıştır. Çalışma, çoklu araştırmacı açısından erken çocukluk eğitimi alanında deneyimli üç öğretim elemanı tarafından yürütülmüştür. Çoklu yöntemler açısından ise; yarı yapılandırılmış görüşmeler ve doküman analizi yoluyla sağlanmıştır.
Araştırmanın Bulguları: Araştırma bulguları araştırma sorularının da temelini oluşturan iki odak noktasında sunulmuştur. Bunların ilki yansıtıcı günlüklerin rolü, ikincisi ise yansıtıcı günlüklerin içeriğidir.Yansıtıcı günlüğün rolü analiz edildiğinde; içgörü elde etmek, detaylı değerlendirme ve geleceğe yönelik strateji geliştirme temalarının ortaya çıktığı görülmüştür. Bu çalışmanın katılımcıları olan öğretmen adayları günlük yazmanın onların uygulamalar sırasında yaptığı hataları farketmelerine ve güçlü ve zayıf yanlarını değerlendirmeleri için içgörü kazanmalarına destek olduğunu belirtmişlerdir. Yansıtıcı günlük yazma alanyazında önerildiği gibi, öğretmen adayları için bir farkındalık aracı olarak işlev görmüştür. Katılımcılar ayrıca yansıtıcı günlüklerin normalde yaptıkları üç boyutlu değerlendirmeye duygu boyutunu da eklediğini belirtmişlerdir. Son olarak, katılımcılar yansıtıcı günlük yazmanın uygulanacak öğretim stratejilerin belirlenmesinde ve değerlendirmesinde önemli bir rol oynadığını ve özellikle hatırlatma işlevi gördüğünü vurgulamışlardır. Yansıtıcı günlüklere odaklanan bazı araştırmalarda, günlük yazmanın gelecek öğretmenlik deneyimlerini şekillendirecek yönde desteklediğini göstermektedir. Yansıtıcı günlüklerin içeriği analiz edildiğinde ise bulguların; gerçek sınıf ortamı ile karşılaşma ve alandan olumlu deneyimler edinme şeklinde iki tema olarak belirdiğini ortaya koymaktadır. Çalışmanın katılımcıları günlüklerinde gerçek sınıf ortamı ile karşılaşma ile ilgili durumlara yer vermiştir. Özellikle gerçek sınıf ortamında yaşadıkları sınıf yönetimi ile ilgili zorluklar ve kuramsal bilgiyi uygulamaya aktaramama ile ilgili endişeleri ele almışlardır. Alanyazındaki araştırmalarda sınıf yönetiminin en çok belirtilen problem olmasının yanısıra yansıtıcı günlüklerde de en sık yansıtılan endişe olduğu bulunmuştur. Öğretmen adaylarının kuramsal bilgiyi uygulamaya aktarma sorunları olduğu da belirtilmektedir. İçerik açısından incelemede yansıtıcı günlüklerinde öğretmen adayların elde ettikleri olumlu deneyimlere de yer verdikleri saptanmıştır.
Araştırmanın Sonuçları ve Önerileri: Bu çalışma göstermektedir ki yansıtıcı günlük yazma, okul öncesi öğretmen adayları için özdeğerlendirme ve profesyonel gelişimde önemli bir araç olarak ele alınabilir. Bundan sonra yapılacak çalışmalarda öğretmenin profesyonel gelişiminde yansıtıcı günlük yazmanın rolüne ve özellikle farklı yansıtıcı stratejilerin öğretmen eğitiminde önemine odaklanabilir.

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  • Al-Hassan, O., Al-Barakat, A. , & Al-Hassan, Y. (2012). Pre-service teachers’ reflections during field experience. Journal of Education for Teaching: International Research and Pedagogy, 38(4), 419-434. doi: 10.1080/02607476.2012.707918
  • Al-Karasneh, S. M. (2014). Reflective journal writing as a tool to teach aspects of social studies. European Journal of Education, 49(3), 395-408. doi: 10.1111/ejed.12084
  • Bain, J. D., Mills, C., Ballantyne, R., & Packer, J. (2002). Developing reflection on practice through journal writing: Impacts of variations in the focus and level of feedback. Teachers and Teaching, 8(2), 171-196. doi:10.1080/13540600220127368
  • Beavers, E., Orange, A., & Kirkwood, D. (2017). Fostering critical and reflective thinking in an authentic learning situation. Journal of Early Childhood Teacher Education, 38(1), 3-18. doi: 10.1080/10901027.2016.1274693
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  • Brown, C. S., Cheddie, T. N., Horry, L. F., & Monk, J. E. (2017). Training to be an early childhood professional: Teacher candidates’ perceptions about their education and Training. Journal of Education and Training Studies, 5(6), 177-186. doi: 10.11114/jets.v5i6.2308
  • Cengiz, C., Karatas, F. O., & Yadigaroglu, M. (2014). The investigation of pre-service science teachers’ reflective journals. Procedia-Social and Behavioral Sciences, 116, 3297-3302. doi: 10.1016/j.sbspro.2014.01.751
  • Cherrington, S., & Loveridge, J. (2014). Using video to promote early childhood teachers' thinking and reflection. Teaching and Teacher Education, 41, 42-51. doi: 10.1016/j.tate.2014.03.004
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There are 67 citations in total.

Details

Primary Language English
Journal Section TS
Authors

Figen Sahın This is me

Muge Sen

Caglayan Dıncer This is me

Publication Date November 30, 2019
Published in Issue Year 2019 Volume: 19 Issue: 84

Cite

APA Sahın, F., Sen, M., & Dıncer, C. (2019). Early Childhood Preservice Teachers’ Experiences with Reflective Journal Writing. Eurasian Journal of Educational Research, 19(84), 93-114. https://doi.org/10.14689/ejer.2019.84.5
AMA Sahın F, Sen M, Dıncer C. Early Childhood Preservice Teachers’ Experiences with Reflective Journal Writing. Eurasian Journal of Educational Research. November 2019;19(84):93-114. doi:10.14689/ejer.2019.84.5
Chicago Sahın, Figen, Muge Sen, and Caglayan Dıncer. “Early Childhood Preservice Teachers’ Experiences With Reflective Journal Writing”. Eurasian Journal of Educational Research 19, no. 84 (November 2019): 93-114. https://doi.org/10.14689/ejer.2019.84.5.
EndNote Sahın F, Sen M, Dıncer C (November 1, 2019) Early Childhood Preservice Teachers’ Experiences with Reflective Journal Writing. Eurasian Journal of Educational Research 19 84 93–114.
IEEE F. Sahın, M. Sen, and C. Dıncer, “Early Childhood Preservice Teachers’ Experiences with Reflective Journal Writing”, Eurasian Journal of Educational Research, vol. 19, no. 84, pp. 93–114, 2019, doi: 10.14689/ejer.2019.84.5.
ISNAD Sahın, Figen et al. “Early Childhood Preservice Teachers’ Experiences With Reflective Journal Writing”. Eurasian Journal of Educational Research 19/84 (November 2019), 93-114. https://doi.org/10.14689/ejer.2019.84.5.
JAMA Sahın F, Sen M, Dıncer C. Early Childhood Preservice Teachers’ Experiences with Reflective Journal Writing. Eurasian Journal of Educational Research. 2019;19:93–114.
MLA Sahın, Figen et al. “Early Childhood Preservice Teachers’ Experiences With Reflective Journal Writing”. Eurasian Journal of Educational Research, vol. 19, no. 84, 2019, pp. 93-114, doi:10.14689/ejer.2019.84.5.
Vancouver Sahın F, Sen M, Dıncer C. Early Childhood Preservice Teachers’ Experiences with Reflective Journal Writing. Eurasian Journal of Educational Research. 2019;19(84):93-114.