AKRANLARLA VE AKRANLARDAN MESLEKİ ÖĞRENME: İNGİLİZCE ÖĞRETMEN ADAYLARININ ORTAK ÇALIŞMAYA DAYALI DERS PLANLAMA YANSIMALARI

Bu çalışma, öğretmenlik uygulaması boyunca, üç farklı İngilizce öğretmenliği, öğretmen yetiştirme programında bulunan öğretmen adaylarının bir çevrimiçi ortak ders planlama uygulaması hakkındaki deneyimlerini algılarını incelemeyi amaçlamıştır. Bu amaçla, İngilizce öğretmen adaylarının ders planlarıyla ilgili geri bildirimleri ve sürece yönelik yansımalarında ortaya çıkan temalar incelenmiştir. Buna ek olarak, çevirim içi ortaklaşa ders planı hazırlama deneyiminin uygulamaları üzerine yapılan değerlendirmelerde, zaman yönetimi ve profesyonel sorumluluk eksikliği öne çıkan temalar arasındadır. Sonuçlar, çevrimiçi ortak ders planı hazırlama sürecinin, İngilizce öğretmen adaylarına çeşitli yabancı dil olarak İngilizce öğretimi yapılan öğretim ortamlarını tanıma ve akranlarıyla öğretim uygulamalarını planlama olanağı sağladığını göstermiştir. 

PROFESSIONAL LEARNING WITH AND FROM PEERS: PRE-SERVICE EFL TEACHERS’ REFLECTIONS ON COLLABORATIVE LESSON-PLANNING

The present study seeks to examine the experiences and perceptions of pre-service teachers from three different English as a foreign language (EFL) teacher education programs regarding an online collaborative lesson-planning experience throughout the practicum. Thus, the emerging themes in pre-service EFL teachers’ reflections and feedback on the lesson plans were examined. According to the data analysis, it was observed that the differences in pre-service EFL teachers’ training backgrounds had a significant effect on their perceptions and achievements in the process of lesson planning and implementation. Additionally, the challenges of the online collaborative lesson-planning experience were time management and lack of professional responsibility. The results indicated that the online collaborative lesson planning experience provided pre-service EFL teachers with opportunities to explore a variety of EFL practicum contexts and lesson planning practices with their peers. 

Kaynakça

Anderson, J. (2017). A fundamental dichotomy in ELT methodology: A response to May Pang. ELT Journal, 71(1), 92-95.

Arroyo, C. G. (2011). On-Line social networks: Innovative ways towards the boost of collaborative language learning. Retrieved from http://conference.pixel-online.net/ICT4LL2011/common/download/Paper_pdf/CLL16-428-FP-Gonzalez-ICT4LL2011.pdf

Rakıcıoğlu-Söylemez, A. (2012). [An exploratory case study of pre-service EFL teachers’ sense of efficacy beliefs and perceptions of mentoring practices during practice teaching. (Unpublished doctoral dissertation). Middle East Technical University, Ankara, Turkey.

Azmitia, M. (2000). Taking time out from collaboration: Opportunities for synthesis and emotion regulation. In R. Joiner, K. Littleton, D. Faulkner, & D. Miell (Eds.), Rethinking collaborative learning (pp. 179–195). London: Free Association.

Bates, C. C., Huber, R., & McClure, E. (2016). Stay connected: Using technology to enhance professional learning communities. The Reading Teacher, 70(1), 99-102.

Bauml, M. (2014). Collaborative lesson planning as professional development for beginning primary teachers, The New Educator, 10(3), 182-200.

Burns, M., & Lawrie, J. (2015). Where it’s needed most: Quality professional development for all teachers. New York, NY: Inter-Agency Network for Education in Emergencies.

Breen, M. P. (1987). Contemporary paradigms in syllabus design, part I. Language Teaching, 20(2), 81-91.

Çakıroğlu, E., & Çakıroğlu, J. (2003). Reflections on teacher education in Turkey. European Journal of Teacher Education, 26(2), 253-264.

Celce-Murcia, M., Brinton, D., & Snow, M. (2014). Teaching English as a second or foreign language (4th ed.). Boston: Heinle Learning.

Celta Syllabus and Assessment Guidelines (2010). Retrieved from http://englishagenda.britishcouncil.org/sites/ec/files/books-action-plan.pdf

Council of Higher Education (CHE). (2007). Teacher education guide book. Ankara: CHE Publications.

Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Los Angeles: SAGE.

Creswell, J. W., & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory into Practice, 39(3), 124-130.

Darling-Hammond, L. (1994). Professional Development Schools: schools for developing a profession. London: Teachers College Press.

Darling-Hammond, L. (2014). Strengthening clinical preparation: The holy grail of teacher education. Peabody Journal of Education: Issues of Leadership, Policy, and Organizations, 89(4), 547-561.

Dillman, D. A., Smyth, J. D., & Christian, L. M. (2014). Internet, phone, mail and mixed-mode surveys: The tailored design method (4th ed.). John Wiley: Hoboken, NJ

Dorner, H., & Kumar, S. (2016). Online collaborative mentoring for technology integration in pre-service teacher education. Tech Trends, 60, 48-55.

Ferber, T., & Nillas, L. A. (2010). Through the eyes of student teachers: Success and challenges in field teaching experience. National Teacher Education Journal, 3(2), 61-86.

Friend, M., & Cook, L. (2007). Interactions: Collaboration skills for school professionals (5th ed.). Boston: Allyn and Bacon.

Grossman, G. (2013). Developing social capital through national education: the transformation of teacher education in Turkey. In I. R. Haslam, M. S. Khine, & I. M. Saleh (Eds.), Large scale reform and social capital building (pp. 127-139). New York, NY: Routledge.

Gürsoy, E. (2013). Improving practicum for a better teacher training. Procedia-Social and behavioral sciences, 93(21), 420-425.

Jalongo, M. R., Rieg, S. A., & Helterbran, V. R. (2007). Planning for learning: Collaborative approaches to lesson design and review. New York: Teachers College Press.

Johnson, K. E. (2006). The sociocultural turn and its challenges for second language teacher education. TESOL Quarterly, 40(1), 235-257.

Krutka, D. G., Bergman, D. J., Flores, R., Mason, K., & Jack, A. R. (2014). Microblogging about teaching: Nurturing participatory cultures through collaborative online reflection with pre-service teachers. Teacher and Teacher Education, 40, 83-93.

Lamb, P. (2015). Peer-learning between pre-service teachers: Embracing lesson study. International Journal for Lesson and Learning Studies, 4(4), 343 – 361.

Lauriala, A. (1997). The role of practicum contexts in enhancing change in student teachers’ professional beliefs. European Journal of Education, 20(3), 267-282.

Miles, B. M., Huberman, A.M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Washington DC: Sage Publications.

Nguyen, H. (2017). Models of mentoring in language teacher education. Switzerland: Springer.

Norton, P., & Sprague, D. (1997). On-line collaborative lesson planning: An experiment in teacher education. Journal of Technology and Teacher Education, 5(2/3), 280-297.

Pang, M. (2016). Companion guides for lesson planning: A planning template and the lesson plan pro forma. ELT Journal, 70(1), 444-454.

Patton, M. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oakes, CA: Sage.

Postholm, M. B. (2008). Teachers developing practice: Reflection as key activity. Teacher and Teacher Education, 24(7), 1717-1728.

Ray, B., Hocutt, M., Wright, V. & Ray, G. S. (2004). Collaborative lesson planning in WebCT: Observations from a K-8 social studies methods course. Atlanta, GA, USA: Association for the advancement of computing in education (AACE). Retrieved September 26, 2017 from https://www.learntechlib.org/p/13189 /

Richards, J. C., & Bohlke, D. (2011). Creating effective language lessons. Cambridge: Cambridge.

Ruys, I., Van Keer, H., & Aelterman, A. (2012). Examining pre-service teacher competence in lesson planning pertaining to collaborative learning, Journal of Curriculum Studies, 44(3), 349-379.

Sharil, W. N. E. H., & Kyriacou, C. (2015). Reflective practice on instructional planning: Relevance and contribution to pre-service teachers’ professional development. International E-Journal of Advances in Education, 1(3), 211-217.

Strijbos, J. W., & Weinberger, A. (2010). Emerging and scripted roles in computer-supported collaborative learning. Computers in Human Behavior, 26, 491-494.

Tanghe, S., & Park, G. (2016). Build[ing] something which alone we could not have done: International collaborative teaching and learning in language teacher education. System, 57, 1-13.

Tillema, H. H. (2000). Belief change towards self-directed learning in student teachers: immersion in practice or reflection on action. Teacher and Teacher Education, 16, 575-591.

Ulvik, M., & Smith, K. (2011). What characterises a good practicum in teacher education? Education Inquiry, 2(3), 517–536.

Yüksel, İ. (2012). The current developments in teacher education in Turkey on the threshold of European Union. International Journal of Humanities and Social Science, 2(8), 49-56.

93079 22980

Arşiv