A Reflective Typology Emerging from the Collaborative Reflections of Three English Language Teacher Trainers

Bu makale, Türkiye’de bir üniversitenin Yabancı Diller Eğitimi Bölüm’ünden üç öğretmen eğitminin mesleki gelişimi amacıyla yapılan bir eylem araştırma çalışmasından ortaya çıkan verilerin çözümlenmesi için araştırmacı tarafından geliştiren yansıtıcı düşünce tipolojisini sunmaktadır. İlk olarak yansıtıcı öğretmen eğitimi uygulamaları ve yansıtıcı düşünce tipolojileri ile ilgili yazın sunulmaktadır. Ardından araştırma esnasında izlenen veri toplama ve çözümleme süreçleri ile ortaya çıkan yansıtıcı tipoloji anlatılmaktadır. Verilerden ortaya çıkan tipolojinin, başka araştırmacıların geliştirdikleri yansıtıcı düşünce çerçeveleriyle örtüştüğü belirlenmiştir. Yansıtıcı düşüncenin çeşitli boyutlarının araştırmanın verilerinde birlikte bulunması, bu boyutların hiyerarşik olmayıp eşzamanlı var olabileceğini göstermektedir. Araştırmadan ortaya çıkan tipoloji, nicel veri analiz teknikleri ile öğretmenlerin yansıtıcı örüntüleri araştırmada kullanılabilir.

Üç İngilizce Öğretmen Eğitmeninin Ortak Yansıtmalarından Ortaya Çıkan Yansıtmalı Tipolojisi

This article presents the reflective typology emerging from post-observation conferences conducted as part of an action research study to investigate how a triad of Turkish university English Language teacher educators reflected with the aim of professional development. First, the literature on reflective practice and reflective frameworks are discussed. This is followed by a description of the data collection and analysis methods used in the research and the emerging typology. The typology was found to overlap with the reflective frameworks developed by other researchers. The occurrence of the different categories of reflection together in the data reinforces the claim that dimensions of reflective thinking are not hierarchical, but can occur simultaneously. The typology can be used with quantitative data analysis techniques to investigate teachers’ reflective profiles.

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