Measuring teacher reflection: Development of TRS

Problem Durumu: Öğretmen inanış ve düşünce sistemi mesleki gelişim için bir dayanak noktasıdır. Özellikle belli aralıklarla değişen programlar söz konusu olduğunda beklenmedik ürünlerle karşılaşmamak için öğretmenin bireysel rol ve görevlerini yerine getirmesi gerekir. Yansıtma –“Ne yaptım?” ve “Daha iyisini nasıl yapabilirim?” sorularını sorarak- mesleki yaşamda geçirilen yaşantılarda önemli bir rol oynamaktadır. Bununla birlikte öğretmen yansıtmasının mesleki gelişimde bir araç olarak kullanılabilmesi için denetime gereksinim vardır. Bu bağlamda, bu çalışma öğretmen yansıtmasını ölçmek için geçerli ve güvenilir standart bir ölçek sunmayı amaçlamaktadır.

Öğretmen yansıtmasının ölçülmesi: ÖYÖ'nün geliştirilmesi

Problem Statement: The idea of teacher thinking is primarily a base for professional growth. Especially for curricula which change periodically, teachers should carry out individual roles and duties in order to derive expected outcomes. Reflection—asking the questions “What have I done?” and “What can I do for the better?”—plays an important role in developing lively experiences in professional life. There is also a need for control of teacher reflection as a tool for professional growth. This study presents a standard scale which is valid and reliable in order to measure teacher reflection. Purpose of the Study: The purpose of this study is to develop a standard reflection scale which helps elementary and secondary school teachers to control in-class activities and contribute to their professional growth. Method: To examine the validity and reliability of the scale, a study was conducted using responses from 437 math and social science teachers whose experience ranged from 1 to 29 years. Additionally, 34 judges contributed in developing items for problematic situations in which teacher reflection was needed. To reveal evidence for the validity of the scale, Point-Biserial Correlation Coefficient for the item total correlation coefficients was computed using ITEMAN Windows Version 3.50 statistical package. Pearson Product Moments Correlation Coefficient for the relationship between TRS and Responsibility Scale, and the relationship between TRS and Rotter’s Internal-External Locus of Control Scale were employed, and Principle Component Factor Analysis and Principle Components Analysis were determined by using STATISTICA 6 and SPSS 11.5. The internal consistency coefficient of the scale was computed by using KR-20. In order to examine the difference between genders, Independent Samples t-Test was used. Results: Item analysis showed that the scale, which has an Eigenvalue of 10.13, included 22 items and one factor explaining 46.05 percent of the total variance. To reveal evidence for the validity of the scale, the relationship of the Teacher Reflection Scale with Responsibility Scale (0.233, p

PDF

___

Allwright, D. (1992). Integrating ‘research’ and ‘pedagogy’: Appropriate criteria and practical possibilities. Teachers Develop Teachers Research Conference, Aston University, September, Centre for Research in Language Education, Lancaster University, working paper series, 13.
Allwright, D. (1995). Is your dissertation really necessary? In: A. Gilpin, Editor, The Relationship Between Research and Teaching in Higher Education IELTDHE Fourth Annual Seminar, Institute for English Language Teacher Development in Higher Education (IELTDHE).
Allwright, D. (1997). Quality and sustainability in teacher research, TESOL Quarterly 31 (2), 368–370.
Ben-Peretz, M. (2001). The impossible role of teacher educators in a changing world. Journal of Teacher Education, 52 (1), 48-56.
Bulpitt, H. & Martin, P. J. (2005). Learning about reflection from the student. Active Learning in Higher Education, 6 (3), 207-217.
Calderhead, J. (1987a). Exploring teachers’ thinking. GB: Cassell Educational Limited.
Calderhead, J. (1987b). The quality of reflection in student teachers’ professional learning. European Journal of Teacher Education, 10, 269-278.
Calderhead, J. (1989). Reflective teaching and teacher education. Teaching and Teacher Education, 5, 43-51.
Chiu, L. F. (2006). Critical reflection: More than nuts and bolts. Action Research, 4 (2), 182-203.
Clarke, A. (2006). The nature and substance of cooperative teacher reflection. Teaching and Teacher Education, 22, 910-921.
Conway, P. F. (2001). Anticipatory reflection while learning to teach: From a temporally truncated to a temporally distributed model of reflection in teacher education. Teaching and Teacher Education, 17, 89-106.
Dağ, İ. (1991). Rotter’ın iç-diş kontrol odağı ölçeği (RİDKOÖ)’nin üniversite öğrencileri için güvenirliği ve geçerliği [The reliability and validity of Rotter’s internal-external locus of control scale for university students]. Psikoloji Dergisi, 7 (26), 10-16.
Day, C., Elliot, B., & Kington, A. (2005). Reform, standards and teacher identity: Challenges of sustaining commitment. Teaching and Teacher Education, 21, 563- 577.
Derogatis, L.R. (1992). The Brief Symptom Inventory (BSI), Administration, Scoring and Procedures Manual=II. Clinical Psychometric Research Inc.
Dewey, J. (1910). How we think. Boston: D. C. Heath & Co.
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: Heath & Co.
Dinkelman, T. (2000). An inquiry into the development of critical reflection in secondary student teachers. Teaching and Teacher Education, 16, 195-222.
Erkuş, A. & Sünbül, Ö. (2007). A study on the development of responsibility scale for adults. Mersin University: Research Report, BAB-EFEB (AE).
Gabrielatos, C. (2002). Shopping at the elt supermarket: principled decisions & practice. ELT News, 144, 8-12.
Garcia, M., Sanchez, V. & Escudero, I. (2006). Learning through reflection in Mathematics teacher education. Educational Studies in Mathematics, 64, 1-17.
Gilpin, A. (1999). A framework for teaching reflection. In: McGrath, I. & Trappe- Lomax, H. (Eds.), Theory in language teacher education. New York: Longman.
Greene, M. (1984). How do we think about our craft? Teachers College Record, 86, 55- 67.
Griffiths, M. & Tann, S. (1992). Using reflective practice to link personal and public theories. Journal of Education for Teaching, 18, (1), 69–84.
Hakstian, A.R., Suedfeld, P., Ballard, E.J., & Rank, D.S. (1986). The ascription of responsibility questionnaire: Development and empirical extensions. Journal of Personality Assessment, 50(2), 229-247.
Handal, G. & Lauvas, P. (1987). Promoting reflective teaching: Supervision in practice. Milton Keynes: Open University Press.
Kemmis, S. & McTaggart, R. (1982). The action research planner. Deakin: Deakin University.
Kluever, R.C. & Green, K.E. (1998). The responsibility scale: A research note on dissertation completion. Educational and Psychological Measurement, 58, 520-531.
Korthagen, A. J. (2001). Linking practice and theory: the pedagogy of realistic teacher education. Paper presented at the Annual Meeting of the American Educational Research Association, Seattle.
Kyries, M. & Bhar, S.S. (1995). Presentation at the World Congress of Behavioral and Cognitive Therapies. Copenhagen.
Lee, H. J. (2005). Understanding and assessing preservice teachers’ reflective thinking. Teaching and Teacher Education, 21, 699-715.
Ludlow, L.H. (1999). The structure of the job responsibilities scale: A multimethod analysis. Educational and Psychological Measurement, 59(6), 962-975.
Marland, P. (1998). Teachers’ practical theories: implications for pre-service teacher education. Asia Pacific Journal of Teacher Education and Development, 1, 15-23.
McDonough, J. & McDonough, S. (1997). Research methods for English language teachers. London: Arnold.
Reiman, A. J. (1999). The evolution of the social roletaking and guided reflection framework in teacher education: Recent theory and quantitative synthesis of research. Teaching and Teacher Education, 15, 597-612.
Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers College Record, 104(4), 842-866.
Roberts, J. (1998). Language teacher education. Bristol: Arnold.
Rotter, J.B. (1966). Generalized expectancies for internal vs external control of reinforcement. Psychological Monographs, 80, 1-28.
Salkovskis, P.M., Wroe, A.L., Gledhill, A., Morrison, N., Forester, E., Richards, C., Reynolds, M. & Thorpe, S. (2000). Responsibility attitudes and interpretations are charateristics of obsessive compulsive disorder. Behaviour Research and Therapy, 38, 347-372.
Schön, D. A. (1987). Educating the reflective practitioner. NY: Josey-Bass Inc. Publishers.
Singg, S. & Ader J.A. (2001). Development of student personal responsibility scale-10. Social Behaviour and Personality, 29(4), 331-335.
Thornton, B. & Maher, D. (2005). Reflective Teaching. 16.01.2005, from http://www.emoe.org/departments /cdist/resources/SPCH 28.PDF.
Ticha, M. & Hospesova, A. (2006). Qualified pedagogical reflection as a way to improve mathematics education. Journal of Mathematics Teacher Education, 9, 129-156.
Tillema, H. H. (2000). Belief change toward self-directed learning: Immersion in practice or reflection on action. Teaching and Teacher Education, 16, 575-591.
Wallace, M. J. (1991). Training Foreign Language Teachers: A Reflective Approach. Cambridge: Cambridge University Press.
Wallace, M.J. (1996). Structured reflection: The role of the professional project in training ESL teachers. In Freeman, D. and Richards, J.C. (Eds), Teacher learning in language teaching. Cambridge: Cambridge University Press.
Wallace, M.J. (1998). Action research for language teachers. Cambridge: Cambridge University Press.
Wiggins, D. (1978). Deliberation and practical reason. In Raz, J. (ed.) Practical Reasoning. NY: Oxford University Press.
Whipp, J. L. (2003). Scaffolding critical reflection in online discussions: Helping prospective teachers think deeply about field experiences in urban schools. Journal of Teacher Education, 54, 321-333.