Nihal YURTSEVEN, Sertel ALTUN

The Role of Self-Reflection and Peer Review in Curriculum-focused Professional Development for Teachers

Profesyonel gelişim, öğretmenlerin profesyonel yaşamlarını devam ettirmelerinin temelini oluşturur ve bu süreçte önemli miktarda somut bir desteğe ihtiyaç duyarlar. Bu araştırmanın amacı Anlamaya Dayalı Tasarım (UbD) çalışmaları kapsamında öz-değerlendirme ve akran değerlendirmenin öğretmenlerin profesyonel gelişimleri üzerinde nasıl bir değişime neden olduğunu incelemektir. Araştırma eylem araştırması deseniyle yürütülmüştür. Araştırmanın katılımcılarını bir devlet üniversitesinde çalışan 10 öğretmen oluşturmaktadır. Araştırma çerçevesinde, öğretmenlere UbD konusunda eğitim verilerek, tasarım grupları oluşturmaları, bu gruplar dahilinde üçer tasarım geliştirmeleri, geliştirdikleri tasarımları geribildirimler doğrultusunda düzenledikten sonra sınıflarında uygulamaları sağlanmıştır. Araştırmada veri toplama aracı olarak akran değerlendirme formları kullanılmıştır. Toplanan nitel veriler içerik analizi tekniğiyle çözümlenmiştir. Araştırmadan elde edilen bulgular, öz-değerlendirme ve akran değerlendirmenin, öğretmenlerin tasarım ve uygulama süreçlerini değerlendirmelerine önemli katkılarda bulunduğunu ortaya koymuştur. Bu araştırma, yüksek öğretimde İngilizce öğreten öğretmenler arasında profesyonel bir diyalog kapsamında program odaklı bir profesyonel gelişim sağlama açısından önemlidir. Ayrıca, öğretmenlere UbD tasarımı ve uygulama süreci hakkında kendi düşüncelerini ve akranlarının görüşlerini gözden geçirme konusunda önemli katkılar sağlamıştır

Öğretmenlerin Program Odaklı Profesyonel Gelişiminde Öz- Değerlendirme ve Akran Değerlendirmenin Rolü

Professional development is the backbone for teachers to sustain their professional lives without coming to a stop and they need a considerable amount of solid support in this process. The purpose of this study is to investigate what contributions self-reflection and peer review made on teachers’ professional development within the scope of curriculum-focused professional studies based on Understanding by Design (UbD), an instructional design model. The study represents a threshold about providing a curriculum-focused professional development in higher education EFL teaching within the scope of a professional dialog among teachers. The study was carried out through action research. The participants of the study were 10 EFL teachers working at a state university in Istanbul, Turkey. Within the framework of the study, the teachers received training about UbD, formed groups and made unit designs and implemented them in their classes as part of the action research. As data collection tools, self-reflection and peer review forms were used. The collected data were analyzed through the content analysis. Within the context of the content analysis, the collected forms were read, coded carefully and the emerging themes were identified. The findings of the study indicated that self-reflection and peer review made considerable contributions to the teachers’ professional development throughout the study. With the help of self-reflection and peer review, the teachers had the opportunity to revise their unit designs and implementation process and their awareness raised about their strengths and weaknesses

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