Safiye İpek KURU GÖNEN, Özlem FAKAZLI

Yansıtma Üzerine Yansıtma: İngilizceyi Yabancı Dil Olarak Öğreten Üniversite Okutmanlarının Yansıtmalı Öğretim Uygulamaları Üzerine Algıları

Öğretmenlerin yansıtmalı öğretim tecrübelerini incelemek, farklı yansıtmalı öğretim uygulamalarının sınıflarda nasıl işe yaradığına ışık tutmak için önemlidir. Bu çalışmanın amacı; üniversitede yabancı dili İngilizce olarak öğreten okutmanları farklı araçlar kullanarak yansıtmalı öğretim uygulamalarına katmak ve bu uygulamayla ilgili algılarını incelemektir. Bu amaçla, Türkiye’den sekiz İngilizce okutmanı bu çalışmaya katılmıştır. Bir eğitim sürecinden sonra, yansıtmalı öğretimin sistemli bir şekilde uygulanması için, sırasıyla yansıtmalı günlük, yansıtmalı video analizleri ve meslektaş ile görüşme yansıtmalı öğretim araçları olarak kullanılmıştır. Katılımcılar, bu yansıtmalı öğretim uygulamalarına katılmakla ilgili görüşlerini yazarak, bir algı anketine cevap vererek ve yarı yapılandırılmış görüşmelere katılarak yaşadıkları yansıtmalı öğretim tecrübesi üzerine yansıtmada bulunmuşlardır. “Sürekli Karşılaştırma Metodu” (Constant Comparison Method) kullanılarak yapılan nitel incelemeler, katılımcıların yansıtmalı öğretim uygulamalarının zaman ve çaba gerektirmesiyle ilgili bir kaç olumsuz görüş ortaya koymalarına rağmen, bu uygulamanın kendi öğretim uygulamaları üzerine bilinç kazanmak ve kendilerini değerlendirmelerini artırmak konusunda fayda sağladığını ortaya koymuştur. Ayrıca; katılımcılar, yansıtmalı öğretimin öğretmen gelişimi için etkili bir metod olduğunu, ve bunun değişik yollarla ya da araçlarla uygulanabileceğini farkına varmışlardır. Sonuçlar, sistemli bir şekilde uygulandığında, yansıtmalı öğretim uygulamalarının mesleki gelişime katkıda bulunabileceğini de göstermektedir. Bu çalışma, farklı ortamlardaki öğretmenlere etkili yansıtmalı öğretim uygulamaları düzenlenmesi için ümit verici sonuçlar ortaya koymaktadır.

Reflection on Reflection: EFL University Instructors’ Perceptions on Reflective Practices

Exploring teachers’ reflective experiences is important to shed light on understanding how different reflective practices work in classroom settings. The aim of the study was to engage EFL university instructors in reflectivity through various tools and to investigate their related perceptions. To that end, eight EFL university instructors in a Turkish context participated in the study. For systematic implementation of reflective practices, different reflective tools; namely, reflective diaries, reflective video analysis, and reflective peer sessions were used following a training procedure. The participants reflected on their reflective practices by writing reflections, answering a perception questionnaire and participating in semi-structured interviews. Qualitative analysis using the Constant Comparison Method put forward that all participants benefited much from the study in terms of gaining awareness about their teaching practices and promoting self-evaluation albeit some negative perceptions related to time and effort required. The participants also realized that reflective practice is an effective method for teacher development, and it can be applied through different ways or tools. Findings assert that reflective teaching practices could contribute to professional empowerment when implemented in a systematic fashion. This study yields promising results for designing effective reflective practices for teachers in various contexts.

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