Yansıtıcı düşünce mi yoksa betimleme mi: İngilizce öğretmen adaylarının yansıtıcı metinleri üzerinde bir doküman analizi

Bu doküman analizi bir Türk üniversitesinde eğitim gören 59 İngilizce öğretmeni adayının uygulama okullarındaki deneyimlerine dair yansıtıcı raporlarını incelemektedir. Bu programda uygulama dönemi sırasında her aday öğretmenin önceden belirlenmiş konularda dört ayrı gözlem yaparak yansıtıcı raporlar yazması istenmektedir. Bu raporların konuları uygulama okulu öğretmeninin sınıf yönetim stratejileri, sınıf ortamı ve sınıf dili, tahta kullanımı ve hata düzeltme yöntemleridir. Bu çalışmada Hattan ve Smith’in (1995) yansıtıcı yazma stilleri temelinde incelenmiş ve Taggart and Wilson (2005)’in yansıtıcı düşünce modelleri ile kategorilere ayrılmıştır. Analiz sonuçları öğrencilerin raporlarını yansıtıcı düşünceden çok betimleyici bir yaklaşımla yazdıklarını göstermektedir. Yansıtıcı düşünce modelleri bağlamında ise öğrenciler raporlarında çokluk sırasıyla teknik, bağlamsal ve diyalektik düzeylerde düşünce yapıları kullanmışlardır. Çalışmaya derinlik katmak amacıyla ayrıca on bir gönüllü öğrenci ile yüz yüze görüşmeler yapılmış ve sonuçlar tartışılmıştır. Bu görüşmelerde öğrencilerin yansıtıcı düşüncenin anlamını tam olarak kavramamış olmaları, zaman azlığı, motivasyon düşüklüğü, verilen gözlem görevlerinin doğası ve danışmanların bu raporları okuyacaklarına dair inanç eksikliği raporların derin düşünülmeden yazılmalarına sebepler olarak ortaya çıkmıştır.

Reflection or description: A document analysis on ELT student teachers’ reflective journals

This documentary study analyses the levels of reflection in the reflective journals written by 59 ELT studentteachers from a Turkish university upon their experiences at practice schools. During the practicum, each studentteacher wrote four reflective journals on pre-determined topics for observation. The foci of journals were on thelesson observed, the mentor’s classroom management strategies, classroom context and language, blackboard useand error correction. In this study, the journals were analyzed on the basis of Hattan and Smith’s (1995) reflectivewriting styles and categorized under reflective models by Taggart and Wilson (2005). The analysis reveals thatstudent teachers used a descriptive tone in writing their journals rather than a reflective one. The majority of thereflective statements used were in technical level followed by contextual level. In the journals, as compared todescriptions and reflections in technical and contextual levels, we detect rarer reflections in dialectical level. Toshed more light to the study, interviews were held with eleven student teachers selected by convenience samplingmethod and the results of the analysis were discussed. Not being familiar with the word reflection, time constraint,lack of motivation, the nature of tasks and finally, distrust in the probability of supervisors’ reading the journalswere the reasons why the student teachers did not much care about how they wrote the journals.© 2020 JLLS and the Authors - Published by JLLS.

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