Hizmet Öncesi Eğitimde Yansıtmalı Eğitim

Abstract

This study aimed to develop insight into pre-service language teachers’ experiences of reflective practice in ‘field experience’. It is assumed that pre-service teachers form habits of reflective practice once they have learnt how to carry it out in their teaching. Hence, this research tries to investigate how well student teachers can apply reflective practice in their field experience and to what extent it is beneficial. The study was conducted at a large state university with pre-service English language teachers. The participants were 30 prospective teachers. The participants were asked to write reflection reports and fill in peer observation forms every week during one term in an academic year. The data was collected with a questionnaire designed by Odeh, Kurt and Atamturk’s (2010). The questionnaire guided the pre-service teachers to reflect on their weekly guided reflection reports and peer observation forms. The study provided insight into the prospective teachers’ tendency to display “reflection-in-action” versus “reflection-onaction” practices in the classroom. The analysis of the questionnaire yielded frequencies. The findings indicate that pre-service teachers are less capable of making decisions about their teaching context during classroom practice. However, when guided effectively participants are found to reflect on their teaching practices after the class and assess the effectiveness of their moves in the classroom after their field practice.