Abstract
The aim of this study was to determine the effect of self-reflection activities on preservice science teachers’ classroom teaching practices. An action research model was used. The study sample consisted of 17 (8 male, 9 female) senior students of the department of primary science education. This 10-week study was carried out within the scope of the course of Teaching Practice. Participants were asked to prepare a lesson plan for a science subject and teach it every week in their practice schools. Afterwards, they were asked to complete a Self-Reflection Form, which was developed based on discussions with them. Lecture video recordings, observation notes and Reformed Teaching Observation Protocol (RTOP) were used to determine the effect of self-reflection activities on participants’ classroom teaching practices. Participants’ lectures were evaluated using the RTOP. Furthermore, 30-40 min semi-structured interviews were conducted with participants to obtain more detailed information on the cause of the change in their classroom teaching practices. Results showed that self-reflection activities improved participants’ classroom teaching practices.
Highlights
Societies need qualified and competent workforce to advance in a global competitive environment
The results showed that self-reflection activities improved participants’ classroom teaching practices
Participants prepared lesson plans each week prior to their lectures and received feedback from the researcher. They revised their lesson plans based on the feedback of the researcher and used them in their lectures
Summary
Societies need qualified and competent workforce to advance in a global competitive environment. Karakaya-Cirit & Aydemir that qualified teachers should possess, and Shulman (1986) is the first to develop a model to analyze it Shulman defines his model as Pedagogical Content Information (PCK) and states that it consists of content and pedagogical knowledge, it is a different kind of knowledge. PCK has been regarded as the most important indicator of qualified teachers, and is addressed by numerous educational reform documents as a knowledge base that teachers should possess (American Association for the Advancement of Science [AAAS], 1993; National Research Council [NRC], 1996). Mishra and Koehler (2006) developed a new model, referred to as Technological Pedagogical Content Knowledge (TPCK), based on the integration and interaction of technology, content and pedagogy (Figure 1)
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