Jordanian Pre‐service Teachers' Perceptions of the Portfolio as a Reflective Learning Tool

Bataineh, Ruba Fahmi; Al-Karasneh, Samih; Al‐Barakat, Ali Ahmad; Bataineh, Rula Fahmi

doi:10.1080/13598660701611420

Cited by 23 publications

(20 citation statements)

References 11 publications

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“…When the statements made by the pre-service teachers who made reflections in critical space are examined it is well seen that they deal with the educational value of the practices in teaching process and develop original ideas. Similar findings are found in the study made by Bataineh, Karasnah, Barakat and Bataineh [35]. In the study that is made by Bataineh, Karasnah, Barakat and Bataineh [35] it is revealed that using reflective diary make the pre-service teachers active in learning of teaching.…”

Section: Findings Obtained From the Reflective Diaries Towards Practisupporting

confidence: 78%

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Investigation to Improve the Process of Pre-service Teachers' Reflective Thinking Skills through an Action Research

Töman¹

2017

ujer

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This study aimed to pre-service teachers' reflective thinking and to reveal development of reflective thinking during the process of teaching and learning. This study was designed in the form of action research due to the nature of the case examined. The participants were 4 pre-service teachers at Bayburt University Faculty of Education Department of Elementary Science Education. Video recordings and reflective journals were used to collect the data for study. The qualitative data obtained were analyzed using the content analysis method. Reflective thinking skills developed at the end of the training process of pre-service teachers. However, the work of reflective thinking, planning a course for pre-service teachers participating in this study was shown to contribute to the professional development for the implementation and evaluation. The work done to improve the process of reflective thinking of pre-service teachers is determined to have a level reflecting the start of the technical field. At later stages of the process pre-service teacher are determined level of application and critical reflection levels. In this context, experience of pre-service teachers and reflection on these experiences provide that reflective thinking skills development for the planning, implementation and evaluation of a lesson.

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Section: Findings Obtained From the Reflective Diaries Towards Practisupporting

confidence: 78%

“…Similar findings are found in the study made by Bataineh, Karasnah, Barakat and Bataineh [35]. In the study that is made by Bataineh, Karasnah, Barakat and Bataineh [35] it is revealed that using reflective diary make the pre-service teachers active in learning of teaching.…”

Section: Findings Obtained From the Reflective Diaries Towards Practisupporting

confidence: 78%

Investigation to Improve the Process of Pre-service Teachers' Reflective Thinking Skills through an Action Research

Töman¹

2017

ujer

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“…To the best of these researchers' knowledge, Bataineh, Al-Karasneh, Al-Barakat and Bataineh (2007) and Alnethami (2009) most probably constitute the only local research contributions to portfoliobased instruction and assessment. As regards writing competences, however, literature from around the world (e.g., Apple & Shimo, 2004;Caner, 2010;Fahim & Jalili, 2013;Hamp-Lyons & Condon, 2000;Hirvela & Sweetland, 2005;Khodadady & Khodabakhshzade, 2012;Marefat, 2004;Nezakatgoo, 2011;Paesani, 2006) provides empirical evidence that portfolio assessment does significantly contribute to the improvement of learners' writing performance.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Portfolio-Based Assessment on Jordanian EFL Learners’ Writing Performance

Obeiah¹,

Bataineh

2016

Bellaterra J. Teach. Learn. Lang. Lit

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This study examines the effect of portfolio assessment on Jordanian EFL tenth grade learners' overall writing performance and their performance on the sub-skills of focus, development, organization, conventions and word choice. The study is quasi-experimental in which an experimental group and a control group of 20 students each were purposefully drawn from tenth grade classes at the public schools for girls in the North-Eastern Badia Directorate of Education. The experimental group was instructed on how to generate ideas, structure, draft, and edit their written pieces following Hamp-Lyons and Condon's (2000) model while the control group was instructed conventionally as prescribed in the Teacher's Book. The findings revealed that the portfolio group outperformed the conventionally-instructed group (at α≤ 0.05) in their overall writing performance and in their performance on the writing sub-skills of focus, development, organization, conventions and word choice.Key words: EFL, Jordan, portfolio assessment, writing performance Résumé Cette étude examine l'effet de l'évaluation par le portfolio sur les performances de l'écrit en général des apprenantes jordaniennes en dixième classe de la langue anglaise comme langue étrangere (EFL) ainsi que leurs performances des cinq sous-compétences de concentration, développement, organisation, conventions et choix des mots. L'étude est quasi-expérimentale dans laquel on compare un groupe expérimental avec un groupe contrôle de 20 élèves qui ont été délibérément selectionnées parmis les étudiantes de la dixème classe dans l'école publique des filles de la Direction Badia Nord-Est de l'éducation. La façon comment générer des idées a été enseigné au groupe expérimental ainsi que la structure, la redaction preliminaire, la revision et l'édition de leurs propres textes en suivant Hamp-Lyons et Condon (2000), tandis que le groupe côntrole a été enseigné d'une façon traditionelle exactement comme prescrit dans le livre de l'enseignant. Les résultats ont démontré que le groupe du portfolio a surperformé le groupe instruit traditionellement (à ≤ 0,05) dans leurs performances générales à l'écrit et celles des sous-compétences de concentration, développement, organisation, conventions et choix des mots.

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“…The concept of reflective thinking constitutes the foundation of many studies and has been addressed as a critical issue for educating teachers (Bataineh, El Karasneh, & Barakat, 2007;Köksal and Demirel, 2008;Duban and Yanpar Yelken, 2010;Gedik, Akhan, & Kılıçoğlu, 2014). Collin and Karsenti (2011) indicated that reflective practice that allows expressing experience is one of compulsory skills that need to be included in education of teachers.…”

Section: Introductionmentioning

confidence: 99%

Öğretmen Eğitiminde Yansıtıcı Günlüklere İlişkin Öğretmen Adaylarının Görüşleri

Akkoyunlu¹,

Telli²,

Çetin³

et al. 2016

TOJQI

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Jordanian Pre‐service Teachers' Perceptions of the Portfolio as a Reflective Learning Tool

Cited by 23 publications

References 11 publications

Investigation to Improve the Process of Pre-service Teachers' Reflective Thinking Skills through an Action Research

Investigation to Improve the Process of Pre-service Teachers' Reflective Thinking Skills through an Action Research

The Effect of Portfolio-Based Assessment on Jordanian EFL Learners’ Writing Performance

Öğretmen Eğitiminde Yansıtıcı Günlüklere İlişkin Öğretmen Adaylarının Görüşleri

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