Teacher autonomy through reflective journals among teachers of English as a foreign language in Turkey

Yabancı Dil Öğretmenlerinin Yansıtıcı Öğretime Yönelik Tutumlarının İncelenmesi

“…Son yıllarda yapılan akademik çalışmalar da etkili bir öğretimin gerçekleşebilmesi için süreklilik gösteren gelişim, sorgulama, değişim ve yansıtmaya ihtiyaç duyulduğunu göstermektedir. Bu açıdan bakıldığında yansıtıcı öğretimle ilgili son yıllarda yansıtmanın doğası, kullanılan stratejiler, gereklilikler ve etkililiği üzerine gerek yurt içinde (Bağcıoğlu, 1999;Bakioğlu ve Dalgıç, 2014;Erginel, 2006;Filiz, 2008;Genç, 2010;Güney, 2008;Karadağ, 2010;Tok, 2008;Yelken ve Duban, 2010) gerekse yurt dışında (Amobi, 2005;Allen ve Casbergue, 1997;Bataineh, Karasnah, Barakat ve Bataineh, 2007;Dillard, 2007;Eugene, 2003;Nolan ve Hillkirk, 1991;Hillkirk, 1993;Kettle ve Sellars, 1996;Lee, 2005;Marcos, Sanches ve Tillema, 2008;Schweiker-Marra, Holmes, Pula ve Pula, 2003;Pedro, 2005;Thorpe, 2004;Wagner, 2006;Lee, 2007;Wubels ve Korthagen, 1990) pek çok araştırma yapılmıştır.…”

Professional development of graduate teaching assistants in faculty-like positions: Fostering reflective practices through reflective teaching journals

“…Journal writing, one means of fostering reflection, has been shown to be beneficial to thedevelopment of those in the teaching field (Boyd & Boyd, 2005;Genc, 2010;Hatton & Smith 1995;Kaur & Kaur, 2010;H. Lee, 2005, I.…”

“…Teacher candidates, novice teachers and experienced professionals can, through reflection, create or adjust their teaching persona so that abstract theoretical knowledge interacts with the application of that knowledge. Reflective journaling can then enhance a teacher's practice by permitting the exploration of factors that could positively or negatively impact their instructional methods, raise awareness concerning their own biases and beliefs, allow more sensitive responses to students' needs and establish the necessary connections between theory and practice (Genc, 2010;Maarof, 2010). This study explores reflective journaling among novice GTAs as a mean to enhance reflective teaching practices and seeks to establish whether there were common concerns addressed in their journals and if different levels of reflectivity (Lee, 2005) were achieved.…”

“…While teacher-training programs often require journaling during the student-teaching period, it is also commonly assigned during classes taken before embarking on the teaching appointment (Numrich, 1996;Kaur & Kaur, 2010). "In-service journals" can include self-studies and journaling of a volunteer nature, as opposed to journaling as a requirement for a class or a program (Genc, 2010;Jeffrey, 2007;Porto, 2008).…”

Re-Visiting the Theory and Practice Gap through the Lens of Student Teacher Dilemmas

“…However, they had to switch to Turkish when teaching which posed itself as a dilemma. In other studies conducted in Turkey (Genc, 2010;Komur, 2010;Tuzel & Akcan, 2009), and elsewhere (Littlewood & Yu, 2011) pre-service teachers have been reported to have experienced similar dilemmas.…”