Preservice EFL Teachers’ Reflectivity Levels on Evaluation Tasks Assigned During Practicum

Suna Çelik & Evrim Eveyik Aydın

doi:https://doi.org/10.29329/irelt.2023.623.2

Original article | Innovational Research in ELT 2023, Vol. 4(2) 17-27

Preservice EFL Teachers’ Reflectivity Levels on Evaluation Tasks Assigned During Practicum

Suna Çelik & Evrim Eveyik Aydın

pp. 17 - 27 | DOI: https://doi.org/10.29329/irelt.2023.623.2 | Manu. Number: MANU-2309-26-0007.R1

Published online: December 30, 2023 | Number of Views: 27 | Number of Download: 131

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Abstract

The study aims to determine the predominant level of reflection observed in different evaluation tasks assigned to preservice English language teachers during their practicum. It also investigates whether each participant’s reflectivity level varies based on the type of task. The data involves 207 reflective tasks from nine senior students in an ELT program at a foundation university in Istanbul, analysed using Taggart and Wilson’ Profile of Reflective Thinking rubric. The findings indicate that self-evaluation, peer evaluation, and weekly observation tasks primarily induce technical level reflection, while overall evaluation tasks with guiding questions encourage contextual and dialectical level reflections. Moreover, participants' reflectivity levels change depending on the type of reflective task. Five out of nine preservice teachers, who were initially more focused on technical reflections, exhibited an increase in dialectical and contextual level reflections in their overall evaluation reports. Recognizing this influence is crucial for designing effective teacher training programs that promote higher-level reflective thinking with effective tasks.

Öğretmenlik Uygulaması Sırasında Verilen Değerlendirme Görevlerinde Aday İngilizce Öğretmenlerinin Yansıtma Düzeyleri

Özet: Bu çalışma, İngilizce Öğretmeni adaylarına öğretmenlik uygulamaları sırasında verilen farklı değerlendirme görevlerinde baskın olan yansıtma düzeyini belirlemeyi amaçlamaktadır. Ayrıca, her katılımcının yansıtma düzeyinin göreve bağlı olarak değişip değişmediğini araştırmaktadır. Çalışmanın verisi, bir vakıf üniversitesinin İngilizce Öğretmenliği Programında Öğretmenlik Uygulaması dersine kayıtlı 9 son sınıf öğrencisinin yazdığı 207 adet değerlendirme görevidir, ve bu veriler, Taggart and Wilson’ın Yansıtıcı Düşünme Profili rubriği kullanılarak analiz edilmiştir. Bulgular, öz-değerlendirme, akran değerlendirmesi ve haftalık gözlem görevlerinin çoğunlukla teknik düzeyde yansıtmaları teşvik ettiğini göstermektedir, ancak soru yönlendirmeli genel değerlendirme görevleri bağlamsal ve diyalektik düzeyde yansımaları teşvik etmektedir. Ayrıca, katılımcıların yansıtma düzeyleri yansıtıcı görev türüne bağlı olarak değişmektedir. Genellikle teknik yansımalar yapan beş katılımcının, genel değerlendirme raporlarında diyalektik ve bağlamsal düzeyde yansımalar yaptığı bulunmuştur. Bu sonuçlar, daha yüksek düzeyde yansıtıcı düşünmeyi teşvik eden farklı değerlendirme görevleriyle etkili öğretmen yetiştirme programlarının tasarlanabilmesi için hayati öneme sahiptir.

Anahtar Sözcükler: lisans düzeyi öğretmen eğitimi, yansıtıcı görevler, yansıtıcı öğretim, İngilizce Öğretmenliği öğretmenlik uygulaması, aday İngilizce öğretmenleri

Keywords: Initial teacher education, reflective tasks, reflective teaching, practicum in ELT, EFL preservice teachers

How to Cite this Article?

APA 6th edition
Celik, S. & Aydin, E.E. (2023). Preservice EFL Teachers’ Reflectivity Levels on Evaluation Tasks Assigned During Practicum . Innovational Research in ELT, 4(2), 17-27. doi: 10.29329/irelt.2023.623.2

Harvard
Celik, S. and Aydin, E. (2023). Preservice EFL Teachers’ Reflectivity Levels on Evaluation Tasks Assigned During Practicum . Innovational Research in ELT, 4(2), pp. 17-27.

Chicago 16th edition
Celik, Suna and Evrim Eveyik Aydin (2023). "Preservice EFL Teachers’ Reflectivity Levels on Evaluation Tasks Assigned During Practicum ". Innovational Research in ELT 4 (2):17-27. doi:10.29329/irelt.2023.623.2.

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