Okul öncesi öğretmen adaylarının öğretmenlik uygulamalarına yönelik öz değerlendirme ve yansıtıcı düşünme becerilerinin incelenmesi (original) (raw)

2020, Bursa Uludağ Üniversitesi

The purpose of this research is to investigate thoroughly pre-service preschool teachers' self-evaluation and reflective thinking skills in teaching practices. The participants of the research conducted using the case study design consist of eight pre-service teachers in the fourth grade who continue to Preschool Education in the fall semester of the 2019-2020 academic year at Faculty of Education in Bursa Uludag University. Pre-service teachers' self-assessment forms, peer assessment forms, semi-structured interviews, observation interviews and stimulated recalls were used as data collection tools in the research. The data of the research were gathered in 12 weeks within the scope of "Teaching Practice 1" course. By the purpose of the research, 80 self-assessment forms, 80 x peer assessment forms, 32 observation interviews, and 16 stimulated recall interviews on preservice teachers' teaching practice videos were analyzed using Content Analysis and Descriptive Analysis Methods, which are qualitative data analysis methods. While the descriptive analysis method was used to analyze the data of the first research question, the content analysis method was used to analyze the data of the second research question. According to the findings; it has been determined that pre-service teachers make reflections at three different reflective thinking levels: technical level, contextual level, and dialectical level. Throughout the teaching practice process; it was observed that pre-service teachers initially made reflections at the contextual level, later five pre-service teachers developed their reflective thinking skills and at the end of the process they started to reflect on the dialectical level. As a result of this research; it was found that the pre-service teachers' experiences gained from teaching practices, the feedback they received, self-evaluation, peer evaluation, and video recordings positively affected their reflective thinking skills. However, two preservice teachers made a vertical transition to Preschool Education Department after completing the Child Development associate degree and study in this department. Therefore, their reflective thinking levels may have affected by this situation when compared to other students who study in the preschool education undergraduate program since the first grade. Also, this situation may have caused them not to reach the dialectical level in their reflection. It was concluded that pre-service teachers in this research include the themes of "planning", "teaching process", "classroom management" and "communication" in their reflections. While pre-service teachers found themselves the most successful in the theme of the teaching process, they also stated that they had the most difficulty in the teaching process and found themselves unsuccessful. When the solutions they offer for aspects that they find themselves unsuccessful and have difficulties, and the differences they want to make and the xi aspects they want to develop in both their self-evaluation forms and peer evaluation forms are taken into consideration, it was concluded that pre-service teachers made the most reflections on the planning theme. Besides, it was concluded that pre-service teachers believe that the problems experienced during their teaching practices can be solved with the changes to be made in planning, and by this, they mostly focus on this subject and experience the most development in this area.