EFL Teachers' Reflective Practices: A Holistic Approach To Reflective Practice Perception and Implementing Tools of EFL Teachers

Serdar Eroğluer; Ayfer Su Bergil

Article Details

EFL Teachers' Reflective Practices: A Holistic Approach To Reflective Practice Perception and Implementing Tools of EFL Teachers

Authors:

Serdar Eroğluer | Ayfer Su Bergil

Publisher:

Dokuz Eylul University

Main Topics:

Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi | Alan Eğitimleri (Diğer)

Journal:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 61, pp.2083-2117

Document Type:

Article

Publication Date:

9/2024

Document Language:

English

Document ID (Org No.):

2001328329

pISSN:

2602-2850

Keywords:

Abstract:

 The aim of this qualitative study is to find out the level of EFL teachers awareness of reflective practices, the obstacles preventing reflecting on oneself and differences of perception and level of reflective practices between private sector teachers and state school teachers. In this respect, the study explored 8 EFL teachers who volunteered from private sector and 8 from state schools in  province. The interviews were held through zoom software because of Covid19. The data was collected through a semi-structured interview form. All the qualitative data gathered through interviews was transcribed and analyzed according to thematic analysis. Data analysis was conducted manually. At the end of the study, the results revealed a relatively low level of reflection with the teachers under study tending to rely more on their own rationality in teaching and evaluating. Teachers are evaluating themselves or their classes mostly by taking the students in the center and they dont have a systematic approach. On the other hand there is a slightly meaningful result showing private sector teachers are more careful about reflective practice because of other dynamics like parents and management and they do more to evaluate and improve themselves. The tools both groups us for reflective practice are variable and there are challenges related with teacher, education system and students that teachers show as an excuse for not implementing reflective practice. It is argued that teachers to develop desirable levels of pedagogic integrity, they should involve themselves more in exploring themselves, their students learning styles and critical aspects of the teaching context.

 The aim of this qualitative study is to find out the level of EFL teachers awareness of reflective practices, the obstacles preventing reflecting on oneself and differences of perception and level of reflective practices between private sector teachers and state school teachers. In this respect, the study explored 8 EFL teachers who volunteered from private sector and 8 from state schools in  province. The interviews were held through zoom software because of Covid19. The data was collected through a semi-structured interview form. All the qualitative data gathered through interviews was transcribed and analyzed according to thematic analysis. Data analysis was conducted manually. At the end of the study, the results revealed a relatively low level of reflection with the teachers under study tending to rely more on their own rationality in teaching and evaluating. Teachers are evaluating themselves or their classes mostly by taking the students in the center and they dont have a systematic approach. On the other hand there is a slightly meaningful result showing private sector teachers are more careful about reflective practice because of other dynamics like parents and management and they do more to evaluate and improve themselves. The tools both groups us for reflective practice are variable and there are challenges related with teacher, education system and students that teachers show as an excuse for not implementing reflective practice. It is argued that teachers to develop desirable levels of pedagogic integrity, they should involve themselves more in exploring themselves, their students learning styles and critical aspects of the teaching context.

 The aim of this qualitative study is to find out the level of EFL teachers awareness of reflective practices, the obstacles preventing reflecting on oneself and differences of perception and level of reflective practices between private sector teachers and state school teachers. In this respect, the study explored 8 EFL teachers who volunteered from private sector and 8 from state schools in  province. The interviews were held through zoom software because of Covid19. The data was collected through a semi-structured interview form. All the qualitative data gathered through interviews was transcribed and analyzed according to thematic analysis. Data analysis was conducted manually. At the end of the study, the results revealed a relatively low level of reflection with the teachers under study tending to rely more on their own rationality in teaching and evaluating. Teachers are evaluating themselves or their classes mostly by taking the students in the center and they dont have a systematic approach. On the other hand there is a slightly meaningful result showing private sector teachers are more careful about reflective practice because of other dynamics like parents and management and they do more to evaluate and improve themselves. The tools both groups us for reflective practice are variable and there are challenges related with teacher, education system and students that teachers show as an excuse for not implementing reflective practice. It is argued that teachers to develop desirable levels of pedagogic integrity, they should involve themselves more in exploring themselves, their students learning styles and critical aspects of the teaching context.

 Bu nitel araştırmanın amacı, İngilizce öğretmenlerinin yansıtıcı uygulamalara yönelik farkındalık düzeylerini, kendilerini yansıtmanın önündeki engelleri ve özel sektör öğretmenleri ile devlet okulu öğretmenleri arasındaki algı farklılıklarını ve yansıtıcı uygulama düzeylerini ortaya çıkarmaktır. Bu bağlamda, araştırmaya . ilindeki özel sektörden ve devlet okullarından gönüllü olan toplam 16 İngilizce öğretmen katılmıştır. Görüşmeler, Covid19 nedeniyle zoom yazılımı üzerinden gerçekleştirilmiştir. Veriler yarı yapılandırılmış görüşme formu aracılığıyla toplanmıştır. Görüşmeler yoluyla toplanan tüm nitel veriler yazıya dökülmüş ve tematik analize göre analiz edilmiştir. Veri analizi manuel olarak yapılmıştır. Araştırmanın sonunda sonuçlar, incelenen öğretmenlerin öğretme ve değerlendirmede daha çok kendi rasyonelliklerine güvenme eğiliminde oldukları için nispeten düşük bir yansıtma düzeyini ortaya çıkarmıştır. Öğretmenler kendilerini ya da sınıflarını daha çok öğrencileri merkeze alarak değerlendiriyor ve sistematik bir yaklaşımları yoktur. Öte yandan, özel sektör öğretmenlerinin veli ve yönetim gibi diğer dinamikler nedeniyle yansıtıcı uygulama konusunda daha dikkatli olduklarını ve kendilerini daha çok değerlendirmek ve geliştirmek için yaptıklarına dair biraz daha anlamlı bir sonuç vardır. Yansıtıcı uygulama için her iki grubumuzdaki araçlar değişkendir ve öğretmenlerin yansıtıcı uygulamayı uygulamamak için bir bahane olarak gösterdiği öğretmenin kendi programı, eğitim sistemi ve öğrencilerle ilgili zorluklar vardır. Öğretmenlerin arzu edilen düzeyde pedagojik bütünlük geliştirmeleri için kendilerini, öğrencilerinin öğrenme stillerini ve öğretim bağlamının kritik yönlerini keşfetmeleri gerekliliği tartışılmaktadır.

Article Details

EFL Teachers' Reflective Practices: A Holistic Approach To Reflective Practice Perception and Implementing Tools of EFL Teachers

Authors:

Serdar Eroğluer | Ayfer Su Bergil

Publisher:

Dokuz Eylul University

Main Topics:

Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi | Alan Eğitimleri (Diğer)

Journal:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 61, pp.2083-2117

Document Type:

Article

Publication Date:

9/2024

Document Language:

English

Document ID (Org No.):

2001328329

pISSN:

2602-2850

Reflective practices

reflective practice perception of efl teachers

reflective practice toolsYansıtıcı uygulamalar

öğretmen adaylarının yansıtıcı uygulama algıları

yansıtıcı uygulama araçları

Issues

Article Details

EFL Teachers' Reflective Practices: A Holistic Approach To Reflective Practice Perception and Implementing Tools of EFL Teachers

Authors: Serdar Eroğluer | Ayfer Su Bergil

Publisher: Dokuz Eylul University

Main Topics: Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi | Alan Eğitimleri (Diğer)

Journal: Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 61, pp.2083-2117

Document Type: Article

Publication Date: 9/2024

Document Language: English

Document ID (Org No.): 2001328329

pISSN: 2602-2850

Reflective practices

reflective practice perception of efl teachers

reflective practice toolsYansıtıcı uygulamalar

öğretmen adaylarının yansıtıcı uygulama algıları

yansıtıcı uygulama araçları

Issues

Authors:

Serdar Eroğluer | Ayfer Su Bergil

Publisher:

Dokuz Eylul University

Main Topics:

Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi | Alan Eğitimleri (Diğer)

Journal:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 61, pp.2083-2117

Document Type:

Article

Publication Date:

9/2024

Document Language:

English

Document ID (Org No.):

2001328329

pISSN:

2602-2850