The impact of reflective practices on pre-service science teachers’ classroom teaching practices
Aygün Kılıç 1 *
More Detail
1 Tunceli Vocational Higher School, Munzur University, Turkey
* Corresponding Author

Abstract

This case study attempts to explore the impact of the reflective practices (reflection in, on, and for action) on pre-service science teachers’ (PSTs’) classroom teaching practices. To this end, ten PSTs majoring in Science Teacher Education Program participated in this study. In the study, the author designed a classroom teaching practice process based on reflective practices. This process was carried out during the teaching practicum course with the pre-service teachers participating in the research. At the beginning and end of the study, classroom observations, field notes, classroom observation instruments, teaching video records, and lesson plans were used as data collection tools in determining PSTs' classroom teaching practices. The qualitative and quantitative results of this study indicated that there was a significant change in favor of post-classroom practice results between PSTs' pre- and post-classroom teaching practices. Given these results, the classroom practice process based on the reflective practices carried out in the research plays an important role in the development of PSTs' classroom teaching practices.

Keywords

References

  • Akbari, R. (2007). Reflections on reflection: A critical appraisal of reflective practices in L2 teacher education. System, 35(2), 192-207. https://doi.org/10.1016/j.system.2006.12.008
  • Alp S., & Şahin-Taşkın, Ç. (2008). The importance of reflective thinking in education and developing reflective thinking. Journal of National Education, 78, 311-320.
  • Amobi, F. A. (2005). Pre-service teachers’ reflectivity on the sequence and consequences of teaching actions in a microteaching experience. Teacher Education Quarterly, 32(1), 115–128.
  • Arkorful, V., & Abaidoo, N. (2014). The role of e-learning, the advantages and disadvantages of its adoption in higher education. International Journal of Education and Research, 2, 397-410.
  • Arslan, B. (2005). The importance of reflective thinking in curriculum development and science education program [Unpublished Master's thesis]. Institute of Social Sciences, Hacettepe University, Ankara.
  • Brown, B. L. (2002). Improving teaching practices through action research [Unpublished Doctoral Dissertation). Virginia Polytechnic Institute, State University.
  • Bubnys, R., & Zavadskienė, L. (2017). Exploring the concept of reflective practice in the context of student-centered teacher education [Paper presentation]. International Scientific Conference, 26-27 May, pp.91-101.
  • Bulunuz, N., & Bulunuz, M. (2015). Clinical supervision model in teacher education and evaluation of current practices. Pamukkale University Journal of Education, 38, 131-141.
  • Burhan-Horasanlı, E., & Ortaçtepe, D. (2016). Reflective practice-oriented online discussions: A study on EFL teachers’ reflection-on, in and for-action. Teaching and Teacher Education, 59, 372-382. https://doi.org/10.1016/j.tate.2016.07.002
  • Canning, R. (2011). Reflecting on the reflective practitioner: vocational initial teacher education in Scotland. Journal of Vocational Education & Training, 63(4), 609-617. https://doi.org/10.1080/13636820.2011.560391
  • De Lima, K. S. (2014). Continuing professional development and reflective practice for English teachers in the municipal schools in Northeast Brazil [Unpublished Doctoral Dissertation]. University of Southampton, UK.
  • Dinkelman, T. (2003). Self-study in teacher education a means and ends tool for promoting reflective teaching. Journal of Teacher Education, 54(1), 6-18. https://doi.org/10.1177/0022487102238654
  • Ekiz, D. (2006). Self-observation and peer-observation: Reflective diaries of primary student-teachers. Elementary Education Online, 5(1), 45-57.
  • Ekşioğlu, E. (2014). E-portfolio in education. Retrieved from https://prezi.com/eamo0lk3iued/egitimde-eportfolyo/
  • Erginel-Şanal, S. (2006). Developing reflective teachers: A study on perception and improvement of reflection in pre-service teacher education [Unpublished Doctoral Dissertation]. Middle East Technical University (METU), Ankara.
  • Farrell, T. S. C. (2008). Reflective practice in the professional development of teachers of adult English language learners. CAELA Network Brief. Retrieved from http://www.cal.org/caelanetwork/resources/reflectivepractice.html
  • Farrell, T. S. C. (2012). Reflecting on Reflective Practice: (Re)Visiting Dewey and Schon. TESOL Journal, 3, 7-16. http://dx.doi.org/10.1002/tesj.10
  • Farrell, T. S. C. (2013). Reflecting on ESL teacher expertise: A case study. System, 41(4), 1070-1082.
  • Farrell, T. S. C. (2016). The practices of encouraging TESOL teachers to engage in reflective practice: An appraisal of recent research contributions. Language Teaching Research, 20(2) 223-247. https://doi.org/10.1177/1362168815617335
  • Fox, K. R., Campbell, M., & Hargrove, T. (2011). Examining reflective practice: Insights from pre-service teachers, in-service teachers and faculty. Journal of Research in Education, 21(2), 37-54.
  • Ghaye, T. (2011). Teaching and learning through reflective practice: A practical guide for positive action (2nd ed.). Routledge.
  • Grushka, K., Hinde-McLeod, J., & Reynolds, R. (2005). Reflecting upon reflection: theory and practice in one Australian university teacher education program. Reflective Practice, 6(1), 239-246.
  • Harmer, J. (2001). The practice of English language teaching. Longman.
  • Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and Implementation. Teaching and Teacher Education, 11(1), 33-49. https://doi.org/10.1016/0742-051X(94)00012-U
  • Hew, K. F., & Brush, T. (2007). Integrating technology into K–12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55, 223-252. https://doi.org/10.1007/s11423-006-9022-5
  • Hewett, S. M. (2004). Electronic portfolios: Improving instructional practices. TechTrends, 48(5), 26-30.
  • Hofer, M., Grandgenett, N., Harris, J., & Swan, K. (2011). Testing a TPACK-Based Technology Integration Observation Instrument. In M. Koehler & P. Mishra (Eds.), Society for Information Technology & Teacher Education International Conference (pp.4352-4359). Association for the Advancement of Computing in Education (AACE).
  • Houde, P. M. A. (2018). Reflective practice for professional development via a collective accompaniment model: Transforming English as a foreign language teaching with BA-TESOL professionals in Mexico [Unpublished Doctoral Dissertation]. Available from ProQuest Doctoral Dissertations and Theses database. (UMI No. 28248002)
  • Huberman, A. M., & Miles, M. B. (2002). The qualitative researcher's companion. Sage.
  • Kaya, O. N., Şekeri, M., Özden, M., Türkoğlu, İ., Emre, İ., Bahşi, M., & Özdemir, T. Y. (2013). Investigating and developing pre-service science teachers’ technological pedagogical content knowledge and classroom teaching practices. Turkish National Scientific Foundation-Social and Humanities Research Group Project (TUBITAK-SOBAG) 1001 Project (109K541).
  • Kılıç, A., Aydemir, S., & Kazanç, S. (2019). The effect of technological pedagogical content knowledge (TPACK) based blended learning environment on pre-service science teachers’ TPACK and classroom practices. Elementary Education Online, 18(3), 1208-1232. http://dx.doi.org/10.17051/ilkonline.2019.611493
  • Killion, J., & Todnem, G. (1991). A process for personal theory building. Educational Leadership, 48(6), 14–16.
  • Kimmons, R., Miller, B. G., Amador, J., Desjardins, C. D., & Hall, C. (2015). Technology integration coursework and finding meaning in pre-service teachers’ reflective practice. Educational Technology Research and Development, 63, 809-829. https://doi.org/10.1007/s11423-015-9394-5
  • Kokoç, M. (2012). A study on technological pedagogical content knowledge experiences of primary teachers throughout blended teacher professional development program [Unpublished Master's Thesis]. Institute of Educational Sciences, Karadeniz Technical University, Trabzon.
  • Korucu-Kis, S., & Demir, Y. (2019). A review of graduate research on reflective practices in English language teacher education: Implications. Issues in Educational Research, 29(4), 1241-1261.
  • Köksal, N., & Demirel, Ö. (2008). The contributions of reflective thinking to pre-service teachers’ teaching practice. Hacettepe University Hournal of Education, 34, 189-203.
  • Kurt, G., Akyel A., Koçoğlu, K., & Mishra, P. (2014). TPACK in Practice: A qualitative study on technology integrated lesson planning and implementation of Turkish pre-service teachers of English. International Association of Research in Foreign Language Education and Applied Linguistics, ELT Research Journal, 3(3), 153-166.
  • Larrivee, B. (2008). Development of a tool to assess teachers’ level of reflective practice. Reflective Practice, 9, 341-360. https://doi.org/10.1080/14623940802207451
  • LeCompte, M. D., & Goetz, J. P. (1982). Problems of reliability and validity in ethnographic research. Review of Educational Research, 52, 31-60. https://doi.org/10.3102/00346543052001031
  • Loizou, F. (2008). How Cypriot primary school teachers promote their professional development through reflective practice [Unpublished Doctoral Dissertation]. University of Bath, Bath, UK.
  • Loughran, J. J. (2002). Effective reflective practice: In search of meaning in learning about Teaching. Journal of Teacher Education, 53(1), 33-43. https://doi.org/10.1177/0022487102053001004
  • Mathew, P., Mathew, P, Prince, M., & Peechattu, J. (2017). Reflective practice: A means to teacher development. Asia Pacific Journal of Contemporary Education and Communication Technology, 3(1), 126-131.
  • Milman, N. B. (2018). Incorporating asynchronous online discussions in blended and online education: Tools, benefits, challenges, and best practices. In R. J. Harnish, K. R. Bridges, D. N. Sattler, M. L. Signorella, & M. Munson (Eds.). The use of technology in teaching and learning (pp.109-120). Society for the Teaching of Psychology.
  • Moradkhani, S., Raygan, A., & Moein, M. S. (2017). Iranian EFL teachers' reflective practices and self-efficacy: Exploring possible relationships. System, 65, 1-14. https://doi.org/10.1016/j.system.2016.12.011
  • Morse, J. M. (1991). Approaches to qualitative-quantitative methodological triangulation. Nursing Research, 40(2), 120-123.
  • Motloung, A. N. (2019). Teachers’ perceptions and experiences in teaching life sciences using their second languag. [Unpublished Master’s dissertation]. University of Johannesburg, South Africa.
  • Murray, A. (2010). Empowering teachers through professional development. English Teaching Forum, 48(1), 2-11.
  • Osterman, K. F., & Kottkamp, R. B. (1993). Reflective practice for educators: Improving schooling through professional development. Corwin Press Inc.
  • Öner, D. (2010). Is teacher's knowledge a special kind of knowledge? A theoretical view on the subject matter knowledge needed for teaching. Boğaziçi University Journal of Education, 27(2), 23-32.
  • Öner, D., & Adadan, E. (2011). Use of web-based portfolios as tools for reflection in preservice teacher education. Journal of Teacher Education, 62(5), 477-492. https://doi.org/10.1177/0022487111416123
  • Özcan, M. (2011). Bilgi çağında öğretmen eğitimi, nitelikleri ve gücü: Bir reform önerisi [Teacher education in the information age, their qualifications, and power: A reform proposal]. Turkish Education Association Economic Enterprise Publication.
  • Özsoy, K. (2017). EFL teachers' engagement in reflective practice via team teaching for professional development [Unpublished Master's thesis]. Institute of Educational Sciences, İhsan Doğramacı Bilkent University, Ankara.
  • Özsoy, Ö. (2020). Investigating the relationship between the reflective practices and the possible language teacher selves of EFL instructors at a Turkish state university [Unpublished Master's thesis]. Institute of Educational Sciences, İhsan Doğramacı Bilkent University, Ankara.
  • Park, S., & Oliver, S. T. (2008). Revisiting the conceptualisation of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38, 261-284. https://doi.org/10.1007/s11165-007-9049-6
  • Park, S., Jang, J. Y., Chen, Y. C., & Jung, J. (2011). Is pedagogical content knowledge (PCK) necessary for reformed science teaching?: Evidence from an empirical study. Research in Science Education, 41, 245-260. https://doi.org/10.1007/s11165-009-9163-8
  • Parra, J. L. (2010). A multiple-case study on the impact of teacher professional development for online teaching on face-to-face classroom teaching practices [Unpublished Doctoral dissertation]. Available from ProQuest Doctoral Dissertations and Theses database. (UMI No. 3397778)
  • Piburn, M., Sawada, D., Falconer, K., Turley, J., Benford, R. & Bloom, I. (2002). Reformed teaching observation protocol (RTOP): Reference manual (ACEPT technical report No. IN00-3). Retrieved from http://physicsed.buffalostate.edu/pubs/RTOP/RTOP_ref_man_IN003.pdf
  • Pitsoe V., & Maila M. (2013). Re-thinking teacher professional development through Schön’s reflective practice and situated learning lenses. Mediterranean Journal of Social Sciences, 4(3), 211-218.
  • Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
  • Türel, Y. K. (2008). The effect of the learning objects enriched instructional environments on learners' achievements learners' attitudes and learners' motivations [Unpublished Doctoral Dissertation]. Institute of Social Sciences, Firat University, Elazığ.
  • Van der Valk, T., & Broekman, H. (1999). The lesson preparation method: A way of investigating pre-service teachers’ pedagogical content knowledge. European Journal of Teacher Education, 22, 11-22. https://doi.org/10.1080/0261976990220102
  • Windschitl, M., & Sahl, K. (2002). Tracing teachers’ use of technology in a laptop computer school: The interplay of teacher beliefs, social dynamics, and institutional culture. American Educational Research Journal, 39, 165-205. https://doi.org/10.3102/00028312039001165
  • Wubbels, Th., & Korthagen, F. A. J. (1990). The effects of a pre-service teacher education program for the preparation of reflective teachers. Journal of Education for Teaching, 16(1), 29-43. https://doi.org/10.1080/0260747900160102
  • Yanping, P., & Jie, W. (2009). Research on reflective teaching and professional development of English teachers [Paper presentation]. IEEE International Conference on Systems, Man, and Cybernetics San Antonio, TX, USA.
  • Yıldırım, A., & Şimşek, H. (2013). Qualitative research methods in the social sciences (9th ed.). Seckin.
  • Yiğit, N., Alev, N., & Ekiz, D. (2010). Initial professional development of student teachers the contribution of reflective based mentoring to the during teaching practice. Journal of İnönü University Faculty of Education, 11(3), 75-100.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.