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Ulusötesi Öğretmen Adaylarının Epistemik Duruşlarının İşbirlikçi Veri Odaklı Yansıtıcı Diyaloglar İçinde ve Aracılığıyla Değişimi

Yıl 2024, Cilt: 41 Sayı: 1, 35 - 51, 22.04.2024

Gülşah Uyar Nilüfer Can Daşkın

https://doi.org/10.52597/buje.1415026

Öz

Öğretme ve öğrenmeye sosyal odaklı bakış açısını takiben, yansıtıcı düşünme, öğretmen adaylarını yetiştirmede önemli bir pedagojik araç olmuştur. Bu çalışma, Çok kipli Konuşma Çözümlemesi kullanarak bir eğitmen olmaksızın ulusötesi öğretmen adaylarının iş birliğine dayalı veri odaklı yansıtıcı diyaloglarını incelemektedir. Çalışma, iş birliğine dayalı çevrimiçi görev tasarımı, görevlerin gerçek yabancı dil öğrencileri tarafından uygulanması, ve öğrencilerin performansı ve sanal değişim projesi (s=72) deneyimleri üzerine yansıtıcı düşünmeyi içeren bir sanal değişim projesinin ekran kayıtlarından yararlanmaktadır. Çalışmanın odak noktası, öğretmen adaylarının iş birliğine dayalı video aracılı veri odaklı yansıtıcı diyaloglarıdır. Verinin yakından incelenmesi, iş birliğine dayalı yansıtıcı diyaloglar aracılığıyla öğretmen adaylarının (i) uygulamalarına ilişkin farkındalıklarını artırdıklarını ve bilgi ürettiklerini; (ii) teori ve uygulama arasında bağlantı kurduklarını; (iii) epistemik konumlarının daha fazla farkına vardıklarını; (iv) bir sorunu tanımlayıp tarif ettiklerini ve bu sorunlara çözümler bulduklarını göstermektedir (Farrell, 2015). Dolayısıyla, öğrenme ve anlamaya dair temel anlar yansıtıcı düşünme esnasında ve yansıtıcı düşünme yoluyla ortaya konmuştur. Bu çalışma, öğretmen öğrenimi için fırsatlar yaratmak amacıyla ulusötesi öğretmen eğitimi programlarında öğretmen adaylarının yansıtıcı diyaloglarını teşvik etmeye dair çıkarımlarda bulunmaktadır.

Anahtar Kelimeler

öğretmen eğitimi öğretmen öğrenimi veriye dayalı yansıtıcı düşünme güç asimetrisi iş birliği

Kaynakça

  • Ayoobiyan, H., & Rashidi, N. (2021). Can reflective teaching promote resilience among Iranian EFL teachers? A mixed-method design. Reflective Practice, 22(3), 293–305. https://doi.org/10.1080/14623943.2021.1873758
  • Balaman, U. (2023). Conversation analytic language teacher education in digital spaces. Springer Nature.
  • Beach, W. A., & Metzger, T. R. (1997). Claiming insufficient knowledge. Human Communication Research, 23(4), 562–588. https://doi.org/10.1111/j.1468-2958.1997.tb00410.x
  • Beauchamp, C. (2015). Reflection in teacher education: Issues emerging from a review of current literature. Reflective Practice, 16(1), 123–141. https://doi.org/10.1080/14623943.2014.982525
  • Beck, C., & Kosnik, C. (2002). Components of a good practicum placement: Student teacher perceptions. Teacher Education Quarterly, 29(2), 81–98.
  • Bjørndal, C. R. P. (2020). Student teachers’ responses to critical mentor feedback: A study of face-saving strategies in teaching placements. Teaching and Teacher Education, 91, 103047. https://doi.org/10.1016/j.tate.2020.103047
  • Bonilla, S., & Rivera, P. M. (2008). Mentoring in pre-service teaching: From reflection on practice to a didactic proposal. Actualidades Pedagógicas, 1(52), 79–90.
  • Brookfield, S. D. (2017). Becoming a critically reflective Teacher. John Wiley & Sons.
  • Burton, J. (2009). Reflective Practice. In A. Burns & J. C. Richards (Eds.), The Cambridge Guide to Second Language Teacher Education (pp. 298–307). Cambridge University Press.
  • Caswell, D., & Dall, T. (2022). Using conversation analysis to develop reflective practice in social work. Qualitative Social Work, 21(6), 1290–1307. https://doi.org/10.1177/14733250221124210
  • Copland, F. (2008). Deconstructing the discourse: Understanding the feedback event. In S. Garton, & K. Richards (Eds.), Professional encounters in TESOL. Palgrave Macmillan. https://doi.org/10.1057/9780230594173_1
  • Copland, F. (2011). Legitimate talk in feedback conferences. Applied Linguistics, 33(1), 1–20. https://doi.org/10.1093/applin/amr040
  • Copland, F., Ma, G., & Mann, S. (2009). Reflecting in and on post-observation feedback in initial teacher training on certificate courses. English Language Teacher Education and Development, 12. 14–23.
  • Crandall, J. A. & Christison M. (Eds.). (2016). Teacher education and professional development in TESOL: Global perspectives. Routledge.
  • Dewey, J. (1933). How we think. Courier Corporation.
  • Dikilitaş, K. (2015). Professional development through teacher-research. In K. Dikilitaş, R. Smith, & W. Trotman (Eds.), Teacher-researchers in action (pp. 47–55). IATEFL Research Special Interest Group.
  • Dikilitaş, K., & Comoglu, I. (2022). Pre-service English teachers’ reflective engagement with stories of exploratory action research. European Journal of Teacher Education, 45(1), 26–42. https://doi.org/10.1080/02619768.2020.1795123
  • Dikilitaş, K., & Mumford, S. (2023). Identity reconstruction through reflection and reflexivity: A new journey beyond the Ph.D. dissertation. Reflective Practice, 24(3), 265–278. https://doi.org/10.1080/14623943.2023.2170342
  • Farr, F. (2010). The discourse of teaching practice feedback: A corpus-based investigation of spoken and written modes. Routledge. https://doi.org/10.4324/9780203846742
  • Farrell, T. S. C. (2015). Promoting teacher reflection in second language education: A framework for TESOL professionals. Routledge.
  • Farrell, T. S. C. (2016b). Anniversary article: The practices of encouraging TESOL teachers to engage in reflective practice: An appraisal of recent research contributions. Language Teaching Research, 20(2), 223–247.
  • Farrell, T. S. C. (2016a). Surviving the transition shock in the first year of teaching through reflective practice. System, 61, 12–19. https://doi.org/10.1016/j.system.2016.07.005
  • Farrell, T. S. C. (2018). Operationalizing reflective practice in second language teacher education. Journal of Second Language Teacher Education, 1. 71–88.
  • Freeman, D. (2016). Educating Second Language Teachers. Oxford University Press.
  • Freeman, D., & Johnson, K. E. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32(3), 397–417. https://doi.org/10.2307/3588114
  • Goffman, E. (1978). Response Cries. Language, 54(4), 787–815. https://doi.org/10.2307/413235
  • Golombek, P. R. (2010). Dynamic assessment in teacher education: Using dialogic video protocols to intervene in teacher thinking and activity. In P. R. Golombek, & K. E. Johnson (Eds), Research on Second Language Teacher Education (pp. 135–149). Routledge.
  • Harris, J., Theobald, M., & Keogh, J. (2019). Combining analytical tools to inform practice in school-based professional experience. Journal of Pragmatics, 143, 255–266. https://doi.org/10.1016/j.pragma.2018.04.002
  • Heritage, J. (1984). A change-of-state token and aspects of its sequential placement. In J. M., Atkinson (Ed.) Structures of Social Action, (pp. 299–345). Cambridge University Press.
  • Heritage, J. (2012a). Epistemics in action: Action formation and territories of knowledge. Research on Language and Social Interaction, 45(1), 1–29. https://doi.org/10.1080/08351813.2012.646684
  • Heritage, J. (2012b). Epistemics in conversation. In The Handbook of Conversation Analysis (pp. 370–394). John Wiley & Sons, Ltd. https://doi.org/10.1002/9781118325001.ch18
  • Heritage, J. (2013). Epistemics in conversation. In J. Sidnell, & T. Stivers (Eds.), The Handbook of Conversation Analysis (pp. 370–394). John Wiley & Sons, Ltd. https://doi.org/10.1002/9781118325001.ch18
  • Hickson, H. (2011). Critical reflection: Reflecting on learning to be reflective. Reflective Practice, 12(6), 829–839. https://doi.org/10.1080/14623943.2011.616687
  • Hong, J. Y. (2012). Why do some beginning teachers leave the school, and others stay? Understanding teacher resilience through psychological lenses. Teachers and Teaching, 18(4), 417–440. https://doi.org/10.1080/13540602.2012.696044
  • Hutchby, I., & Wooffitt, R. (2008). Conversation analysis. Polity.
  • Huth, T., Betz, E., & Taleghani-Nikazm, C. (2019). Rethinking language teacher training: Steps for making talk-in-interaction research accessible to practitioners. Classroom Discourse, 10(1), 99–122.
  • Ishino, M. (2018). Micro-longitudinal conversation analysis in examining co-teachers’ reflection-in-action. System, 78. https://doi.org/10.1016/j.system.2018.07.013
  • Jay, J. K., & Johnson, K. L. (2002). Capturing complexity: A typology of reflective practice for teacher education. Teaching and Teacher Education, 18(1), 73–85. https://doi.org/10.1016/S0742-051X(01)00051-8
  • Jefferson, G. (1984). Notes on a systematic deployment of the acknowledgement tokens “Yeah”; and “Mm Hm”; Paper in Linguistics, 17(2), 197–216. https://doi.org/10.1080/08351818409389201
  • Jefferson, G. (2004). Glossary of transcript symbols with an introduction. Pragmatics and Beyond New Series, 125, 13–34.
  • Johnson, K. E., & Golombek, P. R. (2016). Mindful L2 teacher education: A sociocultural perspective on cultivating teachers’ professional development. Routledge. https://doi.org/10.4324/9781315641447
  • Keogh, J. (2010). (In)forming formal evaluation: Analysis of a practicum mentoring conversation. Journal of Applied Linguistics and Professional Practice, 7, 51–73. https://doi.org/10.1558/japl.v7i1.51
  • Kim, Y., & Silver, R. E. (2021). “What do you think about this?”: Differing role enactment in post-observation conversation. In S. Kunitz, N. Markee, & O. Sert (Eds.), Classroom-based conversation analytic research: Theoretical and applied perspectives on pedagogy. Springer International Publishing. https://doi.org/10.1007/978-3-030-52193-6
  • Kleinknecht, M., & Gröschner, A. (2016). Fostering preservice teachers’ noticing with structured video feedback: Results of an online- and video-based intervention study. Teaching and Teacher Education, 59, 45–56. https://doi.org/10.1016/j.tate.2016.05.020
  • Koole, T. (2010). Displays of epistemic access: Student responses to teacher explanations. Research on Language and Social Interaction, 43(2), 183–209. https://doi.org/10.1080/08351811003737846
  • Körkkö, M. (2019). Towards meaningful reflection and a holistic approach: Creating a reflection framework in teacher education. Scandinavian Journal of Educational Research, 65(2), 258–275. https://doi.org/10.1080/00313831.2019.1676306
  • Körkkö, M., Morales Rios, S., & Kyrö-Ämmälä, O. (2019). Using a video app as a tool for reflective practice. Educational Research, 61(1), 22–37. https://doi.org/10.1080/00131881.2018.1562954
  • Korthagen, F. A. J. (2010). Situated learning theory and the pedagogy of teacher education: Towards an integrative view of teacher behavior and teacher learning. Teaching and Teacher Education, 26(1), 98–106. https://doi.org/10.1016/j.tate.2009.05.001
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Change of Epistemic Stance of Transnational Pre-Service Teachers in-and-through Collaborative Data-Led Reflective Dialogues

Yıl 2024, Cilt: 41 Sayı: 1, 35 - 51, 22.04.2024

Gülşah Uyar Nilüfer Can Daşkın

https://doi.org/10.52597/buje.1415026

Öz

This study explored collaborative data-led reflective dialogues of transnational PSTs by using Multimodal Conversation Analysis. The study draws on the screen recordings of a Virtual Exchange (VE) project (n=72), which involves collaborative online task design, implementation of tasks by L2 students, and reflection on students’ performance and their experience of the VE project. The close examination of the data showed that through collaborative reflective dialogues, PSTs (i) raised awareness of their practice and generated knowledge; (ii) made a connection between theory and practice; (iii) became more aware of their epistemic stance; (iv) identified and described a problem and found solutions to these problems (Farrell, 2015). Therefore, micro-moments of learning and understanding were created in-an- through reflection and it was revealed explicitly through reference to lack of knowledge in the past. This study has implications for teacher education programs, which should encourage reflective dialogues of transnational PSTs to create opportunities for teacher learning.

Anahtar Kelimeler

teacher education teacher learning data-led reflection power asymmetry collaboration

Kaynakça

  • Ayoobiyan, H., & Rashidi, N. (2021). Can reflective teaching promote resilience among Iranian EFL teachers? A mixed-method design. Reflective Practice, 22(3), 293–305. https://doi.org/10.1080/14623943.2021.1873758
  • Balaman, U. (2023). Conversation analytic language teacher education in digital spaces. Springer Nature.
  • Beach, W. A., & Metzger, T. R. (1997). Claiming insufficient knowledge. Human Communication Research, 23(4), 562–588. https://doi.org/10.1111/j.1468-2958.1997.tb00410.x
  • Beauchamp, C. (2015). Reflection in teacher education: Issues emerging from a review of current literature. Reflective Practice, 16(1), 123–141. https://doi.org/10.1080/14623943.2014.982525
  • Beck, C., & Kosnik, C. (2002). Components of a good practicum placement: Student teacher perceptions. Teacher Education Quarterly, 29(2), 81–98.
  • Bjørndal, C. R. P. (2020). Student teachers’ responses to critical mentor feedback: A study of face-saving strategies in teaching placements. Teaching and Teacher Education, 91, 103047. https://doi.org/10.1016/j.tate.2020.103047
  • Bonilla, S., & Rivera, P. M. (2008). Mentoring in pre-service teaching: From reflection on practice to a didactic proposal. Actualidades Pedagógicas, 1(52), 79–90.
  • Brookfield, S. D. (2017). Becoming a critically reflective Teacher. John Wiley & Sons.
  • Burton, J. (2009). Reflective Practice. In A. Burns & J. C. Richards (Eds.), The Cambridge Guide to Second Language Teacher Education (pp. 298–307). Cambridge University Press.
  • Caswell, D., & Dall, T. (2022). Using conversation analysis to develop reflective practice in social work. Qualitative Social Work, 21(6), 1290–1307. https://doi.org/10.1177/14733250221124210
  • Copland, F. (2008). Deconstructing the discourse: Understanding the feedback event. In S. Garton, & K. Richards (Eds.), Professional encounters in TESOL. Palgrave Macmillan. https://doi.org/10.1057/9780230594173_1
  • Copland, F. (2011). Legitimate talk in feedback conferences. Applied Linguistics, 33(1), 1–20. https://doi.org/10.1093/applin/amr040
  • Copland, F., Ma, G., & Mann, S. (2009). Reflecting in and on post-observation feedback in initial teacher training on certificate courses. English Language Teacher Education and Development, 12. 14–23.
  • Crandall, J. A. & Christison M. (Eds.). (2016). Teacher education and professional development in TESOL: Global perspectives. Routledge.
  • Dewey, J. (1933). How we think. Courier Corporation.
  • Dikilitaş, K. (2015). Professional development through teacher-research. In K. Dikilitaş, R. Smith, & W. Trotman (Eds.), Teacher-researchers in action (pp. 47–55). IATEFL Research Special Interest Group.
  • Dikilitaş, K., & Comoglu, I. (2022). Pre-service English teachers’ reflective engagement with stories of exploratory action research. European Journal of Teacher Education, 45(1), 26–42. https://doi.org/10.1080/02619768.2020.1795123
  • Dikilitaş, K., & Mumford, S. (2023). Identity reconstruction through reflection and reflexivity: A new journey beyond the Ph.D. dissertation. Reflective Practice, 24(3), 265–278. https://doi.org/10.1080/14623943.2023.2170342
  • Farr, F. (2010). The discourse of teaching practice feedback: A corpus-based investigation of spoken and written modes. Routledge. https://doi.org/10.4324/9780203846742
  • Farrell, T. S. C. (2015). Promoting teacher reflection in second language education: A framework for TESOL professionals. Routledge.
  • Farrell, T. S. C. (2016b). Anniversary article: The practices of encouraging TESOL teachers to engage in reflective practice: An appraisal of recent research contributions. Language Teaching Research, 20(2), 223–247.
  • Farrell, T. S. C. (2016a). Surviving the transition shock in the first year of teaching through reflective practice. System, 61, 12–19. https://doi.org/10.1016/j.system.2016.07.005
  • Farrell, T. S. C. (2018). Operationalizing reflective practice in second language teacher education. Journal of Second Language Teacher Education, 1. 71–88.
  • Freeman, D. (2016). Educating Second Language Teachers. Oxford University Press.
  • Freeman, D., & Johnson, K. E. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32(3), 397–417. https://doi.org/10.2307/3588114
  • Goffman, E. (1978). Response Cries. Language, 54(4), 787–815. https://doi.org/10.2307/413235
  • Golombek, P. R. (2010). Dynamic assessment in teacher education: Using dialogic video protocols to intervene in teacher thinking and activity. In P. R. Golombek, & K. E. Johnson (Eds), Research on Second Language Teacher Education (pp. 135–149). Routledge.
  • Harris, J., Theobald, M., & Keogh, J. (2019). Combining analytical tools to inform practice in school-based professional experience. Journal of Pragmatics, 143, 255–266. https://doi.org/10.1016/j.pragma.2018.04.002
  • Heritage, J. (1984). A change-of-state token and aspects of its sequential placement. In J. M., Atkinson (Ed.) Structures of Social Action, (pp. 299–345). Cambridge University Press.
  • Heritage, J. (2012a). Epistemics in action: Action formation and territories of knowledge. Research on Language and Social Interaction, 45(1), 1–29. https://doi.org/10.1080/08351813.2012.646684
  • Heritage, J. (2012b). Epistemics in conversation. In The Handbook of Conversation Analysis (pp. 370–394). John Wiley & Sons, Ltd. https://doi.org/10.1002/9781118325001.ch18
  • Heritage, J. (2013). Epistemics in conversation. In J. Sidnell, & T. Stivers (Eds.), The Handbook of Conversation Analysis (pp. 370–394). John Wiley & Sons, Ltd. https://doi.org/10.1002/9781118325001.ch18
  • Hickson, H. (2011). Critical reflection: Reflecting on learning to be reflective. Reflective Practice, 12(6), 829–839. https://doi.org/10.1080/14623943.2011.616687
  • Hong, J. Y. (2012). Why do some beginning teachers leave the school, and others stay? Understanding teacher resilience through psychological lenses. Teachers and Teaching, 18(4), 417–440. https://doi.org/10.1080/13540602.2012.696044
  • Hutchby, I., & Wooffitt, R. (2008). Conversation analysis. Polity.
  • Huth, T., Betz, E., & Taleghani-Nikazm, C. (2019). Rethinking language teacher training: Steps for making talk-in-interaction research accessible to practitioners. Classroom Discourse, 10(1), 99–122.
  • Ishino, M. (2018). Micro-longitudinal conversation analysis in examining co-teachers’ reflection-in-action. System, 78. https://doi.org/10.1016/j.system.2018.07.013
  • Jay, J. K., & Johnson, K. L. (2002). Capturing complexity: A typology of reflective practice for teacher education. Teaching and Teacher Education, 18(1), 73–85. https://doi.org/10.1016/S0742-051X(01)00051-8
  • Jefferson, G. (1984). Notes on a systematic deployment of the acknowledgement tokens “Yeah”; and “Mm Hm”; Paper in Linguistics, 17(2), 197–216. https://doi.org/10.1080/08351818409389201
  • Jefferson, G. (2004). Glossary of transcript symbols with an introduction. Pragmatics and Beyond New Series, 125, 13–34.
  • Johnson, K. E., & Golombek, P. R. (2016). Mindful L2 teacher education: A sociocultural perspective on cultivating teachers’ professional development. Routledge. https://doi.org/10.4324/9781315641447
  • Keogh, J. (2010). (In)forming formal evaluation: Analysis of a practicum mentoring conversation. Journal of Applied Linguistics and Professional Practice, 7, 51–73. https://doi.org/10.1558/japl.v7i1.51
  • Kim, Y., & Silver, R. E. (2021). “What do you think about this?”: Differing role enactment in post-observation conversation. In S. Kunitz, N. Markee, & O. Sert (Eds.), Classroom-based conversation analytic research: Theoretical and applied perspectives on pedagogy. Springer International Publishing. https://doi.org/10.1007/978-3-030-52193-6
  • Kleinknecht, M., & Gröschner, A. (2016). Fostering preservice teachers’ noticing with structured video feedback: Results of an online- and video-based intervention study. Teaching and Teacher Education, 59, 45–56. https://doi.org/10.1016/j.tate.2016.05.020
  • Koole, T. (2010). Displays of epistemic access: Student responses to teacher explanations. Research on Language and Social Interaction, 43(2), 183–209. https://doi.org/10.1080/08351811003737846
  • Körkkö, M. (2019). Towards meaningful reflection and a holistic approach: Creating a reflection framework in teacher education. Scandinavian Journal of Educational Research, 65(2), 258–275. https://doi.org/10.1080/00313831.2019.1676306
  • Körkkö, M., Morales Rios, S., & Kyrö-Ämmälä, O. (2019). Using a video app as a tool for reflective practice. Educational Research, 61(1), 22–37. https://doi.org/10.1080/00131881.2018.1562954
  • Korthagen, F. A. J. (2010). Situated learning theory and the pedagogy of teacher education: Towards an integrative view of teacher behavior and teacher learning. Teaching and Teacher Education, 26(1), 98–106. https://doi.org/10.1016/j.tate.2009.05.001
  • Korthagen, F. A. J. (2014). Promoting core reflection in teacher education: Deepening professional growth. In L. Orland-Barak & C. J. Craig (Eds.), International Teacher Education: Promising Pedagogies (Part A) (Vol. 22, pp. 73–89). Emerald Group Publishing Limited. https://doi.org/10.1108/S1479-368720140000022007
  • Koskela, T., Granö, P., & Somerkoski, B. (2023). Student teachers’ experiences of practical training in a foreign culture. Reflective Practice, 24(1), 71–84. https://doi.org/10.1080/14623943.2022.2139233
  • Kumaravadivelu, B. (2006). Understanding language teaching: From method to postmethod. Routledge.
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  • Mau, S. T., & Harkness, S. S. (2020). The role of teacher educators and university supervisors to help student teachers reflect: From monological reflection toward dialogical conversation. Reflective Practice, 21(2), 171–182. https://doi.org/10.1080/14623943.2020.1716710
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  • Mondada, L. (2018). Multiple temporalities of language and body in interaction: Challenges for transcribing multimodality. Research on Language and Social Interaction, 51(1), 85–106. https://doi.org/10.1080/08351813.2018.1413878
  • Murray, A. (2010). Empowering teachers through professional development. English Teaching Forum, 48(1), 2–11.
  • Opfer, V. D., & Pedder, D. (2011). Conceptualizing teacher professional learning. Review of Educational Research, 81(3). https://journals.sagepub.com/doi/abs/10.3102/0034654311413609
  • Pedro, J. Y. (2005). Reflection in teacher education: Exploring pre‐service teachers’ meanings of reflective practice. Reflective Practice, 6(1), 49–66. https://doi.org/10.1080/1462394042000326860
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  • Sert, O., & Walsh, S. (2013). The interactional management of claims of insufficient knowledge in English language classrooms. Language and Education, 27. 542–565. https://doi.org/10.1080/09500782.2012.739174
  • Skovholt, K. (2018). Anatomy of a teacher–student feedback encounter. Teaching and Teacher Education, 69, 142–153. https://doi.org/10.1016/j.tate.2017.09.012
  • Skovholt, K., Nordenström, E., & Stokoe, E. (2019). Evaluative conduct in teacher–student supervision: When students assess their own performance. Linguistics and Education, 50, 46–55. https://doi.org/10.1016/j.linged.2019.03.001
  • Strong, M., & Baron, W. (2004). An analysis of mentoring conversations with beginning teachers: Suggestions and responses. Teaching and Teacher Education, 20(1), 47–57. https://doi.org/10.1016/j.tate.2003.09.005
  • ten Have, P. (2007). Doing conversation analysis. Sage.
  • Turhan, B., & Kirkgöz, Y. (2021). A critical and collaborative stance towards retrospective reflection in language teacher education. European Journal of Teacher Education, 46(2), 222–240. https://doi.org/10.1080/02619768.2021.1917545
  • Vasquez, C. (2004). “Very carefully managed”: Advice and suggestions in post-observation meetings. Linguistics and Education, 26, 33–58.
  • Veen, M., & de la Croix, A. (2016). Collaborative reflection under the microscope: Using conversation analysis to study the transition from case presentation to discussion in GP residents’ experience sharing sessions. Teaching and Learning in Medicine, 28(1), 3–14. https://doi.org/10.1080/10401334.2015.1107486
  • Walsh, S., & Mann, S. (2015). Doing reflective practice: A data-led way forward. ELT Journal, 69(4), 351–362. https://doi.org/10.1093/elt/ccv018
  • Waring, H. Z. (2013). Two mentor practices that generate teacher reflection without explicit solicitations: Some preliminary considerations. RELC Journal, 44(1), 103–119. https://doi.org/10.1177/0033688212473296
  • Waring, H. Z. (2014). Mentor invitations for reflection in post-observation conferences: Some preliminary considerations. Applied Linguistics Review, 5(1), 99–123. https://doi.org/10.1515/applirev-2014-0005
  • Waring, H. Z. (2017). Going general as a resource for doing advising in post-observation conferences in teacher training. Journal of Pragmatics, 110, 20–33. https://doi.org/10.1016/j.pragma.2017.01.009
  • Wright, T. (2010). Second language teacher education: Review of recent research on practice. Language Teaching, 43(3), 259–296. https://doi.org/10.1017/S0261444810000030
Toplam 74 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular İkinci Bir Dil Olarak İngilizce
Bölüm Özgün Çalışma
Yazarlar

Gülşah Uyar 0000-0002-5023-9971

Nilüfer Can Daşkın 0000-0002-7738-0481

Yayımlanma Tarihi 22 Nisan 2024
Gönderilme Tarihi 4 Ocak 2024
Kabul Tarihi 27 Şubat 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 41 Sayı: 1

Kaynak Göster

APA Uyar, G., & Can Daşkın, N. (2024). Change of Epistemic Stance of Transnational Pre-Service Teachers in-and-through Collaborative Data-Led Reflective Dialogues. Bogazici University Journal of Education, 41(1), 35-51. https://doi.org/10.52597/buje.1415026
 Kapak Resmi İndir

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