Research Information System
Thesis Type: Postgraduate
Institution Of The Thesis: Uludağ Üniversitesi, Turkey
Approval Date: 2012
Thesis Language: English
Student: SELEN CİNGÖZ
Supervisor: ÇİĞDEM KARATEPE
Abstract:The study aimed to examine to what extend student teachers (STs) in practicum would benefit from reflection through diary keeping. 15 pre-service English language teachers enrolled in the undergraduate program of English Teaching Education in the Department of Foreign Language Education at Uludag University participated in the study which comprised a 8-week time span in the 2010-2011 fall term.Data for this study came from: (a) diary entries and (b) interviews. Data collection consisted of records of participants diary entries throughout the study. Recurring patterns in pre-service English language teachers diary entries were used as a measure of their reflectivity. Earlier and later diary entries were compared to check evidence of change in the level of the pre-service teachers reflective thinking.Results indicated that: (1) the most frequent topics belong to the evaluation of teaching. Participants reflected more frequently about the positive or negative evaluation of the lessons they observed and their own microteachings, their personal theories of teaching, (2) participants were found to be engaged in different levels of critical reflection. (3) they were reflective in their diary entries, to a certain extent, although there were individual differences in the degree of reflectivity in the identified categories. (4) in one-to-one interviews, the student teachers stated that diaries allowed them to be reflective and to make connections between theory and practice, which helped them to think about their strengths and weaknesses as teachers