Focusing on the contribution of reflective practice to teaching practice amongst student teachers, this study examines the impact of reflective journal entries of 16 student teachers from Faculty of Education at the Artvin Coruh University in Turkey. Quantitative and qualitative research approaches were employed for this study including open-ended questioning techniques (surveys and interviews), written reflections under reflective categories showing how the participants reflected on their teaching experience as anecdotal data. Participants were trained through a 10-h orientation on reflective writing program developed by the researcher. To categorise the reflective writing types, identification of Hatton and Smith [12] of types of reflection (instrument 1), was employed. Participants were later requested to answer a 26 open-ended questionnaire (instrument 2), the questions of which were constructed based on Richards and Lockhart's [16]. Findings have implications for how reflective journals can be employed and used in school-based contexts and pre-service teacher education.
Denetmenlerin iş tanımlarındaki çelişkiler ile ilgili dünya ölçeğinde yeterince karşılaştırmalı çalışmalar olmamasından hareketle yapılan bu araştırmada, birçok ülkedeki denetmenlerin iş tanımları karşılaştırılarak özellikle rol çatışmalarından dolayı yaşanan sorunlarla ilgili bir farkındalık yaratılması ve bu bağlamda yapılacak tartışmalara katkı yapılması hedeflenmektedir. Bu çalışma sonucunda, denetmenlerin iş tanımlarında ortaya çıkan çelişki ve farklılıklar analiz edilerek dört temel sorun belirlenmiştir: 1. Çok fazla sorumluluk, 2. Görevlerde dağınıklık, 3. Denetmenin temel görevleri ile çok az ilişkisi olan etkinliklerin iş tanımlarına dâhil edilmesi, 4. Ortaya çıkan rol çatışmaları. Bu dört sorun bile tek başına, denetmenlerin iş tanımındaki çelişkilerin karmaşıklığını göstermektedir. Kaldı ki, bu kategoriler arttıkça, bunlar arasındaki farklılıklar da doğal olarak artacak ve denetmenlerin de çok daha fazla sorumlulukla birlikte, bu sorumluluklara ilişkin dağınıklık ile karşı karşıya kalma riski de o ölçüde artacaktır. Bu bağlamda, başta denetmenin rolü olmak üzere bu rollerin tanımının yeniden ve daha tutarlı bir şekilde yapılması gerekmektedir. Anahtar Kelimeler: Denetmen, denetmen iş tanımı, rol çatışması.
There seems to be a large discrepancy between leading and learning roles of EFL (English as a foreign language) teacher, learner and principal, which often makes EFL schools fail to build a coherent, collaborative system that supports powerful, equitable learning for all learners. Based on the discrepancy above, in this article, I introduce a reflective leadership framework (RLF) for EFL learners, teachers, and principals, which offers a vision of desirable practice for these three stakeholders with particular roles rather than a set of recipes or a change theory. Reflective leadership is used to describe the concept that learners, teachers and principals should be leaders and learners. I argue that with this reflective leadership type, in which all individuals are empowered to lead for learning, EFL schools could be more effective due to their unique contexts. In this leadership framework, 3 distinct concepts-learning, teaching, and leading-are mutually supportive for more powerful connections between leading and learning. This leadership type particularly offers a theoretically grounded framework for EFL schools, which desire to initiate a communicative curriculum with new leadership roles for students, teachers, and principals by drawing on the following bodies of literature: leading for learning, school-based management, creating a reflective learning community
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