Towards becoming critical reflection writers: a case of English language teacher candidates

Turhan, Burcu; Kırkgöz, Yasemin

doi:10.1080/14623943.2018.1539651

Cited by 12 publications

(8 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…When learners probe into past experiences for new understanding, reflection is most likely to happen ( Sargent, 2015 ). However, the first finding of our study is different from what Turhan and Kirkgoz (2018) suggested. They found that their EFL participants avoided giving any comments or insights in relation to what they observed and they solely reported what they observed in a descriptive way.…”

Section: Discussioncontrasting

confidence: 99%

“…They found that their EFL participants avoided giving any comments or insights in relation to what they observed and they solely reported what they observed in a descriptive way. Turhan and Kirkgoz (2018) added that individuals may tend to reflect descriptively in the absence of guidance or special training. Furthermore, through regular practices, reflection becomes a useful academic asset that helps students stabilize their knowledge and develop more sophisticated life skills and thoughts ( Pretorius and Ford, 2016 ).…”

Section: Discussionmentioning

confidence: 99%

“…How individuals develop intellectual and affective activities to reach new understandings and appreciations has been investigated in educational settings ( Costa and Kallick, 2008 ; Turhan and Kirkgoz, 2018 ). Whenever students are instructed to reflect in practice, they will be actively involved in reflective practices ( Barnett and O’Mahony, 2006 ); fostering the students’ capacity for reflective learning is part of fostering their “capacity to learn how to learn” ( Bourner, 2003 ).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

A Combination of Action Research and Reflective Journal Writing in an English as a Foreign Language Class: Learners’ Psychological Point of Views and Their Grammar Use in Writing

2022

View full text Add to dashboard Cite

Action research (AR) and reflective thinking (RT) can enhance learning since both processes provide students with the opportunities to step back and think about how they actually solve problems. While there is a robust academic inquiry on reflection practices and AR in the educational setting, investigating learners’ reflections through AR practices can shed more light on related research. This study implemented reflective journal writing through AR and aimed to investigate (1) the participants’ views about reflective journal writing, (2) the effects of journal writing on RT development, and (3) the learners’ grammar use in writing. Eighty language learners formed the two experimental and control groups of the study. The possible relationship between the RT level and participants’ final exam was checked. Analyses of the participants’ journals, the semi-structured interview, the questionnaires’ results, and the final exam scores were considered. The findings showed that the participants had positive views about journal writing, and they could enhance their level of RT as well as their grammar use in writing; nevertheless, no relationship between the RT level and final exam scores of the participants was found. The methodology and the results of the study could be conducive to welcoming alternative methods of teaching and assessment that encourage the learners’ reflective practices and active engagements in language classes.

show abstract

Section: Discussioncontrasting

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

A Combination of Action Research and Reflective Journal Writing in an English as a Foreign Language Class: Learners’ Psychological Point of Views and Their Grammar Use in Writing

2022

View full text Add to dashboard Cite

show abstract

“…They need to be able to pose questions, develop constructive criticism, and solve certain problems about their teaching practices. They should find their own voice as young professionals (Wang, Strong & Odell, 2004;Richards, 1998;Turhan & Kırkgöz, 2018). As Richards (1998) notes, by observing how teachers do their lessons, novice teachers can develop strategies and techniques that they can employ in their own teaching practice.…”

Section: Discussionmentioning

confidence: 99%

Investigating the Professional Adaptation of English Teachers in the First Years of their Profession to School Environment

Akcan

Kırkgöz

Ersanlı

2023

Participatory Educational Research

View full text Add to dashboard Cite

This study investigates English teachers’ socialization to the school environment, their behaviour in the classroom, and their attitudes towards their profession in the first few years after graduation. An explanatory research design was used with a mixed-method methodology. We administered a survey to 800 novice English language teachers in 16 cities where there is high rates of governmental teacher placements in Turkey based on the data provided by the Ministry of National Education (MoNE). The questionnaire included five category components: professional competence, interpersonal relations, organizational history and language, organizational goals and values, and organizational policy. We then selected 9 English teachers using purposeful sampling from the three of the 16 cities in order to gain information about novice teachers’ experiences and to elaborate on the results of our quantitative data findings. After observing the classes of those English teachers, we conducted semi-structured interviews. The content analysis of the responses revealed important issues the teachers experienced during their socialization period. These included their relationships with the school administration, colleagues, parents, and the teachers’ own professional competence, particularly in the areas of the target language (TL) use and language teaching methodology. A discussion of the findings provides suggestions for teacher education programmes, thereby contributing to the development of educational curricula. Having postgraduate studies to sustain professional development has been suggested for teacher growth, which will also establish a link between the university-school partnership. The university-school partnership will only be possible with a willingness to collaborate, dedicated time and systematic feedback to share knowledge and experience.

show abstract

“…Additionally, Turhan and Kirkgoz (2018) explored 49 Turkish pre-service teachers' critical reflections, development of their reflection level over time, and the benefits of observation and critical reflections. Findings showed that the participants did not reach a high level of critical reflections; however, they experienced a real classroom environment, gained new insights into teaching skills, identified good and bad teaching practices, recognised the positive and negative aspects of a teacher, and realised the gap between theory and practice.…”

Section: Importance and Benefits Of Reflective Journalingmentioning

confidence: 99%

From reluctance to addiction: the impact of reflective journals on Qatari undergraduate students’ learning

Ahmed

2020

Reflective Practice

View full text Add to dashboard Cite

Reflective journals are used to develop students' writing skills, assess reflection level, gather research data, promote teachers' professional development, promote instructional practices, and affect students' learning. However, little research explored the impact of reflective journals on undergraduate students' learning and its challenges in an English writing course. The current study fills the gap in the literature by exploring Qatari female undergraduate students' perspectives of reflective journals in an English writing course and identifying their challenges with using reflective journals. Social constructivism and Gibb's reflective cycle informed the theoretical framework of the study. Using a case study methodology, the researcher designed a reflective journal based on Gibbs' reflective cycle. Accordingly, reflective journals, written by 55 Qatari female undergraduate students, were collected and qualitatively analysed using thematic content analysis. Findings revealed that students experienced the following learning moments in their English writing course: engaging, invaluable, surprising, challenging, novel, perplexing, worrying, enlightening, and transferrable. Moreover, participants reported a number of benefits and challenges of using reflective journals that are peculiar to the Qatari context. Implications for using reflective journals in higher education are provided.

show abstract

Towards becoming critical reflection writers: a case of English language teacher candidates

Cited by 12 publications

References 16 publications

A Combination of Action Research and Reflective Journal Writing in an English as a Foreign Language Class: Learners’ Psychological Point of Views and Their Grammar Use in Writing

A Combination of Action Research and Reflective Journal Writing in an English as a Foreign Language Class: Learners’ Psychological Point of Views and Their Grammar Use in Writing

Investigating the Professional Adaptation of English Teachers in the First Years of their Profession to School Environment

From reluctance to addiction: the impact of reflective journals on Qatari undergraduate students’ learning

Contact Info

Product

Resources

About