Show/Hide Menu
Hide/Show Apps
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Open Science Policy
Open Science Policy
Open Access Guideline
Open Access Guideline
Postgraduate Thesis Guideline
Postgraduate Thesis Guideline
Communities & Collections
Communities & Collections
Help
Help
Frequently Asked Questions
Frequently Asked Questions
Guides
Guides
Thesis submission
Thesis submission
MS without thesis term project submission
MS without thesis term project submission
Publication submission with DOI
Publication submission with DOI
Publication submission
Publication submission
Supporting Information
Supporting Information
General Information
General Information
Copyright, Embargo and License
Copyright, Embargo and License
Contact us
Contact us
Investigating the quality of teacher reflection and the nature of changes in the quality of teacher reflection through critical incidents analysis
Download
12626311.pdf
Date
2021-3-31
Author
Yılmaz, Elanur
Metadata
Show full item record
This work is licensed under a
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
.
Item Usage Stats
392
views
613
downloads
Cite This
This embedded mixed methods research is an investigation to explore the current status of teachers’ reflections and the role of the guided reflective practices through critical incidents analysis in the development of teachers’ reflections and their teaching actions. To address this purpose, a multi-case study design is embedded in the survey study. The study involved a sample of 236 teachers from 66 public elementary schools in Ankara that are selected through cluster random sampling. From the sample, ten teachers volunteered to become a study group. This study is carried out between 2017 and 2019 through utilizing multiple sources, including the Vignette-Based Assessment of the Quality of Teacher Reflection Instrument (VBAQTRI), semi-structured interview schedules, reflective journals, video records of reflective discussion sessions, field notes and memos. Descriptive statistics, content analysis, within and cross case analysis are used to analyze the data. Overall, findings of the survey v study suggest that teachers generally relied solely on pedagogical preferences and instructional related issues used to accomplish predetermined objectives. Their reflections are limited to their thoughts about lack of students’ engagement and students’ disruptive behaviors. In the multiple-case study, teachers’ reflections indicated growth over time and as the study progressed deeper reflections are evidenced in reflective discussions compared to the reflective journal writings. This combination of findings highlights that the current status of the quality of teacher reflection is evidence-based, and indicates a significant impact on how teachers engage in guided reflective practices through critical incidents analysis and what they take away from them through empowering their instructional decisions and actions.
Subject Keywords
Quality of Teacher Reflection
,
Critical Incidents Analysis
,
Guided Reflective Practices
,
In-Service Teachers
,
Mixed Methods Research Design
URI
https://hdl.handle.net/11511/89673
Collections
Graduate School of Social Sciences, Thesis
Suggestions
OpenMETU
Core
Induction into teaching: a multiple-case study of the first year teachers’ experiences at schools /
Cihan, Tuğba; Yıldırım, Ali; Department of Elementary Education (2016)
The aim of this study was to examine the first year of four novice teachers in the teaching profession with regard to their perceptions and experiences about the classroom processes they undergo, professional development, relationships with students and colleagues, teaching performance, mentorship, personal life and the pre-service teacher education in addition to their mentors’ perceptions regarding the induction process. The study adopted a qualitative multiple-case study design and data were collected fr...
The nature and development of interaction among components of pedagogical content knowledge in practicum
Aydın, Sevgi; Demirdogen, Betul; Akın Çelebi, Fatma; Kondakçı, Esen; Tarkin, Aysegul (2015-02-01)
This secondary analysis study focused on how interactions among preservice teachers' pedagogical content knowledge (PCK) components developed throughout a 14-week CoRe-based mentoringenriched practicum course, and the nature of those interactions. Data were collected from three preservice teachers, information-rich cases, by the use of content representation (CoRe) and semi-structured interviews. Content analysis and the constant comparative method were employed in the data analysis. Results revealed that t...
Exploration of the relations between the teacher‘s discursive roles and the students‘ cognitive contributions to the classroom discourse /
Soysal, Yılmaz; Yılmaz Tüzün, Özgül; Günel, Murat; Department of Elementary Education (2017)
The current study aimed at exploring the relations between the types of teacher discursive roles and the students‘ cognitive contributions to the classroom discourse. Students‘ cognitive operations were considered as their utterances‘ semantic complexity, cognitive pathways, reasoning quality and argument structure. It was also aimed at investigating some contextual influences of the inquiry classrooms on the students‘ ability to make cognitive contributions to the classroom discourse. The participants were...
Investigating the Impact of Long-term Professional development through Teacher Evaluation
Oktay, Özlem; Eryılmaz, Ali (Nesibe Aydın Education Inst, 2020-9-8)
Educational reform efforts support professional development (PD) programs for teachers as a means to establishing possible outcomes that may affect changing teacher practices, student learning, and impact on economic and educational foundations. PD programs require evaluation in order to appraise their effectiveness, and seeking participant opinion following program implementation is one such valid method. The aim of the current study is to determine in-service physics teachers' evaluation about the impact ...
Pre-Service Teachers’ Evaluation of Their Mentor Teachers, School Experiences, and Theory–Practice Relationship
Alemdağ, Ecenaz; Özdemir Şimşek, Pınar (2017-06-01)
This case study investigated practicum experiences of pre-service teachers by focusing on their evaluation of mentor teachers, school experiences, and theory-practice relationships. Interviews were conducted with six teacher candidates, and observations in the participants' practice schools were made. The results revealed that mentor teachers had both positive and negative qualities with respect to social support, professional support, and role-modeling mentoring functions. Moreover, pre-service teachers re...
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
E. Yılmaz, “Investigating the quality of teacher reflection and the nature of changes in the quality of teacher reflection through critical incidents analysis,” Ph.D. - Doctoral Program, Middle East Technical University, 2021.