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| Autor/inn/en | Ekizer, Feyza Nur; Cephe, Pasa Tevfik |
|---|---|
| Titel | Actualization of the Onion Model of Reflection in Turkish English Language Instructors' Practices: A Case Study |
| Quelle | In: Educational Research and Reviews, 12 (2017) 2, S.62-72 (11 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1990-3839 |
| Schlagwörter | Foreign Countries; English (Second Language); Second Language Instruction; Models; Self Evaluation (Individuals); Reflection; Teacher Competencies; Correlation; Professional Identity; Language Teachers; Teacher Characteristics; Teacher Behavior; Environmental Influences; Teacher Surveys; Semi Structured Interviews; Observation; Turkey |
| Abstract | Teachers spend so much time and energy focused on their students' progress that they often forget to consider their own performances. Self-reflection here is a very valuable tool that helps make the teacher aware of how he/she is teaching, which in turn makes him/her a better teacher. Teaching without reflection is teaching blind-without any knowledge of effectiveness. Therefore, this study aimed at finding the relationship between professional identity and practice of English teachers by making use of "The Onion Model" proposed by Korthagen (2004). This reflection model, as it includes different interrelated processing steps/layers (Environment, Behavior, Competencies, Beliefs, Identity and Mission) that could significantly affect professions, is important since it helps people to know each other and develop a healthy relationship with their environments. On the other hand, more importantly, it is directly associated with professional identity which is the main concern of the study, because it has 6 layers one of which is identity. This study is aimed at examining how these layers can be actualized in English teachers, if their self-report and actual practices are in accordance or not. As a result, the biggest differentiation between the reported and the performed was under the layer of behavior. Particularly, the interviewees' statements about their behaviors towards positive and negative attitudes of the students in the class seemed to be different. The second top difference was competency. Here, the interviewees' believed that they were good at doing something, however, it was monitored that they were actually not that successful. The third biggest difference between the said and the done came under identity. Most of the interviewees' thought they were a certain kind of a teacher, yet they were scrutinized as not. Environment, belief and mission were layers that were not easy to monitor in the observation classes. However, as far as the researcher felt, the surveyed attitudes were put down. The grounds, the purpose, the application method and the results of the study together with the evaluations are discussed in detail in the following parts of this article. (As Provided). |
| Anmerkungen | Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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