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Reflective Practices of Pre-Service Teachers: Self-reflections on Micro Teaching

Yıl 2023, Cilt: 6 Sayı: 2, 254 - 274, 25.10.2023

Dursun Aksu Musa Çalışır Fatih Selim Sellüm

https://doi.org/10.53047/josse.1362951
Cited By: 1

Öz

This study aims to reveal pre-service teachers' (PSTs) self-reflections on micro-teaching practices. The study was conducted with a qualitative approach. The participants of the study consisted of 117 PSTs from 9 different branches who took the Micro-teaching (Elective) course at the faculty of education of a state university in Türkiye in the 2021-2022 academic year. According to the aim of the study, PSTs did micro-teaching practices. The micro-teaching practices were video-recorded and watched by the PST. The practice was evaluated by the PSTs peers and delivered to the PST in writing. The qualitative data of the study were obtained with the "Self-reflection Form" prepared by the researchers. This form consists of two open-ended questions about the strengths and weaknesses that pre-service teachers realized during the microteaching practice. The data were analyzed by content analysis method. It was found that PST described their strengths and weaknesses in planning, process, and assessment categories. PSTs emphasized their weaknesses more than their strengths for the planning category. In the category of planning, pre-service teachers stated that their strengths were that they were able to prepare lesson plans with well-rounded activities and integrity, and their weaknesses were that they could not manage their time properly and that they realized that the activities and examples were not suitable for the grade level. In the category of processing, they emphasized strengths more than weaknesses. The PSTs consider themselves strongest in lesson management and stated that they need to improve their diction, voice, and oratory skills. The assessment was the least opinioned category by the PSTs. For the assessment of the lesson, PSTs thought that they achieved the outcome by focusing on the teaching process, which was considered successful.

Anahtar Kelimeler

Self-reflection reflective practice teacher education pre-service teacher micro-teaching

Etik Beyan

Bu çalışmanın, özgün bir çalışma olduğunu; çalışmanın hazırlık, veri toplama, analiz ve bilgilerin sunumu olmak üzere tüm aşamalarından bilimsel etik ilke ve kurallarına uygun davrandığımı; bu çalışma kapsamında elde edilmeyen tüm veri ve bilgiler için kaynak gösterdiğimi ve bu kaynaklara kaynakçada yer verdiğimi; kullanılan verilerde herhangi bir değişiklik yapmadığımı, çalışmanın Committee on Publication Ethics (COPE)' in tüm şartlarını ve koşullarını kabul ederek etik görev ve sorumluluklara riayet ettiğimi beyan ederim. Herhangi bir zamanda, çalışmayla ilgili yaptığım bu beyana aykırı bir durumun saptanması durumunda, ortaya çıkacak tüm ahlaki ve hukuki sonuçlara razı olduğumu bildiririm.

Kaynakça

  • Allen, D. W. (1967). Micro-teaching, a description. ERIC clearinghouse on teacher education, pp. 1–129. U.S. Department of Health, Education, & Welfare, Office of Education. https://files.eric.ed.gov/fulltext/ED019224.pdf
  • Allen, D. W., & Eve, A. W. (1968). Microteaching. Theory into Practice, 7(5), 181–185. https://doi.org/10. 1080/00405846809542153
  • Amulya, J. (2004). What is reflective practice. Center for Reflective Community Practice, Massachusetts Institute of Technology, Cambridge, MA. [Online]. https://www.careinnovations.org/wp-content/uploads/what-is-reflective-practice65.pdf
  • Arslan, A. (2021). Pre-service Teachers' Journey of “Teaching” through Micro-Teaching: A Mixed Design Research. Egitim ve Bilim, 46(207). http://dx.doi.org/10.15390/EB.2021.9406
  • Basturk, S. (2016). Investigating the effectiveness of microteaching in mathematics of primary pre-service Teachers. Journal of Education and Training Studies, 4(5), 239-249. http://dx.doi.org/10.11114/jets.v4i5.1509
  • Bell, N. D. (2007). Microteaching: What is it that is going on here? Linguistics and Education, 18(1), 24–40. https://doi.org/10.1016/j.linged.2007.04.002
  • Boud, D., Keogh, R., & Walker, D. (1985). Promoting reflection in learning: A model. In Reflection: Turning Experience into Learning (pp. 18-40). Routledge.
  • Brownhill, S. (2023). Asking more key questions of self-reflection. Reflective Practice, 23(2), 279–290. https://doi.org/10.1080/14623943.2021.2013192
  • Christodoulou, I. (2010). Teacher self-reflection [Diploma thesis]. Masaryk University. https://is.muni.cz/th/266245/pedf_m/DPIva_Christodoulou.pdf
  • Crichton, H., Valdera Gil, F. & Hadfield, C. (2021). Reflections on peer micro-teaching: raising questions about theory informed practice. Reflective Practice, 22(3), 345-362. https://doi.org/10.1080/14623943.2021.1892621
  • Dağ, S. A., & Temur, Ö. D. (2018). Sınıf öğretmeni adaylarının mikro öğretim ders imecesi uygulaması ile ilgili görüşleri. Academy Journal of Educational Sciences, 2(2), 120-133. http://journal.acjes.com/tr/download/article-file/580677
  • Dellaportas, S., Stevenson-Clarke, P., Joshi, M., & De Fazio, T. (2022). Reflective practice and learning in accounting education. Accounting Education, in press, https://doi.org/10.1080/09639284.2022.2076565
  • Demirel, Ö. (2017). Öğretme Etkinliğini Uygulama. In Öğretme sanatı (23rd ed., pp. 70-130). Pegem.
  • Elias, S. K. (2018). Pre-service teachers’ approaches to the effectiveness of micro-teaching in teaching practice programs. Open Journal of Social Sciences, 6(5), 205-224. https://doi.org/10.4236/jss.2018.65016
  • Erdamar, G. & Bangir-Alpan, G. (2021). Türkiye’de mikro öğretim çalışmaları ve uygulamaları. In H. H. Şahan & A. Küçükoğlu (Ed.), Kuramdan uygulamaya mikro öğretim (pp. 134-170). Pegem.
  • Erdemir, N., & Yeşilçınar, S. (2021). Reflective practices in micro teaching from the perspective of preservice teachers: teacher feedback, peer feedback and self-reflection. Reflective Practice, 22(6), 766-781. https://doi.org/10.1080/14623943.2021.1968818
  • Farahian, M., Avarzamani, F., & Rajabi, Y. (2021). Reflective thinking in an EFL Writing course: To what level do portfolios improve reflection in writing? Thinking Skills and Creativity, 39(12). https://doi.org/10.1016/j.tsc.2020.100759
  • Finlay, L. (2008) Reflecting on “Reflective Practice. PBPL paper 52 (January), 1–27. http://www.open.ac.uk/pbpl
  • Gencel, I. E. & Özbaşı, D. (2013). Öğretmen Adaylarının Ölçme ve Değerlendirme Alanına Yönelik Yeterlik Algılarının İncelenmesi. İlköğretim Online, 12 (1), 190-201. https://dergipark.org.tr/en/pub/ilkonline/issue/8586/106679
  • Göçer, A. (2016). Assessment of the opinions and practices of student teachers on micro-teaching as a teaching strategy. Acta Didactica Napocensia, 9(2), 33-46. https://files.eric.ed.gov/fulltext/EJ1110309.pdf
  • Ismail, S. A. A. (2011). Student Teachers' Microteaching Experiences in a Preservice English Teacher Education Program. Journal of Language Teaching & Research, 2(5). https://doi.org/10.4304/jltr.2.5.1043-1051
  • Karakaş, A., & Yükselir, C. (2021). Engaging pre-service EFL teachers in reflection through video-mediated team micro-teaching and guided discussions. Reflective Practice, 22(2), 159-172. https://doi.org/10.1080/14623943.2020.1860927
  • Karlström, M., & Hamza, K. (2019). Preservice science teachers’ opportunities for learning through reflection when planning a microteaching unit. Journal of Science Teacher Education, 30(1), 44-62. https://doi.org/10.1080/1046560X.2018.1531345
  • Kerkhoff, S. (2020). Collaborative video case studies and online instruments for self-reflection in global teacher education. Journal of Technology and Teacher Education, 28(2), 341-351. https://www.learntechlib.org/primary/p/216212/
  • Kim, S., Raza, M., & Seidman, E. (2019). Improving 21st-century teaching skills: The key to effective 21st-century learners. Research in Comparative and International Education, 14(1), 99-117. https://doi.org/10.1177/1745499919829214
  • Koross, R. (2016). Micro teaching an efficient technique for learning effective teaching skills: pre-service teachers’ perspective. IRA-International Journal of Education & Multidisciplinary Studies, 4(2), 289-299. http://dx.doi.org/10.21013/irajems.v4.n2.p7
  • Kroeger, S. D., Doyle, K., Carnahan, C., & Benson, A. G. (2022). Microteaching: An opportunity for meaningful professional development. TEACHING Exceptional Children. Advanced online publication: doi:10.1177/00400599211068372
  • Kundu, A., & Bej, T. (2022). Reflective teachers: A probe into 21st century skills among Indian trainee teachers. International Journal of Teacher Education and Professional Development (IJTEPD), 5(1), 1-20. http://dx.doi.org/10.4018/IJTEPD.2022010106
  • Lagueux, R.C. (2014). A spurious John Dewey quotation on reflection. Academia.
  • Ledger, S., & Fischetti, J. (2019). Micro-teaching 2.0: Technology as the classroom. Australasian Journal of Educational Technology, 36(1), 37–54. https://doi.org/10.14742/ajet.4561
  • Lew, M. D. N., & Schmidt, H. G. (2011). Self-reflection and academic performance: Is there a relationship? Advances in Health Sciences Education, 16(4), 529–545. https://doi.org/10.1007/s10459-011-9298-z
  • Maguire, K. R. (2022). Pre-service teachers’ reflections on content knowledge through microteaching. Reflective Practice, 1-15. https://doi.org/10.1080/14623943.2022.2146082
  • Merriam, S. B., & Tisdell, E. J. (2016). Qualitative Research: A Guide to Design and Implementation (4th ed.). Jossey Bass.
  • Ogeyik, M. C. (2009). Attitudes of the Student Teachers in English Language Teaching Programs towards Microteaching Technique. English language teaching, 2(3), 205-212. https://files.eric.ed.gov/fulltext/EJ1083082.pdf
  • Onwuagboke, B. B. C., Osuala, R. C., & Nzeako, R. C. (2017). The impact of microteaching in developing teaching skills among pre-service teachers in Alvan Ikoku College of Education Owerri, Nigeria. African Research Review, 11(2), 237-250. http://dx.doi.org/10.4314/afrrev.v11i2.18
  • Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice (4th ed.). SAGE Publications.
  • Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers College Record, 104(4), 842–866. https://doi.org/10.1111/1467-9620.00181
  • Saban, A., & Çoklar, A. N. (2013). Pre-service teachers' opinions about the micro-teaching method in teaching practise classes. Turkish Online Journal of Educational Technology-TOJET, 12(2), 234-240. https://files.eric.ed.gov/fulltext/EJ1015454.pdf
  • Şahin, Ç., & Karaman, P. (2013). Sınıf öğretmeni adaylarının ölçme ve değerlendirmeye ilişkin inançları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28(28-2), 394-407.
  • Şahi̇n, Ö., & Soylu, Y. (2019). Matematik Öğretmeni Adaylarının Ölçme ve Değerlendirme Bilgi Gelişimleri. Kuramsal Eğitimbilim, 12 (1), 28–57. https://doi.org/10.30831/akukeg.335187
  • Saraçoğlu, G., Gürişik, A., & Furat, D. (2018). İngilizce öğretmen adaylarinin mikro-öğretim uygulamalari sonrasinda yapilan eleştiri ile ilgili görüşleri. Türk Eğitim Bilimleri Dergisi, 16(1), 58-76.
  • Schon, D.A. (1983) The reflective practitioner: How professionals think in action. Basic Books.
  • Schreier, M. (2014). Qualitative Content Analysis. In The SAGE Handbook of Qualitative Data Analysis (pp. 170–183). SAGE Publications, Inc. https://doi.org/10.4135/9781446282243.n12
  • Slepcevic-Zach, P., & Stock, M. (2018). ePortfolio as a tool for reflection and selfeflection. Reflective Practice, 19(3), 291-307. https://doi.org/10.1080/14623943.2018.1437399
  • Steinrücke, J., Veldkamp, B., & de Jong, T. (2023). The effect of self-reflection on information usage and information literacy in a digital serious game. Computers and Education Open, 100133. https://doi.org/10.1016/j.caeo.2023.100133
  • Tünkler, V., & Güven, C. (2018). Mikroöğretim uygulamasının öğretmen adaylarının tamamlayıcı ölçme-değerlendirme tekniklerine yönelik okuryazarlık düzeylerine etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34(2), 541-564. https://doi.org/10.16986/HUJE.2018043466
  • Yıldız, H. (2022). Preservice elementary mathematics teachers’ evaluations of microteaching practices. Turkish Journal of Mathematics Education, 3(3), 1-25.
  • YÖK (2018). Öğretmen yetiştirme lisans programları. https://www.yok.gov.tr/kurumsal/idari-birimler/egitim-ogretim-dairesi/yeni-ogretmen-yetistirme-lisans-programlari
  • Yolcu, E. & Turhan-Türkkan, T. (2021). Mikro öğretimin tarihçesi: Geçmişten günümüze mikro öğretim. In H. H. Şahan & A. Küçükoğlu (Ed.), Kuramdan uygulamaya mikro öğretim (pp. 43-85). Pegem.

Yıl 2023, Cilt: 6 Sayı: 2, 254 - 274, 25.10.2023

Dursun Aksu Musa Çalışır Fatih Selim Sellüm

https://doi.org/10.53047/josse.1362951
Cited By: 1

Öz

Kaynakça

  • Allen, D. W. (1967). Micro-teaching, a description. ERIC clearinghouse on teacher education, pp. 1–129. U.S. Department of Health, Education, & Welfare, Office of Education. https://files.eric.ed.gov/fulltext/ED019224.pdf
  • Allen, D. W., & Eve, A. W. (1968). Microteaching. Theory into Practice, 7(5), 181–185. https://doi.org/10. 1080/00405846809542153
  • Amulya, J. (2004). What is reflective practice. Center for Reflective Community Practice, Massachusetts Institute of Technology, Cambridge, MA. [Online]. https://www.careinnovations.org/wp-content/uploads/what-is-reflective-practice65.pdf
  • Arslan, A. (2021). Pre-service Teachers' Journey of “Teaching” through Micro-Teaching: A Mixed Design Research. Egitim ve Bilim, 46(207). http://dx.doi.org/10.15390/EB.2021.9406
  • Basturk, S. (2016). Investigating the effectiveness of microteaching in mathematics of primary pre-service Teachers. Journal of Education and Training Studies, 4(5), 239-249. http://dx.doi.org/10.11114/jets.v4i5.1509
  • Bell, N. D. (2007). Microteaching: What is it that is going on here? Linguistics and Education, 18(1), 24–40. https://doi.org/10.1016/j.linged.2007.04.002
  • Boud, D., Keogh, R., & Walker, D. (1985). Promoting reflection in learning: A model. In Reflection: Turning Experience into Learning (pp. 18-40). Routledge.
  • Brownhill, S. (2023). Asking more key questions of self-reflection. Reflective Practice, 23(2), 279–290. https://doi.org/10.1080/14623943.2021.2013192
  • Christodoulou, I. (2010). Teacher self-reflection [Diploma thesis]. Masaryk University. https://is.muni.cz/th/266245/pedf_m/DPIva_Christodoulou.pdf
  • Crichton, H., Valdera Gil, F. & Hadfield, C. (2021). Reflections on peer micro-teaching: raising questions about theory informed practice. Reflective Practice, 22(3), 345-362. https://doi.org/10.1080/14623943.2021.1892621
  • Dağ, S. A., & Temur, Ö. D. (2018). Sınıf öğretmeni adaylarının mikro öğretim ders imecesi uygulaması ile ilgili görüşleri. Academy Journal of Educational Sciences, 2(2), 120-133. http://journal.acjes.com/tr/download/article-file/580677
  • Dellaportas, S., Stevenson-Clarke, P., Joshi, M., & De Fazio, T. (2022). Reflective practice and learning in accounting education. Accounting Education, in press, https://doi.org/10.1080/09639284.2022.2076565
  • Demirel, Ö. (2017). Öğretme Etkinliğini Uygulama. In Öğretme sanatı (23rd ed., pp. 70-130). Pegem.
  • Elias, S. K. (2018). Pre-service teachers’ approaches to the effectiveness of micro-teaching in teaching practice programs. Open Journal of Social Sciences, 6(5), 205-224. https://doi.org/10.4236/jss.2018.65016
  • Erdamar, G. & Bangir-Alpan, G. (2021). Türkiye’de mikro öğretim çalışmaları ve uygulamaları. In H. H. Şahan & A. Küçükoğlu (Ed.), Kuramdan uygulamaya mikro öğretim (pp. 134-170). Pegem.
  • Erdemir, N., & Yeşilçınar, S. (2021). Reflective practices in micro teaching from the perspective of preservice teachers: teacher feedback, peer feedback and self-reflection. Reflective Practice, 22(6), 766-781. https://doi.org/10.1080/14623943.2021.1968818
  • Farahian, M., Avarzamani, F., & Rajabi, Y. (2021). Reflective thinking in an EFL Writing course: To what level do portfolios improve reflection in writing? Thinking Skills and Creativity, 39(12). https://doi.org/10.1016/j.tsc.2020.100759
  • Finlay, L. (2008) Reflecting on “Reflective Practice. PBPL paper 52 (January), 1–27. http://www.open.ac.uk/pbpl
  • Gencel, I. E. & Özbaşı, D. (2013). Öğretmen Adaylarının Ölçme ve Değerlendirme Alanına Yönelik Yeterlik Algılarının İncelenmesi. İlköğretim Online, 12 (1), 190-201. https://dergipark.org.tr/en/pub/ilkonline/issue/8586/106679
  • Göçer, A. (2016). Assessment of the opinions and practices of student teachers on micro-teaching as a teaching strategy. Acta Didactica Napocensia, 9(2), 33-46. https://files.eric.ed.gov/fulltext/EJ1110309.pdf
  • Ismail, S. A. A. (2011). Student Teachers' Microteaching Experiences in a Preservice English Teacher Education Program. Journal of Language Teaching & Research, 2(5). https://doi.org/10.4304/jltr.2.5.1043-1051
  • Karakaş, A., & Yükselir, C. (2021). Engaging pre-service EFL teachers in reflection through video-mediated team micro-teaching and guided discussions. Reflective Practice, 22(2), 159-172. https://doi.org/10.1080/14623943.2020.1860927
  • Karlström, M., & Hamza, K. (2019). Preservice science teachers’ opportunities for learning through reflection when planning a microteaching unit. Journal of Science Teacher Education, 30(1), 44-62. https://doi.org/10.1080/1046560X.2018.1531345
  • Kerkhoff, S. (2020). Collaborative video case studies and online instruments for self-reflection in global teacher education. Journal of Technology and Teacher Education, 28(2), 341-351. https://www.learntechlib.org/primary/p/216212/
  • Kim, S., Raza, M., & Seidman, E. (2019). Improving 21st-century teaching skills: The key to effective 21st-century learners. Research in Comparative and International Education, 14(1), 99-117. https://doi.org/10.1177/1745499919829214
  • Koross, R. (2016). Micro teaching an efficient technique for learning effective teaching skills: pre-service teachers’ perspective. IRA-International Journal of Education & Multidisciplinary Studies, 4(2), 289-299. http://dx.doi.org/10.21013/irajems.v4.n2.p7
  • Kroeger, S. D., Doyle, K., Carnahan, C., & Benson, A. G. (2022). Microteaching: An opportunity for meaningful professional development. TEACHING Exceptional Children. Advanced online publication: doi:10.1177/00400599211068372
  • Kundu, A., & Bej, T. (2022). Reflective teachers: A probe into 21st century skills among Indian trainee teachers. International Journal of Teacher Education and Professional Development (IJTEPD), 5(1), 1-20. http://dx.doi.org/10.4018/IJTEPD.2022010106
  • Lagueux, R.C. (2014). A spurious John Dewey quotation on reflection. Academia.
  • Ledger, S., & Fischetti, J. (2019). Micro-teaching 2.0: Technology as the classroom. Australasian Journal of Educational Technology, 36(1), 37–54. https://doi.org/10.14742/ajet.4561
  • Lew, M. D. N., & Schmidt, H. G. (2011). Self-reflection and academic performance: Is there a relationship? Advances in Health Sciences Education, 16(4), 529–545. https://doi.org/10.1007/s10459-011-9298-z
  • Maguire, K. R. (2022). Pre-service teachers’ reflections on content knowledge through microteaching. Reflective Practice, 1-15. https://doi.org/10.1080/14623943.2022.2146082
  • Merriam, S. B., & Tisdell, E. J. (2016). Qualitative Research: A Guide to Design and Implementation (4th ed.). Jossey Bass.
  • Ogeyik, M. C. (2009). Attitudes of the Student Teachers in English Language Teaching Programs towards Microteaching Technique. English language teaching, 2(3), 205-212. https://files.eric.ed.gov/fulltext/EJ1083082.pdf
  • Onwuagboke, B. B. C., Osuala, R. C., & Nzeako, R. C. (2017). The impact of microteaching in developing teaching skills among pre-service teachers in Alvan Ikoku College of Education Owerri, Nigeria. African Research Review, 11(2), 237-250. http://dx.doi.org/10.4314/afrrev.v11i2.18
  • Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice (4th ed.). SAGE Publications.
  • Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers College Record, 104(4), 842–866. https://doi.org/10.1111/1467-9620.00181
  • Saban, A., & Çoklar, A. N. (2013). Pre-service teachers' opinions about the micro-teaching method in teaching practise classes. Turkish Online Journal of Educational Technology-TOJET, 12(2), 234-240. https://files.eric.ed.gov/fulltext/EJ1015454.pdf
  • Şahin, Ç., & Karaman, P. (2013). Sınıf öğretmeni adaylarının ölçme ve değerlendirmeye ilişkin inançları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28(28-2), 394-407.
  • Şahi̇n, Ö., & Soylu, Y. (2019). Matematik Öğretmeni Adaylarının Ölçme ve Değerlendirme Bilgi Gelişimleri. Kuramsal Eğitimbilim, 12 (1), 28–57. https://doi.org/10.30831/akukeg.335187
  • Saraçoğlu, G., Gürişik, A., & Furat, D. (2018). İngilizce öğretmen adaylarinin mikro-öğretim uygulamalari sonrasinda yapilan eleştiri ile ilgili görüşleri. Türk Eğitim Bilimleri Dergisi, 16(1), 58-76.
  • Schon, D.A. (1983) The reflective practitioner: How professionals think in action. Basic Books.
  • Schreier, M. (2014). Qualitative Content Analysis. In The SAGE Handbook of Qualitative Data Analysis (pp. 170–183). SAGE Publications, Inc. https://doi.org/10.4135/9781446282243.n12
  • Slepcevic-Zach, P., & Stock, M. (2018). ePortfolio as a tool for reflection and selfeflection. Reflective Practice, 19(3), 291-307. https://doi.org/10.1080/14623943.2018.1437399
  • Steinrücke, J., Veldkamp, B., & de Jong, T. (2023). The effect of self-reflection on information usage and information literacy in a digital serious game. Computers and Education Open, 100133. https://doi.org/10.1016/j.caeo.2023.100133
  • Tünkler, V., & Güven, C. (2018). Mikroöğretim uygulamasının öğretmen adaylarının tamamlayıcı ölçme-değerlendirme tekniklerine yönelik okuryazarlık düzeylerine etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34(2), 541-564. https://doi.org/10.16986/HUJE.2018043466
  • Yıldız, H. (2022). Preservice elementary mathematics teachers’ evaluations of microteaching practices. Turkish Journal of Mathematics Education, 3(3), 1-25.
  • YÖK (2018). Öğretmen yetiştirme lisans programları. https://www.yok.gov.tr/kurumsal/idari-birimler/egitim-ogretim-dairesi/yeni-ogretmen-yetistirme-lisans-programlari
  • Yolcu, E. & Turhan-Türkkan, T. (2021). Mikro öğretimin tarihçesi: Geçmişten günümüze mikro öğretim. In H. H. Şahan & A. Küçükoğlu (Ed.), Kuramdan uygulamaya mikro öğretim (pp. 43-85). Pegem.
Toplam 49 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi
Bölüm Research Article
Yazarlar

Dursun Aksu 0000-0002-4481-9793

Musa Çalışır 0000-0001-8647-9005

Fatih Selim Sellüm 0000-0002-4445-0324

Yayımlanma Tarihi 25 Ekim 2023
Kabul Tarihi 23 Ekim 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 6 Sayı: 2

Kaynak Göster

APA Aksu, D., Çalışır, M., & Sellüm, F. S. (2023). Reflective Practices of Pre-Service Teachers: Self-reflections on Micro Teaching. Journal of Social Sciences And Education, 6(2), 254-274. https://doi.org/10.53047/josse.1362951

Cited By

Planning Strategies and Learning Reflection Practices among Pre-Service Teachers in Upper Basic Education in Tai Local Government Area, Rivers State, Nigeria
British Journal of Education, Learning and Development Psychology
https://doi.org/10.52589/BJELDP-QGKAJ9KE
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