Exploring EFL Teachers' Reflectivity and their Sense of Self-efficacy / İngilizce Öğretmenlerinde Yansıtıcılığın Özyeterliklerini Yordama Gücü

Assoc. Prof. Dr. Sasan Baleghizadeh; Ph.d. Stud. Zahra Javidanmehr

doi:10.19160/e-ijer.57660

Araştırma Makalesi

İngilizce Öğretmenlerinde Yansıtıcılığın Özyeterliklerini Yordama Gücü / Exploring EFL Teachers' Reflectivity and their Sense of Self-efficacy

Yıl 2014, Cilt: 5 Sayı: 3, 19 - 38, 02.01.2015

Assoc. Prof. Dr. Sasan Baleghizadeh , Ph.d. Stud. Zahra Javidanmehr

https://doi.org/10.19160/e-ijer.57660

Cited By: 5

Öz

Araştırmanın amacı yansıtmanın öğretmenlerin özyeterliğini yordama gücüne sahip olup olmadığını belirlemektir. Richards ‘a (2008) göre yansıtma deneyimlerin önemsendiği, değerlendirildiği bir eylemi ya da bir süreci ifade eder. Öğretmen özyeterliğinin ise farklı şekillerde tanımlanmasına karşın tek bir önemli odak noktası vardır ki o da öğretmenin eğitimsel faaliyetleri yürütülebilme becerisine ilişkin inancıdır. Yöntem: Araştırma 30 erkek 90 kadın olmak üzere İran Shiraz ve Tahran’da İngilizce öğretimi veren çeşitli özel kurumlarda çalışan 120 İngilizce öğretmeni ile yürütülmüştür. Öğretmenler yabancı bir dil olarak İngilizce öğretmektedirler. Öğretmen Yansıtma Ölçeği (Akbari, Behzadpour ve Dadvand, 2010) ve Öğretmen Yeterlik Inançları Ölçeği (Dellinger, Bobbett, Olivier ve Ellett, 2008) kullanılmıştır. Yansıtma ölçeği 6 alt boyutu ile birlikte bağımsız değişken olarak ele alınırken özyeterlik bağımsız değişken olarak ele alınmıştır. Araştırmada ortaya konan hipotezleri test etmek için çoklu regresyon analizi kullanılmıştır. Bu yöntemle araştırmanın iki değişkeni arasındaki ilişki ortaya konmuştur. Öğretmen özyeterliğini yordamak için yapılan çoklu regresyon analizinde öğrenenler, öğretmenler, uygulayıcılar, öğretmenlerin bilişsel gelişimleri, eleştirel faktörler, etik parametreler kullanılmıştır. Araştırmada bağımlı ve bağımsız değişkenler arasındaki ilişki yüksektir. Özyeterlik açısından öğretmen özellikleri incelendiğinde, özyeterliğe sahip öğretmenlerin yabancı bir dil olarak İngilizce öğretmesinde yansıtmanın etkisi önemlidir. Bir başka ifade ile yansıtıcı öğretmen zamanı ve işlemsel öğretimin ve öğrenme deneyiminin tüm içeriğini tasarlar ve bu da o öğretmeni etkili kılar.

Anahtar Kelimeler

Yansıtıcı öğretim , Öğretmen özgüveni , Eleştiirel düşünme

Kaynakça

Ahmad, A., & Sahak, R. (2009). Teacher-student attachment and teachers' attitudes towards work. Jurnal Pendidik dan Pendidikan, 24, 55–72.
Akbari, R., Behzadpoor, F., & Dadvand, B. (2010). Development of English language teaching reflection inventory. System, 38, 211-227.
Akbari, R., Kiani, G.R., Imani Naeeni, M., & Karimi Allvar, N. (2008). Teachers’ teaching styles, sense of efficacy and reflectivity as correlates of students’ achievement outcomes. IJAL,11 (1), 1-27.
Allinder, R. M. (1994). The relation between efficacy and the instructional practices of special education teachers and consultants, Teacher Education and Special Education, 17, 86-95.
Armor, D., Conroy-Oseguera, P., Cox, M., King, N., McDonnell, L., Pascal, A., Pauly, E., & Zellman, G. (1976). Analysis of the school preferred reading programs in selected Los Angeles minority schools. Santa Monica, CA: RAND.
Ashton, P. T. (1984). Teacher efficacy: A motivational paradigm for effective teacher education. Journal ofTeacher Education. 35(5), 28-32.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Bul 84, 191-215.
Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37, 122-147.
Bandura, A. (1983). Self-efficacy determinants of anticipated fears and calamities. Journal of Personality and Social Psychology, 45, 464-469.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117.
Bandura, A. (1996). Self-efficacy in changing societies. New York: Cambridge University Press.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.
Bartlett, L. (1990). Teacher development through reflective teaching. In J. C. Richards & D. Nunan (Eds.), Second language teacher education (pp. 202-214). New York: Cambridge University Press.
Berman, P., & McLaughlin, M. W. (1977). Federal programs supporting educational change. Volume III,
Volume IV: Factors affecting implementation and continuation. Santa Monica, CA: RAND.
Berman, P., McLaughlin, M. W., Bass, G., Pauly, E., & Zellman, G. (1977). Federal programs supporting educational change. Vol. VII: Factors affecting implementation and continuation (Report No. R-1589/7 HEW). Santa Monica, CA: The Rand Corporation (ERIC Document Reproduction Service No. 140 432).
Borton, W. M. (1991). Empowering teachers and students in a restructuring school: A teacher efficacy interaction model and the effect on reading outcomes. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago.
Boud, D., Keogh, R. & Walker, D. (1985). Promoting reflection in learning: A model. In: D. Boud, R. Keogh & D. Walker. (Eds.). Reflection: Turning experience into learning. London: Kogan, 18-40.
Boud, D., & Walker, D. (1998). Promoting reflection in professional courses: The challenge of context. Studies in Higher Education, 23(2), 191.
Brookfield, S. (1998). Critically reflective practice. The Journal of Continuing Education in the Health Professions, 18(4), 197.
Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journalof School Psychology, 44, 473–490.
Coyle, D. (2002). The case for reflective model of teacher education in fundamental principles. Module, Ed. D School of Education University of Nottingham. Retrieved October 22nd 2010 from http: //webct6.is.nottingham.ac.uk/webct/entry Page.dowebct.
Cummings, R., Harlow, S., & Maddux, C. D. (2007). Moral reasoning of in-service and pre-service teachers: A review of the research. Journal of Moral Education, 36(1), 67-78.
Cummings, R., Maddux, C. D., Maples, M. F., & Torres-Rivera, E. (2004). Principled moral reasoning of students in education and counseling: Assessment and intervention. Change: Transformations in Education, 7(1), 17-30.
Day, C. (1993). Reflection: A necessary but not sufficient condition for professional development. BritishEducational Research Journal, 19, 83-93.
Dellinger, A. B., Bobbett, J. J., Olivier, D. F., & Ellett, C. D. (2008). Measuring teachers’ self-efficacy beliefs: Development end use of the TEBS-Self. Teaching and Teacher Education, 24(3), 751-766.
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Chicago: Henry Regnery.
Dewey, J. (1964). John Dewey on education. New York, NY: Random House.
Donnelly, R. (2007). Perceived impact of peer observation of teaching in higher education. International Journal of Teaching and Learning in Higher Education, 19(2), 117-129.
Farrell T (1998). Reflective Teaching. FORUM Vol. 36 4, December 1998. http://exchanges.state.gov. Forum, 36(4): 10.
Farrell, T. (2003), Reflective Teaching: Principles and Practice. English Teaching Forum, 41(4), 14-21.
Farrell, T. (2004). Reflective practice in action: 80 reflection breaks for busy teachers. California: Corwin Press.
Feiman-Nemser, S. (1990). Teacher preparation: Structural and conceptual alternatives. In W. R. Houston, M. Huberman, & J. Sikula (Eds.), Handbook of research in teacher education (pp. 212-233). New York: Macmillan.
Freeman, D. & Johnson, K. (1998). Reconceptualizing the knowledge base of language teacher education. TESOL Quarterly, 32, 397–417.
Gibson, S., & Dembo, M. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 569-582.
Good, T. L., & Brophy, J. (2003). Looking in the classroom. Boston: Allyn & Bacon.
Guskey, T. R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 4, 63-69.
Habermas, J. (1972). Knowledge and human interests. London: Heineman.
Henderson, J. G. (1992). Reflective teaching: Becoming an inquiring educator. New York: Macmillan Publishing Company.
Iran-Nejad, A. & Gregg, M. (2001). The brain-mind cycle of reflection. Teachers College Record, 103(5), 868-895.
Jay, J. K., & Johnson, K. L. (2002). Capturing complexity: A typology of reflective practice for teacher education. Teaching and Teacher Education, 18, 73-85.
Johnson, R. & Bradley, G. (1996). The competent reflective practitioner. Innovation and learning in education, 2, 4-10.
Killion, J., & Todnem, G. (1991). A process of personal theory building. Educational Leadership, 48(6), 14-17.
Kolb, D. A. (1984). Experiential learning: experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
Lowery. N. V. (2003). The fourth “R”: Reflection. The Mathematics Educator, 13(2), 23–31.
Meijer, C., & Foster, S. (1988). The effect of teacher self-efficacy on referral chance. Journal of Special Education, 22, 378-385.
Mezirow, J. (1990). Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning. San Francisco, CA: Jossey-Bass.
Milrood, R. (1999). A module for English language teacher trainers. Projects of English language teacher development by distance. British Council: Moscow.
Minott, M. A. (2009). Reflection and reflective teaching: A case study of four seasoned teachers in the Cayman Islands. Germany: VDM Verlag Dr. Müller.
Moore,W., & Esselman, M. (1992,April). Teacher efficacy, power, school climate and achievement: A desegregating district’s experience. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco.
Nucci, L., Drill, K., Larson, C., & Browne, C. (2005). Preparing pre-service teachers for character education in urban elementary schools. Journal of Research in Character Education, 3(2), 81-96.
Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading & Writing Quarterly, 19(2), 139-158.
Piaget, J. (1972). The psychology of the child. New York: Basic Books.
Podell, D., & Soodak, L. (1993). Teacher efficacy and bias in special education referrals. Journal of Educational Research, 86, 247-253.
Posner, G. J. (1989). Field experience methods of reflective teaching. New York: Longman Publishing groups.
Ravitc, D. (1991). Democracy: What it is and how to teach it. Social Studies, 82(2), 50-55.
Reiman, A. J. (1999). Guided reflective practice. N.C. State University: Raleigh.
Richards, J. C. (2008). Second language teacher education today. RELC Journal, 39(2), 158-177.
Richards, J. C. & Schmidt, R. (2002). Longman dictionary of language teaching and applied linguistics. (3rd ed) Harlow: Longman Group.
Risko, V. J., Roskos, K., & Vukelich, C. (2002). Prospective teachers’ reflection: Strategies, qualities, and perceptions in learning to teach reading. Reading Research and Instruction, 41(2), 149.
Rogers, R. (2001). Reflection in higher education: A concept analysis. Innovative Higher Education, 26(1), 37-57.
Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs, 80, 1-28.
Sanders, M.G. (1998). School-family-community partnerships: An action team approach. The High School Magazine, 5(3), 38-49.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.
Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass.
Sharon, F. N. (1990). Teacher preparation: Structural and conceptual alternatives, In Handbook of Research On Teacher Education, ed. W. Robert Houston. New York: Macmillan Publishing Company, Inc.
Shechtman, Z. (2002). Validation of the Democratic Teacher Belief Scale (DTBS). Assessment in Education,9, 363-377.
Snook, I. (2003). The ethical teacher. Palmerston, NZ: Dunmore Press.
Stein, M. K., & Wang, M. C. (1988). Teacher development and school improvement: The process of teacher change. Teaching and Teacher Education, 4, 171-187.
Suwandee, A. (1995). Students' perceptions of university instructors' effective teaching characteristics. SLLT Journal, 5, 6-22.
Tai, D.W.S., Hu, Y. C., Wang, R., & Chen, J. L. (2012). What is the impact of teacher self-efficacy on the student learning outcome? Paper presented at the 3rd WIETE Annual Conference on Engineering and Technology Education, Pattaya, Thailand, 6-10.
Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct.
Teaching and Teacher Education, 17, 783–805.
Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202-248
Turner, S.L., Cruz, P. & Papakonstantinou, A. (2004, April). The impact of a professional development program on teachers’ self-efficacy. Paper presented at the annual meeting of the National Council of Teachers of Mathematics, Philadelphia, PA.
Urzua, A., & Vasquez, C. (2006). Reflection and professional identity in teachers’ future-oriented discourse. Teaching and Teacher Education, 24, 1935-1946.
Van Manen, M. (1991). The tact of teaching: The meaning of pedagogical thoughtfulness. Albany, NY: SUNY Press.
Vygotsky, L. S (1962). Thought and language. Cambridge, MA: MIT Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Ware, H., & Kitsantas, A. (2007). Teacher and collective efficacy beliefs and predictors of professional commitment. Journal of Education Research, 100, 303-310.
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Exploring EFL Teachers' Reflectivity and their Sense of Self-efficacy / İngilizce Öğretmenlerinde Yansıtıcılığın Özyeterliklerini Yordama Gücü

Yıl 2014, Cilt: 5 Sayı: 3, 19 - 38, 02.01.2015

Assoc. Prof. Dr. Sasan Baleghizadeh , Ph.d. Stud. Zahra Javidanmehr

https://doi.org/10.19160/e-ijer.57660

Cited By: 5

Öz

Features of EFL/ESL teachers have been investigated by educationists time and again in order to effectuate the education system in reaching its goal main goal, namely learning. Reflectivity and self-efficacy are two main characteristics of teachers which are not delved into thoroughly. Reflection, according to Richards (2008), refers to an activity or process in which an experience is recalled, taken into account, and evaluated, usually in relation to a broader purpose. Teacher self-efficacy, defined in different terms, has one fundamental kernel. It has been referred to as the individual teacher's beliefs in his/her own ability to carry out educational objectives. The present study, adjusting these two constructs, aims at observing whether reflectivity of EFL teachers and the main elements of this reflectivity are capable of predicting those teachers' sense of self-efficacy. On that account, 120 EFL teachers took part in the survey by filling out the related questionnaires. Multiple regression analysis revealed the predicting power of both reflectivity and its sub-elements on teachers' self-efficacy. Correlational results, correspondingly, indicated the relationship between every two components. It was identified that the association between the criterion and exploratory variables is moderately strong (R=.64). Furthermore, the prediction model was statistically significant and accounted for approximately 39% of the variance of teacher self-efficacy. From sub-categories of reflectivity, ethical and critical issues had the highest share in this prediction.

Anahtar Kelimeler

Reflective teaching , Teacher Self-efficacy , Critical thinking

Kaynakça

Ahmad, A., & Sahak, R. (2009). Teacher-student attachment and teachers' attitudes towards work. Jurnal Pendidik dan Pendidikan, 24, 55–72.
Akbari, R., Behzadpoor, F., & Dadvand, B. (2010). Development of English language teaching reflection inventory. System, 38, 211-227.
Akbari, R., Kiani, G.R., Imani Naeeni, M., & Karimi Allvar, N. (2008). Teachers’ teaching styles, sense of efficacy and reflectivity as correlates of students’ achievement outcomes. IJAL,11 (1), 1-27.
Allinder, R. M. (1994). The relation between efficacy and the instructional practices of special education teachers and consultants, Teacher Education and Special Education, 17, 86-95.
Armor, D., Conroy-Oseguera, P., Cox, M., King, N., McDonnell, L., Pascal, A., Pauly, E., & Zellman, G. (1976). Analysis of the school preferred reading programs in selected Los Angeles minority schools. Santa Monica, CA: RAND.
Ashton, P. T. (1984). Teacher efficacy: A motivational paradigm for effective teacher education. Journal ofTeacher Education. 35(5), 28-32.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Bul 84, 191-215.
Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37, 122-147.
Bandura, A. (1983). Self-efficacy determinants of anticipated fears and calamities. Journal of Personality and Social Psychology, 45, 464-469.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117.
Bandura, A. (1996). Self-efficacy in changing societies. New York: Cambridge University Press.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.
Bartlett, L. (1990). Teacher development through reflective teaching. In J. C. Richards & D. Nunan (Eds.), Second language teacher education (pp. 202-214). New York: Cambridge University Press.
Berman, P., & McLaughlin, M. W. (1977). Federal programs supporting educational change. Volume III,
Volume IV: Factors affecting implementation and continuation. Santa Monica, CA: RAND.
Berman, P., McLaughlin, M. W., Bass, G., Pauly, E., & Zellman, G. (1977). Federal programs supporting educational change. Vol. VII: Factors affecting implementation and continuation (Report No. R-1589/7 HEW). Santa Monica, CA: The Rand Corporation (ERIC Document Reproduction Service No. 140 432).
Borton, W. M. (1991). Empowering teachers and students in a restructuring school: A teacher efficacy interaction model and the effect on reading outcomes. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago.
Boud, D., Keogh, R. & Walker, D. (1985). Promoting reflection in learning: A model. In: D. Boud, R. Keogh & D. Walker. (Eds.). Reflection: Turning experience into learning. London: Kogan, 18-40.
Boud, D., & Walker, D. (1998). Promoting reflection in professional courses: The challenge of context. Studies in Higher Education, 23(2), 191.
Brookfield, S. (1998). Critically reflective practice. The Journal of Continuing Education in the Health Professions, 18(4), 197.
Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journalof School Psychology, 44, 473–490.
Coyle, D. (2002). The case for reflective model of teacher education in fundamental principles. Module, Ed. D School of Education University of Nottingham. Retrieved October 22nd 2010 from http: //webct6.is.nottingham.ac.uk/webct/entry Page.dowebct.
Cummings, R., Harlow, S., & Maddux, C. D. (2007). Moral reasoning of in-service and pre-service teachers: A review of the research. Journal of Moral Education, 36(1), 67-78.
Cummings, R., Maddux, C. D., Maples, M. F., & Torres-Rivera, E. (2004). Principled moral reasoning of students in education and counseling: Assessment and intervention. Change: Transformations in Education, 7(1), 17-30.
Day, C. (1993). Reflection: A necessary but not sufficient condition for professional development. BritishEducational Research Journal, 19, 83-93.
Dellinger, A. B., Bobbett, J. J., Olivier, D. F., & Ellett, C. D. (2008). Measuring teachers’ self-efficacy beliefs: Development end use of the TEBS-Self. Teaching and Teacher Education, 24(3), 751-766.
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Chicago: Henry Regnery.
Dewey, J. (1964). John Dewey on education. New York, NY: Random House.
Donnelly, R. (2007). Perceived impact of peer observation of teaching in higher education. International Journal of Teaching and Learning in Higher Education, 19(2), 117-129.
Farrell T (1998). Reflective Teaching. FORUM Vol. 36 4, December 1998. http://exchanges.state.gov. Forum, 36(4): 10.
Farrell, T. (2003), Reflective Teaching: Principles and Practice. English Teaching Forum, 41(4), 14-21.
Farrell, T. (2004). Reflective practice in action: 80 reflection breaks for busy teachers. California: Corwin Press.
Feiman-Nemser, S. (1990). Teacher preparation: Structural and conceptual alternatives. In W. R. Houston, M. Huberman, & J. Sikula (Eds.), Handbook of research in teacher education (pp. 212-233). New York: Macmillan.
Freeman, D. & Johnson, K. (1998). Reconceptualizing the knowledge base of language teacher education. TESOL Quarterly, 32, 397–417.
Gibson, S., & Dembo, M. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 569-582.
Good, T. L., & Brophy, J. (2003). Looking in the classroom. Boston: Allyn & Bacon.
Guskey, T. R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 4, 63-69.
Habermas, J. (1972). Knowledge and human interests. London: Heineman.
Henderson, J. G. (1992). Reflective teaching: Becoming an inquiring educator. New York: Macmillan Publishing Company.
Iran-Nejad, A. & Gregg, M. (2001). The brain-mind cycle of reflection. Teachers College Record, 103(5), 868-895.
Jay, J. K., & Johnson, K. L. (2002). Capturing complexity: A typology of reflective practice for teacher education. Teaching and Teacher Education, 18, 73-85.
Johnson, R. & Bradley, G. (1996). The competent reflective practitioner. Innovation and learning in education, 2, 4-10.
Killion, J., & Todnem, G. (1991). A process of personal theory building. Educational Leadership, 48(6), 14-17.
Kolb, D. A. (1984). Experiential learning: experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
Lowery. N. V. (2003). The fourth “R”: Reflection. The Mathematics Educator, 13(2), 23–31.
Meijer, C., & Foster, S. (1988). The effect of teacher self-efficacy on referral chance. Journal of Special Education, 22, 378-385.
Mezirow, J. (1990). Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning. San Francisco, CA: Jossey-Bass.
Milrood, R. (1999). A module for English language teacher trainers. Projects of English language teacher development by distance. British Council: Moscow.
Minott, M. A. (2009). Reflection and reflective teaching: A case study of four seasoned teachers in the Cayman Islands. Germany: VDM Verlag Dr. Müller.
Moore,W., & Esselman, M. (1992,April). Teacher efficacy, power, school climate and achievement: A desegregating district’s experience. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco.
Nucci, L., Drill, K., Larson, C., & Browne, C. (2005). Preparing pre-service teachers for character education in urban elementary schools. Journal of Research in Character Education, 3(2), 81-96.
Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading & Writing Quarterly, 19(2), 139-158.
Piaget, J. (1972). The psychology of the child. New York: Basic Books.
Podell, D., & Soodak, L. (1993). Teacher efficacy and bias in special education referrals. Journal of Educational Research, 86, 247-253.
Posner, G. J. (1989). Field experience methods of reflective teaching. New York: Longman Publishing groups.
Ravitc, D. (1991). Democracy: What it is and how to teach it. Social Studies, 82(2), 50-55.
Reiman, A. J. (1999). Guided reflective practice. N.C. State University: Raleigh.
Richards, J. C. (2008). Second language teacher education today. RELC Journal, 39(2), 158-177.
Richards, J. C. & Schmidt, R. (2002). Longman dictionary of language teaching and applied linguistics. (3rd ed) Harlow: Longman Group.
Risko, V. J., Roskos, K., & Vukelich, C. (2002). Prospective teachers’ reflection: Strategies, qualities, and perceptions in learning to teach reading. Reading Research and Instruction, 41(2), 149.
Rogers, R. (2001). Reflection in higher education: A concept analysis. Innovative Higher Education, 26(1), 37-57.
Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs, 80, 1-28.
Sanders, M.G. (1998). School-family-community partnerships: An action team approach. The High School Magazine, 5(3), 38-49.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.
Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass.
Sharon, F. N. (1990). Teacher preparation: Structural and conceptual alternatives, In Handbook of Research On Teacher Education, ed. W. Robert Houston. New York: Macmillan Publishing Company, Inc.
Shechtman, Z. (2002). Validation of the Democratic Teacher Belief Scale (DTBS). Assessment in Education,9, 363-377.
Snook, I. (2003). The ethical teacher. Palmerston, NZ: Dunmore Press.
Stein, M. K., & Wang, M. C. (1988). Teacher development and school improvement: The process of teacher change. Teaching and Teacher Education, 4, 171-187.
Suwandee, A. (1995). Students' perceptions of university instructors' effective teaching characteristics. SLLT Journal, 5, 6-22.
Tai, D.W.S., Hu, Y. C., Wang, R., & Chen, J. L. (2012). What is the impact of teacher self-efficacy on the student learning outcome? Paper presented at the 3rd WIETE Annual Conference on Engineering and Technology Education, Pattaya, Thailand, 6-10.
Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct.
Teaching and Teacher Education, 17, 783–805.
Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202-248
Turner, S.L., Cruz, P. & Papakonstantinou, A. (2004, April). The impact of a professional development program on teachers’ self-efficacy. Paper presented at the annual meeting of the National Council of Teachers of Mathematics, Philadelphia, PA.
Urzua, A., & Vasquez, C. (2006). Reflection and professional identity in teachers’ future-oriented discourse. Teaching and Teacher Education, 24, 1935-1946.
Van Manen, M. (1991). The tact of teaching: The meaning of pedagogical thoughtfulness. Albany, NY: SUNY Press.
Vygotsky, L. S (1962). Thought and language. Cambridge, MA: MIT Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Ware, H., & Kitsantas, A. (2007). Teacher and collective efficacy beliefs and predictors of professional commitment. Journal of Education Research, 100, 303-310.
Woolfolk, A.E. & Hoy, W.K. (1990). Prospective teachers’ sense of efficacy and beliefs about control. Journal of Educational Psychology, 82, 81-91.
Zehir Topkaya, E. & Yavuz, A. (2011). Democratic values and teacher self-efficacy perceptions: A case pre-service English language teachers in Turkey. Australian Journal of Teacher Education, 36(8), 32- 49.
Zeichner, K. M. & Liston, D.P. (1996). Reflective teaching: An introduction. Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers.

Toplam 84 adet kaynakça vardır.

Ayrıntılar

Birincil Dil	İngilizce
Konular	Eğitim Üzerine Çalışmalar
Bölüm	Eğitim Bilimleri ve Alan Eğitimi Bilimleri
Yazarlar	Assoc. Prof. Dr. Sasan Baleghizadeh Ph.d. Stud. Zahra Javidanmehr
Yayımlanma Tarihi	2 Ocak 2015
Yayımlandığı Sayı	Yıl 2014 Cilt: 5 Sayı: 3

Kaynak Göster

APA	Baleghizadeh, A. P. D. S., & Javidanmehr, P. S. Z. (2015). Exploring EFL Teachers’ Reflectivity and their Sense of Self-efficacy / İngilizce Öğretmenlerinde Yansıtıcılığın Özyeterliklerini Yordama Gücü. e-Uluslararası Eğitim Araştırmaları Dergisi, 5(3), 19-38. https://doi.org/10.19160/e-ijer.57660