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in their program. As their responses to the statements clearly state, the ELT program isimplementing a reflective approach that seeks opportunities for its student teachers to look fora general method of teaching or to master a particular set of teaching skills but shouldconstantly try to discover things that work by discarding old practices and taking on boardnew ones (Richards, 2002). Since this is the case for ELT program, it is expected that studentteachers develop higher reflective skills that help them develop more oppurtunities to seekweaknesses and strengths about their own teaching practices.Obviously, there are several studies that need to be carried out in light of the findingsof the current research. First, there is a need for a study that investigates both student teachersand teacher trainers’ evaluations of reflective practice in their own contexts. Morespecifically, the further study should look for a mismatch between what student teachers andteacher trainers see their actions regarding reflective practice. Second, a longitudinal studythat follows the student teachers into their teaching experiences to see whether their claimedto be reflective-based ELT program make them reflective enough.86
ReferencesAkbari, R. (2007). Reflections on reflection: A critical appraisal of reflective practices in L2teacher education. System, (35) 2, 192-207.Al-Issa, A. & Al-Bulushi, A. (2010) Training English Language Student Teachers to BecomeReflective Teachers, Australian Journal of Teacher Education, 35 (4), 41-64.Atikler, A. (1997). The role of action research in the development of an ELT teacher: Adescriptive case study. Unpublished MA Thesis, Bilkent University, Ankara.Ayan, D., & Seferoğlu, G. (2011). Using electronic portfolios to promote reflective thinkingin language teacher education. Educational Studies, 37 (5), 513-521.Brandt, C. (2008). Integrating feedback and reflection in teacher preparation. ELT Journal, 62(1), 37–46.Clarke, M., & Otaky, D. (2006). Reflection ‘on’ and ‘in’ teacher education in the United ArabEmirates. International Journal of Educational Development, 26, 111-122.Cornford, I. (2002). Reflective teaching: Empirical research findings and some implicationsfor teacher education. Journal of Vocational Education and Training, 54 (2), 219-235.Cunningham, F. M. (2001). Reflecting Teaching Practice in Adult ESL Settings. ERIC Digest,1-7.Çakır, A., & Balçıkanlı, C. (2012). The Use of the European Portfolio for Student Teachers ofLanguages (EPOSTL) to Foster Teacher Autonomy: English Language Teaching (ELT)Student Teachers' and Teacher Trainers' Views.Australian Journal of TeacherEducation, 37(3), 1-16.Dam, L. (1995. Learner autonomy 3: From theory to classroom practice. Dublin: Authentik.Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative andmixed methodologies. Oxford: Oxford University Press. Dörnyei, Z. (2007). Researchmethods in applied linguistics: Quantitative, qualitative and mixed methodologies.Oxford: Oxford University Press.Farrell, T. (1999). Teachers talking about teaching: creating conditions for reflection. TESL-EJ 4 (2).Farrell, T. (2004). Reflective Practice in Action: 80 Reflection Breaks for Busy Teachers.California: Corwin Press.Filiz, Y. (2008). The attitudes of teachers of English as a foreign language towards reflectiveteaching. Unpublished MA thesis. Uludağ University, Bursa.87
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ISSN: 2146-7676UFUK ÜNİVERSİTES
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UFUK ÜNİVERSİTESİSOSYAL BİLİM
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SUNUŞDergimizin 2014 yılı ilk sa
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A NEED-BASED EVALUATIONOF A PREPARA
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In the literature on language teach
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focus teaching on this. Accordingly
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International Relations) were 20 (7
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questionnaire in their English-medi
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REFERENCESAlagözlü, N. K. (1984).
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APPENDIX A1 STUDENT QUESTIONNAIRE
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24. Converting short notes into
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The Role Of Gender On University St
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(Johnson 2001; Türküm, 2005). Joh
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Table 1 : Means and Standard Deviat
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2.3 ProcedureEthical permission to
Page 35 and 36: age and attitude toward help seekin
Page 37 and 38: Economics and Administrative Scienc
Page 39 and 40: REFERENCESAddis, M. E., & Mahalik,
Page 41 and 42: Koydemir-Özden, S. (2010). Self-as
Page 43 and 44: LİSE ÖĞRENCİLERİNİN MESLEKİ
Page 45 and 46: göre mesleki bakımdan daha önce
Page 47 and 48: Araştırmanın amacıMesleki olgun
Page 49 and 50: Tablo 1: Lise Öğrencilerinin Mesl
Page 51 and 52: Lise öğrencilerinin karar verme s
Page 53 and 54: KAYNAKÇA Acıbozlar, Ö. (2006). Y
Page 55: Oğuz, Ö. (2008). Lise öğrencile
Page 58 and 59: 1. IntroductionDifferent from the p
Page 60 and 61: noteworthy to mention that multilin
Page 62 and 63: The findings indicate that multilin
Page 64 and 65: Table 1. Descriptives statistics fo
Page 66 and 67: overall six factor structure which
Page 68 and 69: wider variety of strategies with a
Page 70 and 71: inclusion of instructors who are no
Page 72 and 73: Gardner, R. C., & MacIntyre, P. D.
Page 74 and 75: AppendicesAppendix A- English Profi
Page 77 and 78: ELT Student Teachers’ Evaluations
Page 79 and 80: Reflective Teaching in TurkeyIn Tur
Page 81 and 82: Table 1: Reliability Analysis o
Page 83 and 84: Table 4: Mean and standard dev
Page 85: Table 9: Mean and standard dev
Page 89: Pollard, A. & Triggs, P. (1997) Ref
Page 92 and 93: 1. GİRİŞEğitim ve program geli
Page 94 and 95: Genelgeçer tek bir bilimsel sürec
Page 96 and 97: Program geliştirmedeki yenilikleri
Page 98 and 99: -Elde ettiği sonuçlardan hareket
Page 100 and 101: “İnternet Üzerinden Öğrenme
Page 102 and 103: de sınıf içi dersler de öğrenm
Page 104 and 105: teknik ve pedagojik uzmanlar gerekt
Page 106 and 107: 3. Proje ekibinin kurulması4. Plan
Page 108 and 109: KAYNAKÇABigdoli, H. (2004). The In
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Page 112 and 113: Hiçbir öğrenci bir diğeriyle ay
Page 114 and 115: İçerik sınıfta nelerin öğreti
Page 116 and 117: (MEB, 2006; Tomlinson, 2005). Ek ol
Page 118 and 119: - Öğrencilerden gereksinim duyduk
Page 120 and 121: desteklerine gereksinim duydukları
Page 122 and 123: KAYNAKÇAAlberto P. A, ve Troutman
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Page 126 and 127: 1.GİRİŞBuradaki araştırma OECD
Page 128 and 129: öğretilenleri almışlar mı diye
Page 130 and 131: edileceğini araştırmaz, ancak bu
Page 132 and 133: yaşarlar: Çok fazla sayıda koşu
Page 134 and 135: • Birincil Stratejiler ve Destek
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ir dönemdir. Özellikle artan yaş
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2. Hipotez: Öğretmenlerin coğraf
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Tablo 7 Öğretmenlerin Coğrafi
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stratejileri”ne yönelik bilişse
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sonuçları χ 2 (12, N =407) = 13,
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sebebiyet verir. Bunun önemli bir
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KAYNAKÇAArtelt, C., Stanat, P., Sc
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Lieteratur. 10. Sonderheft: Lesesoz
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YAYIM ALANI, YAZIM KURALLARI ve YAZ
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• Birebir alımlar “…” İş
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