YANSITICI ÖĞRETMENLİK UYGULAMALARI

Tanıtım

Ders Adı	Ders Kodu	Yarıyıl	Zorunlu/Seçmeli	Teori + Uygulama	AKTS
Yansıtıcı Öğretmenlik Uygulamaları	EPÖ526	II.YARIYIL	Seçmeli Dersler	3+0	7.5

Ders Dili	Türkçe
Ders Türü	Seçmeli Dersler
Öğretim Eleman(lar)ı	DR. ÖĞR. ÜYESİ BÜLENT ALAN
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Önerilen Dersler	Bu dersle ilişkili önerilen başka dersler bulunmamaktadır.
Okuma Listesi	- Adams, R., Kim, Y. M., & Greene, W. L. (2013). Actualizing core strengths in new teacher development. In F. A. J. Korthagen, Y. M. Kim, & W. L. Greene (Eds.), Teaching and learning from within: A core reflection approach to quality and inspiration in education (pp. 61-75). Routledge- Alan, B. (2019). Determining generic teacher competencies and designing a pre-service teacher education program based on competencies [Unpublished doctoral dissertation]. Anadolu University.- Alan, B., & Güven, M. (2022). Determining generic teacher competencies: A measurable and observable teacher competency framework. International Journal of Psychology and Educational Studies, 9(2), 308-331. https://dx.doi.org/10.52380/ijpes.2022.9.2.472- Brandenburg, R. (2008). Powerful pedagogy. Self-study of a teacher educator’s practice. Australia:Springer.- Brandenburg, R., & McDonough, S. (2017). Using Critical Incidents to Reflect on Teacher Educator Practice. In Reflective Theory and Practice in Teacher Education (pp. 223-236). Springer: Singapore- Brandenburg, R., McDonough, S. M., & Moran, W. K. (2016). From pedagogical confrontations to pedagogical invitations: A self-study of teacher educators\' work. In Garbett D. & Ovens, A. (Eds.), Enacting self-study as methodology for professional inquiry, (pp.117-132). Self-Study of Teacher Education [S-STEP] Practices Community- Burn, K. and Mutton, T. (2015). A review of ‘research-informed clinical practice’in Initial Teacher Education. Oxford Review of Education, 41 (2), 217-233.- Conroy, J., Hulme, M. and Menter, I. (2013). Developing a clinical model for teacher education. Journal of Education for Teaching, 39 (5), 557-573.- Darling-Hammond, L. (2006a). Constructing 21st-century teacher education. Journal of teacher education, 57 (3), 300-314.- Darling-Hammond, L. (2006b). Powerful teacher education: Lessons from exemplary programs. San Francisco: Jossey-Bass- Darling-Hammond, L. (2014). Strengthening clinical preparation: The holy grail of teacher education. Peabody Journal of Education, 89 (4), 547-561. - Darling-Hammond, L., Hammerness, K., Grossman, P., Rust, F. and Shulman, L. (2005). The design of teacher education programs. In Darling-Hammond, L. and Bransford, J. (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do, (p. 390-441). San Fransisco: Jossey-Bass.- Dewey, J. (1910). How we think. D.C. Heath- Dinkelman, T. (2003). Self-study in teacher education: A means and ends tool for promoting reflective teaching. Journal of teacher education, 54(1), 6-18.- Furman, C. (2016). Learning to teach: Developing practical wisdom with reflective teacher narratives. Philosophy of Education Archive, 2015, 139-148.- Furman, C. (2018). Descriptive inquiry: Cultivating practical wisdom with teachers. Teachers and Teaching, 24(5), 559-570. https://doi.org/10.1080/13540602.2018.1452727- Graig, C.J. (2009). Trustworthiness in self-study research. In Lassonde, J.A., Galman, S. & Kosnik, C. (Eds.), Self-study research methodologies for teacher educators (pp. 21-34). Rotterdam: Sense Publishers- Kitchen, J. (2008). Passages: Improving teacher education through narrative self-study. In Tidwell, D.L., Heston, M.L. & Fitzgerald, L.M. (Ed.), Research methods for the self-study of practice (pp. 35-51). Australia: Springer- Körkkö, M. (2021). Towards meaningful reflection and a holistic approach: Creating a reflection framework in teacher education. Scandinavian Journal of Educational Research, 65(2), 258-275. https://doi.org/10.1080/00313831.2019.1676306- Kriewaldt, J. and Turnidge, D. (2013). Conceptualising an approach to clinical reasoning in the education profession. Australian Journal of Teacher Education, 38 (6), 7.- Korthagen, F. (2001, April 10-14) Linking practice and theory: The pedagogy of realistic teacher education [Paper presentation]. The Annual Meeting of American Educational Research Association.- Korthagen, F. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77-97. https://doi.org/10.1016/j.tate.2003.10.002- Korthagen, F. (2005). Practice, theory, and person in lifelong professional learning. In Beijaard, D., Meijer, C.P., Morine-Dershimer, G., & Tillema, G. (Eds.), Teacher professional development in changing conditions (pp. 79-94). Springer.- Korthagen, F. (2014). Promoting core reflection in teacher education: deepening professional growth. In Craig, C. J., & Orland-Barak, L. (Eds.), International teacher- education: Promising pedagogies (Part A) (pp. 73-89). Emerald Group Publishing Limited.- Korthagen, F. (2017). Inconvenient truths about teacher learning: Towards professional development 3.0. Teachers and Teaching, 23(4), 387-405. https://doi.org/10.1080/13540602.2016.1211523- Korthagen, F., & Kessels, J. P. (1999). Linking theory and practice: Changing the pedagogy of teacher education. Educational Researcher, 28(4), 4-17. https://doi.org/10.3102/0013189X0280040- Kriewaldt, J., & Turnidge, D. (2013). Conceptualising an approach to clinical reasoning in the education profession. Australian Journal of Teacher Education, 38(6), 7. http://dx.doi.org/10.14221/ajte.2013v38n6.9- LaBoskey, V. K. (2004). The methodology of self-study and its theoretical underpinnings. In International handbook of self-study of teaching and teacher education practices (pp. 817-869). Springer: Dordrecht.- Lang, H. R. and Evans, D. N. (2006). Models, strategies, and methods for effective teaching. Boston. Pearson.- Lunenberg, M., & Korthagen, F. (2009). Experience, theory, and practical wisdom in teaching and teacher education. Teachers and Teaching: Theory and Practice, 15(2), 225-240. https://doi.org/10.1080/13540600902875316- MEB. (2017). Öğretmenlik mesleği genel yeterlikleri. Ankara: Öğretmen Yetiştirme ve Geliştirme Genel Müdürlüğü. Ankara. http://oygm.meb.gov.tr/www/ogretmenlik-meslegi-genel-yeterlikleri/icerik/486.- McLean Davies, L., Dickson, B., Rickards, F., Dinham, S., Conroy, J., & Davis, R. (2015). Teaching as a clinical profession: Translational practices in initial teacher education–an international perspective. Journal of Education for Teaching, 41(5), 514-528. https://doi.org/10.1080/02607476.2015.1105537- National Council for Accreditation of Teacher Education. (2010). Transforming teacher education through clinical practice: A national strategy to prepare effective teachers. Report of the Blue Ribbon Panel on clinical preparation and partnerships for improved student learning. ERIC Clearinghouse- Ntuli, E., Keengwe, J. and Kyei-Blankson, L. (2009). Electronic portfolios in teacher education: A case study of early childhood teacher candidates. Early Childhood Education Journal, 37 (2), 121-126.- Pinnegar, S. & Hamilton, L.M. (2009). Self-study of practice as a genre of qualitative research. Theory, methodology and practice. Dordrecht: Springer- Samaras, A.P. (2011). Self-study teacher research. Improving your practice through collaborative inquiry. CA: Sage Publications- Samaras, A.P. & Freese, A. R. (2009). Looking back and looking forward. An historical overview of self study school. In Lassonde A. C., Galman, S. & Kosnik, C (Eds.), Self-Study Research Methodologies for Teacher Educators (pp. 3-20). Rotterdam: Sense Publishers- Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the profession. Jossey-Bass.- Stolle, C., Goerss, B. and Watkins, M. (2005). Implementing portfolios in a teacher education program. Issues in Teacher Education, 14 (2), 25-43.- Stenberg, K., & Maaranen, K. (2020). Promoting practical wisdom in teacher education: a qualitative descriptive study. European Journal of Teacher Education, Ahead of Print, 1-17. https://doi.org/10.1080/02619768.2020.1860012.- Strudler, N., & Wetzel, K. (2011). Electronic portfolios in teacher education: Forging a middle ground. Journal of Research on Technology in Education, 44(2), 161-173. https://doi.org/10.1080/15391523.2011.10782584- Van Woerkom, M. (2010). Critical reflection as a rationalistic ideal. Adult Education Quarterly, 60(4), 339-356. https://doi.org/10.1177/0741713609358446
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