Developing reflective thinking through theory-practice connection
DOI:
https://doi.org/10.14527/pegegog.2020.004Abstract
The present study aimed to improve reflective thinking skills of doctoral students from different fields taking the Instructional Planning and Evaluation course (IPE) during their studies in order to obtain findings that can contribute to enhance the quality of teaching at a state university. A total of 80 doctoral students in the spring (n= 47) and fall (n= 33) semesters of 2016 participated in the study which was conducted with the Technical/Scientific/Cooperative action research design and implemented two actions. Data were collected using the Reflective Thinking Scale and the Attitude Scale towards IPE Course. The main activities of the program implemented in the first action included small group work, teaching real students, writing reflective pieces and feedback. In addition, participants were better encouraged to think reflectively, participated in reflective discussions and took formative tests in the second action. Descriptive statistics results of the study showed that both actions helped the participants to reach the levels in the order of reflection, understanding, critical reflection and habitual action. On the other hand, participants’ attitudes towards the IPE course were found to be low. For future actions, it is recommended that participants gain experience in their own fields in order to improve their reflective thinking levels through theory-practice connection and conduct their reflection activities over these experiences.
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References
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Allen, R. M. & Casbergue, R. M. (1997). Evolution of novice through expert teachers’ recall: Implications for effective reflection on practice. Teaching and Teacher Education, 13 (7), 741-755.
Başol, G. & Evin-Gencel, İ. (2013). Reflective thinking scale: A validity and reliability study. Educational Sciences: Theory & Practice, 13 (2), 929-946.
Berg, B. L. (2001). Qualitative research methods for the social sciences (4th Ed.). Boston: Allyn and Bacon.
Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York, NY: Guilford.
Bruster, B. G. & Peterson, B. R. (2013). Using critical incidents in teaching to promote reflective practice. Reflective Practice, 14 (2), 170-182.
Bümen, N. T. (2006). The evaluation of doctoral level “Development and Learning” and “Instructional Planning and Evaluation” courses. Educational Sciences: Theory & Practice, 6 (1), 7-52.
Carroll, J. G. (1977). Assessing the effectives of a training program for university teaching assistants. Teaching of Psychology, 4(3), 135-138.
Cole, D. A. (1987). Utility of confirmatory factor analysis in test validation research. Journal of Consulting and Clinical Psychology, 55 (4), 584-594.
Cruickshank, D. R., Bainer, D. L., & Metcalf, K. K. (1995). The act of teaching. New York: McGraw-Hill.
Dall’ Alba, G. (2005). Improving teaching: Enhancing ways of being university teachers. Higher Education Research & Development, 24 (4), 361-372.
Donnelly, R. (2008). Lecturers’ self-perceptions of change in their teaching approaches: Reflections of a qualitative study. Educational Research, 50 (3), 207-222.
Erginer, E. & Dursun, F. (2005). The views of faculty members on developing effective teaching skills. Education and Science, 30 (135), 11-22.
Griffiths, M. & Tann, S. (1992). Using reflective practice to link personal and public theories. Journal of Education for Teaching, 18 (1), 69-84.
Hobbs, V. (2007). Faking it or hating it: Can reflective practice be forced? Reflective Practice, 8 (3), 405-417.
Hodkinson, S. & Taylor, A. (2002). Initiation rites: the case of new university lecturers. Innovations in Education and Teaching International, 39 (4), 256-264.
Johnson, A. P. (2012). A short guide to action research (4th Ed.). New Jersey, NJ: Pearson Education.
Kember, D., Leung, D. Y. P., Jones, A., Loke, A. Y., McKay, J., Sinclair, K., …Yeung, E. (2000). Development of a questionnaire to measure the level of reflective thinking. Assessment & Evaluation in Higher Education, 25 (4), 381-395.
Korthagen, F. & Vasalos, A. (2005). Levels in reflection: Core reflection as a means to enhance professional growth. Teachers and Teaching, 11 (1), 47-71.
Kürüm, D. (2007). Öğretim üyesi adayları için öğretimsel gelişim programının değerlendirmesi. Yayımlanmamış Doktora Tezi, Anadolu Üniversitesi, Eğitim Bilimleri Enstitüsü, Eskişehir.
Larrivee, B. (2008). Development of a tool to assess teachers’ level of reflective practice. Reflective Practice, 9 (3), 341-360.
Lee, I. (2008). Fostering preservice reflection through response journals. Teacher Education Quarterly, 35 (1), 117-139.
Lindblom-Ylänne, S., Nevgi, A., & Trigwell, K. (2011). Regulation of university teaching. Instructional Science, 39 (4), 483-495.
Martin, E. & Lueckenhausen, G. (2005). How university teaching changes teachers: Affective as well as cognitive challenges. Higher Education, 49, 389-412.
Mezirow, J. (1991) Transformative dimensions of adult learning. San Francisco: Jossey Bass.
Nevgi, A. & Lӧfstrӧm, E. (2015). The development of academics’ teacher identity: Enhancing reflection and task perception through a university teacher development programme. Studies in Educational Evaluation, 46, 53-60.
O'Hanlon, C. (2003). Educational inclusion as action research. Berkshire: Open University Press.
Postareff, L., Lindblom-Ylänne, S., & Nevgi, A. (2007). The effect of pedagogical training on teaching in higher education. Teaching and Teacher Education, 23, 557-571.
Postareff, L., Lindblom-Ylänne, S., & Nevgi, A. (2008). A follow-up study of the effect of pedagogical training on teaching in higher education. Higher Education, 56, 29-43.
Prosser, M., Martin, E., Trigwell, K., Ramsden, P., & Middleton, H. (2008). University academics’ experience of research and its relationship to their experience of teaching. Instructional Science, 36, 3-16.
Roche, L. A. & Marsh, H. W. (2000). Multiple dimensions of university teacher self-concept: Construct validation and the influence of students’ evaluations of teaching. Instructional Science, 28, 439-468.
Roehrig, A. D., Bohn, C. M., Turner, J. E., & Pressley, M. (2008). Mentoring beginning primary teachers for exemplary teaching practices. Teaching and Teacher Education, 24, 684-702.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action? New York, NY: Basic Books.
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57 (1), 1-23.
Somekh, B. (2006). Action research: A methodology for change and development. Berkshire: Open University Press.
Spalding, E. & Wilson, A. (2002). Demystifying reflection: A study of pedagogical strategies that encourage reflective journal writing. Teachers College Record, 104 (7), 1393-1421.
Stanley, C. (1998). A framework for teacher reflectivity. TESOL Quarterly, 32 (3), 584-591.
Stewart, M. (2014). Making sense of a teaching programme for university academics: Exploring the longer-term effects. Teaching and Teacher Education, 38, 89-98.
Stokking, K., Leenders, F., De Jong, J., & Van Tartwijk, J. (2003). From student to teacher: reducing practice shock and early dropout in the teaching profession. European Journal of Teacher Education, 26 (3), 329-350.
Tümkaya, S. & Hurioğlu, L. (2013). Öğretim elemanlarının yansıtıcı düşünme eğilimleri. Ç.Ü. Sosyal Bilimler Enstitüsü Dergisi, 22 (1), 243-256.
Ünver, G. (2010). Faculty Members’ Efficiency in Learner-Centred Approach: Perspectives from the Social Sciences Faculties. Eurasian Journal of Educational Research, 41, 183-199.
Ünver, G. (2013). The effects of the educational training courses on the doctoral students’ conceptions of effective teaching. Journal of Higher Education, 3 (2), 82-89.
Valli, L. (1997). Listening to other voices: A description of teacher reflection in the United States. Peabody Journal of Education, 72 (1), 67-88.
Van Manen, M. (1977). Linking way of knowing with ways of being practical. Curriculum Inquiry, 6, 205-228.
Van Waes, S., Van den Bossche, P., Moolenaar, N. M., Stes, A., & Van Petegem, P. (2015). Uncovering changes in university teachers’ professional networks during an instructional development program. Studies in Educational Evaluation, 46, 11-28.
Wakefield, J. F. (1996). Educational psychology learning to be a problem solver. Boston: Houghton Mifflin.
Wilson, J. P. (2008). Reflecting on the future: A chronological consideration of reflective practice. Reflective Practice, 9 (2), 177-184.
Yaffe, E. (2010). The reflective beginner: Using theory and practice to facilitate reflection among newly qualified teachers. Reflective Practice, 11 (3), 381-391.
Yıldırım, A. & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. (11. Baskı) Ankara: Seçkin Yayıncılık.
Yükseköğretim Kurulu [YÖK]. (2000a). Öğrencilerin eğitimi değerlendirmesi. Retrieved February 13, 2019, from https://www.yok.gov.tr/Documents/Yayinlar/Yayinlarimiz/ogrencilerin-egitimi-degerlendirmesi.pdf
Yükseköğretim Kurulu [YÖK]. (2000b). Lisansüstü eğitim. B.30.0.ATK.0.00.00.05/08-2607-6961, Ankara.
Yükseköğretim Kurulu [YÖK]. (2007). Türkiye’nin yükseköğretim stratejisi. Retrieved February 13, 2019, from https://www.yok.gov.tr/Documents/Yayinlar/Yayinlarimiz/Turkiyenin-yuksekogretim-stratejisi.pdf
Allen, R. M. & Casbergue, R. M. (1997). Evolution of novice through expert teachers’ recall: Implications for effective reflection on practice. Teaching and Teacher Education, 13 (7), 741-755.
Başol, G. & Evin-Gencel, İ. (2013). Reflective thinking scale: A validity and reliability study. Educational Sciences: Theory & Practice, 13 (2), 929-946.
Berg, B. L. (2001). Qualitative research methods for the social sciences (4th Ed.). Boston: Allyn and Bacon.
Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York, NY: Guilford.
Bruster, B. G. & Peterson, B. R. (2013). Using critical incidents in teaching to promote reflective practice. Reflective Practice, 14 (2), 170-182.
Bümen, N. T. (2006). The evaluation of doctoral level “Development and Learning” and “Instructional Planning and Evaluation” courses. Educational Sciences: Theory & Practice, 6 (1), 7-52.
Carroll, J. G. (1977). Assessing the effectives of a training program for university teaching assistants. Teaching of Psychology, 4(3), 135-138.
Cole, D. A. (1987). Utility of confirmatory factor analysis in test validation research. Journal of Consulting and Clinical Psychology, 55 (4), 584-594.
Cruickshank, D. R., Bainer, D. L., & Metcalf, K. K. (1995). The act of teaching. New York: McGraw-Hill.
Dall’ Alba, G. (2005). Improving teaching: Enhancing ways of being university teachers. Higher Education Research & Development, 24 (4), 361-372.
Donnelly, R. (2008). Lecturers’ self-perceptions of change in their teaching approaches: Reflections of a qualitative study. Educational Research, 50 (3), 207-222.
Erginer, E. & Dursun, F. (2005). The views of faculty members on developing effective teaching skills. Education and Science, 30 (135), 11-22.
Griffiths, M. & Tann, S. (1992). Using reflective practice to link personal and public theories. Journal of Education for Teaching, 18 (1), 69-84.
Hobbs, V. (2007). Faking it or hating it: Can reflective practice be forced? Reflective Practice, 8 (3), 405-417.
Hodkinson, S. & Taylor, A. (2002). Initiation rites: the case of new university lecturers. Innovations in Education and Teaching International, 39 (4), 256-264.
Johnson, A. P. (2012). A short guide to action research (4th Ed.). New Jersey, NJ: Pearson Education.
Kember, D., Leung, D. Y. P., Jones, A., Loke, A. Y., McKay, J., Sinclair, K., …Yeung, E. (2000). Development of a questionnaire to measure the level of reflective thinking. Assessment & Evaluation in Higher Education, 25 (4), 381-395.
Korthagen, F. & Vasalos, A. (2005). Levels in reflection: Core reflection as a means to enhance professional growth. Teachers and Teaching, 11 (1), 47-71.
Kürüm, D. (2007). Öğretim üyesi adayları için öğretimsel gelişim programının değerlendirmesi. Yayımlanmamış Doktora Tezi, Anadolu Üniversitesi, Eğitim Bilimleri Enstitüsü, Eskişehir.
Larrivee, B. (2008). Development of a tool to assess teachers’ level of reflective practice. Reflective Practice, 9 (3), 341-360.
Lee, I. (2008). Fostering preservice reflection through response journals. Teacher Education Quarterly, 35 (1), 117-139.
Lindblom-Ylänne, S., Nevgi, A., & Trigwell, K. (2011). Regulation of university teaching. Instructional Science, 39 (4), 483-495.
Martin, E. & Lueckenhausen, G. (2005). How university teaching changes teachers: Affective as well as cognitive challenges. Higher Education, 49, 389-412.
Mezirow, J. (1991) Transformative dimensions of adult learning. San Francisco: Jossey Bass.
Nevgi, A. & Lӧfstrӧm, E. (2015). The development of academics’ teacher identity: Enhancing reflection and task perception through a university teacher development programme. Studies in Educational Evaluation, 46, 53-60.
O'Hanlon, C. (2003). Educational inclusion as action research. Berkshire: Open University Press.
Postareff, L., Lindblom-Ylänne, S., & Nevgi, A. (2007). The effect of pedagogical training on teaching in higher education. Teaching and Teacher Education, 23, 557-571.
Postareff, L., Lindblom-Ylänne, S., & Nevgi, A. (2008). A follow-up study of the effect of pedagogical training on teaching in higher education. Higher Education, 56, 29-43.
Prosser, M., Martin, E., Trigwell, K., Ramsden, P., & Middleton, H. (2008). University academics’ experience of research and its relationship to their experience of teaching. Instructional Science, 36, 3-16.
Roche, L. A. & Marsh, H. W. (2000). Multiple dimensions of university teacher self-concept: Construct validation and the influence of students’ evaluations of teaching. Instructional Science, 28, 439-468.
Roehrig, A. D., Bohn, C. M., Turner, J. E., & Pressley, M. (2008). Mentoring beginning primary teachers for exemplary teaching practices. Teaching and Teacher Education, 24, 684-702.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action? New York, NY: Basic Books.
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57 (1), 1-23.
Somekh, B. (2006). Action research: A methodology for change and development. Berkshire: Open University Press.
Spalding, E. & Wilson, A. (2002). Demystifying reflection: A study of pedagogical strategies that encourage reflective journal writing. Teachers College Record, 104 (7), 1393-1421.
Stanley, C. (1998). A framework for teacher reflectivity. TESOL Quarterly, 32 (3), 584-591.
Stewart, M. (2014). Making sense of a teaching programme for university academics: Exploring the longer-term effects. Teaching and Teacher Education, 38, 89-98.
Stokking, K., Leenders, F., De Jong, J., & Van Tartwijk, J. (2003). From student to teacher: reducing practice shock and early dropout in the teaching profession. European Journal of Teacher Education, 26 (3), 329-350.
Tümkaya, S. & Hurioğlu, L. (2013). Öğretim elemanlarının yansıtıcı düşünme eğilimleri. Ç.Ü. Sosyal Bilimler Enstitüsü Dergisi, 22 (1), 243-256.
Ünver, G. (2010). Faculty Members’ Efficiency in Learner-Centred Approach: Perspectives from the Social Sciences Faculties. Eurasian Journal of Educational Research, 41, 183-199.
Ünver, G. (2013). The effects of the educational training courses on the doctoral students’ conceptions of effective teaching. Journal of Higher Education, 3 (2), 82-89.
Valli, L. (1997). Listening to other voices: A description of teacher reflection in the United States. Peabody Journal of Education, 72 (1), 67-88.
Van Manen, M. (1977). Linking way of knowing with ways of being practical. Curriculum Inquiry, 6, 205-228.
Van Waes, S., Van den Bossche, P., Moolenaar, N. M., Stes, A., & Van Petegem, P. (2015). Uncovering changes in university teachers’ professional networks during an instructional development program. Studies in Educational Evaluation, 46, 11-28.
Wakefield, J. F. (1996). Educational psychology learning to be a problem solver. Boston: Houghton Mifflin.
Wilson, J. P. (2008). Reflecting on the future: A chronological consideration of reflective practice. Reflective Practice, 9 (2), 177-184.
Yaffe, E. (2010). The reflective beginner: Using theory and practice to facilitate reflection among newly qualified teachers. Reflective Practice, 11 (3), 381-391.
Yıldırım, A. & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. (11. Baskı) Ankara: Seçkin Yayıncılık.
Yükseköğretim Kurulu [YÖK]. (2000a). Öğrencilerin eğitimi değerlendirmesi. Retrieved February 13, 2019, from https://www.yok.gov.tr/Documents/Yayinlar/Yayinlarimiz/ogrencilerin-egitimi-degerlendirmesi.pdf
Yükseköğretim Kurulu [YÖK]. (2000b). Lisansüstü eğitim. B.30.0.ATK.0.00.00.05/08-2607-6961, Ankara.
Yükseköğretim Kurulu [YÖK]. (2007). Türkiye’nin yükseköğretim stratejisi. Retrieved February 13, 2019, from https://www.yok.gov.tr/Documents/Yayinlar/Yayinlarimiz/Turkiyenin-yuksekogretim-stratejisi.pdf
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Published
2019-12-25
How to Cite
Ünver, G., & Yurdakul, B. (2019). Developing reflective thinking through theory-practice connection. Pegem Journal of Education and Instruction, 10(1), 77–102. https://doi.org/10.14527/pegegog.2020.004
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