Anadolu Üniversitesi Anadolu Üniversitesi
  • Kurumsal
  • Akademik Programlar
  • Öğrenci İçin Bilgi
  • Türkçe
    • Türkçe Türkçe
    • İngilizce İngilizce
Program Profili Kabul ve Kayıt Koşulları Yeterlilik Koşulları ve Kuralları Önceki Öğrenmenin Tanınması Öğretim Elemanları Bölüm Bşk. ve AKTS Koord. Alan Yeterlilikleri Program Yeterlilikleri (Çıktıları) Dersler - AKTS Kredileri Alan & Prog. Yeterlilik İlişkileri Ders - Prog. Yeterlilik İlişkileri Ölçme ve Değerlendirme Mezuniyet Koşulları Üst Derece Programlarına Geçiş İstihdam Olanakları
  • Eğitim Fakültesi
  • Yabancı Diller Eğitimi Bölümü
  • İngilizce Öğretmenliği Programı
  • Dersler - AKTS Kredileri
  • Yansıtmalı Öğretmen
  • Tanıtım
  • Tanıtım
  • İçerik
  • Öğrenme Çıktıları
  • Öğretim Yöntem ve Teknikleri
  • Program Çıktılarına Katkısı
  • Ölçme ve Değerlendirme

Ders Adı Ders Kodu Zorunlu/Seçmeli Teori + Uygulama AKTS
Yansıtmalı Öğretmen İNÖ803 V.YARIYIL 3+0 5.0
Ders Dili İngilizce
Ders Türü Mesleki Seçmeli Dersler
Öğretim Elemanları DOÇ. DR. GONCA SUBAŞI
Dersin Veriliş Biçimi Yüz yüze
Dersin Önkoşulları yok
Önerilen Dersler methodology courses, practicum courses
Okuma Listesi Alexander, P. A. (2008). Charting the course for the teaching profession: the energizing and sustaining role of motivational forces. Learning and Instruction, 18, 483-491. Athanases, S.Z., & Martin K.J. (2006). Learning to advocate for educational equity in a teacher credential program. Teacher and Teacher Education, 22, 627-646. Baltacı Gökatalay, S., & Cangür, S. (2008). Assessing the reliability and validity of the Turkish version of the stages of concern questionnaire. Eurasian Journal of Education Research, 33, 55-72. Bandura, A. (1997). Self-efficacy: The exercise of control (5th edition). New York: W. H. Freeman. Barmby, P. (2006). Improving teacher recruitment and retention: the importance of workload and pupil behaviour. Educational Research, 48 (3), 247-265. Bass, B. M. (1985). Leadership and performance beyond expectations (4th edition). New York: Free Press. Ben-Peretz, M. (2000). When teaching changes, can teacher education be far behind? Prospects, 30 (2), 215-224. Bell, T.R. (2005). Behaviours and attitudes of effective foreign language teachers: Results of a questionnaire study. Foreign Language Annals, 38 (2), 259-270. Block, A.A. (2008). Why should I be a teacher? Journal of Teacher Education, 59 (5), 4 16-427. Boz, Y. (2008). Turkish student teachers’ concerns about teaching. European Journal of Education, 31 (4), 367-377. Brookhart, S. M., Freeman, D. J., Loadman, W. E., McCague, G. J., & Rahman, M. A. (1999). Development of a national survey of teacher education program. The Journal of Educational Research, 93 (2), 76-90. Brown, M.M. (1992). Caribbean first-year teachers’ reasons for choosing teaching as a career. Journal of Education for Teaching, 18 (2), 1-10. Brouwer, N., & Korthagen, F. (2005). Can teacher education make a difference? American Educational Research Journal, 42 (1), 1-38. Brownell, M.T., Stephen, W.S., McNellis, J. & Lenk, L. (1995).Career decisions in special education: Current and former teachers’ personal views. Exceptionality, 5 (2), 83-102. Buskist, W. (2002). Effective teaching: Perspectives and insights from division two’s- and 4-year awardees. Teaching of Psychology, 29 (3), 188-193. Butler, R. & Shibaz, L. (2008). Achievement goals for teaching as predictors of students’ perceptions of instructional practices and students’ help seeking and cheating. Learning and Instruction, 18, 453-467. Büyüköztürk, Ş. (2005). Sosyal bilimler için veri analizi el kitabı (5.bs.). Ankara: Pegem Yayıncılık. Chan, K. (2005). Inservice teachers’ perceptions of teaching as a career-motives and commitment in teaching. Paper presented at the AARE International Education Research conference 2005 at the University of Sydney. Retrieved on 25th May, 2007 from http://www.aare.edu.au/05pap/cha05030.pdf Chin, E., & Young J.W. (2007). A person-oriented approach to characterizing beginning teachers in alternative certification programs. Educational Researcher, 36 (2), 74-83. Chuan, G.K., & Atputhasamy L. (2001). Teacher education in Singapore: What motivates students to choose teaching as a career? Paper presented at the AARE International Education Research Conference 2001 at the University of Sydney. Retrieved on 14th April 2007 from http://www.aare.edu.au/01pap/atp01460.htm Çekiç, H. (2009). Professional Standards: pre-service EFL teachers’ views on their own classroom performance and how they actually perform. Paper presented at the 13th International INGED ELT Conference 2009 at Gazi University. Deci, E.C., & Ryan, R. M. (2000).The “what” and “why” of goal pursuits: human needs and the self-determination behaviour. Psychological Inquiry, 11, 227-268. Delandshere, G., & Arens, S.A. (2001). Representations of teaching and standards-based reform: are we closing the debate about teacher education? Teaching and Teacher Education, 17, 547-566. Dowson, M., & McInerney, D.M. (2003). What do students say about their motivational goals?: towards a more complex and dynamic perspective on student motivation. Contemporary Educational Psychology, 28, 91-113. Eisner, E. (2006). The satisfactions of teaching. Educational Leadership, 63 (69), 44-46. Evans, L. (2000).The effects of educational change on morale, job satisfaction and motivation. Journal of Educational Change, 1, 173-192. Ferrell, C. M., Daniel, L. G. (1993). Construct validation of an instrument measuring teacher career motivations. Paper presented at the Annual Meeting of the Mid-South Educational Research Association, New Orleans, LA. East Lansing, MI: National Center for Research on Teacher Learning. Retrieved on 18th September 2007 from ERIC Document Reproduction Service No. ED365719. Field, A. (2000). Discovering statistics using SPSS for windows(3rd ed.). London: Sage. Flores, M.A. (2006). Being a novice teacher in two different settings: struggles, continuities, and discontinuities. Teacher College Record, 108 (10), 2021-2052. Ginzberg, E. (1988). Toward a theory of occupational choice. Career Development Quarterly, 35, 358-363. Goh, K.C., & Atputhasamy, L. (2001). Teacher education in Singapore: what motivates students to choose teaching as a career? Paper presented at the AARE International Education Research conference 2001 at the University of Notre Dame. Retrieved on 15th October 2006 from http://www.aare.edu.au/01pap/atp01460.htm Graham, P. (1998). Teacher research and collaborative inquiry: Teacher education and high school teachers. Journal of Teacher Education, 49 (4), 255-265. Harms, B.M., & Knobloch, N. A. (2005). Preservice teachers’ motivation and leadership behaviors related to career choice. Career and Technical Education Research, 30 (2), 101-124. Hayes, D. (2008). Becoming a teacher of English in Thailand. Language Teaching Research, 12 (4), 471-494. Hoy, A.W. (2008). What motivates teachers? Important work on a complex question. Learning and Instruction, 18, 492-498. Hoy, A.W. & Burke-Spero, R. (2005). Changes in teacher efficacy during the early years of teaching: an exploratory study. Teaching and Teacher Education, 21, 343-356. Huberman, M. (1993). The lives of teachers(2nd ed.). New York: Teachers College Press. Huck, S.W. (2000). Reading statistics and research (3rd ed.). New York: Addison Wesley Longman. Johnson, S.M., & Birkeland, S.E. (2002). Pursuing a sense of success: new teachers explain their career decisions. Paper presented at the Annual Meeting of the American Educational Research Association, 2002 in New Orleans. Retrieved on 5th November 2006 from http://www.gse.harvard.edu./-ngt/Johnson-Birkeland Jones, E.B., Young, R. & Rodriguez, J.L. (1999). Identity and career choice among Mexican American and Euro-American preservice bilingual teachers. Hispanic Journal of Behavioral Sciences, 21 (4), 431-446. Joseph, P.B., & Green, N. (1986). Perspectives on reasons for becoming teachers. Journal of teacher Education, 37 (6), 28-33. King, S.H. (1993).Why did we choose teaching careers and what will enable us to stay?: insights from one cohort of the African American teaching pool. Journal of Negro Education, 62 (4), 475-492. Korthagen, F., Loughran, J. & Russell, T. (2006). Developing fundamental principles for teacher education programs and practices. Teaching and Teacher Education, 22, 1020-1041. Krecic, M.J., & Grmek, M.I. (2005). The reasons students choose teaching professions. Educational Studies, 31 (3), 265-274. Kyed Jr, S.V., Marlow, M.P., Miller, J., Owens, S. & Sorenson, K. (2003). A teacher candidate induction: Connecting inquiry, reflection, and outcomes. Education, 123 (3), 470-482. Kyriacou, C., & Kobori, M. (1998). Motivation to learn and teach English in Slovenia. Educational Studies, 24 (3), 345-351. Kyriacou, C., & Coulthard, M. (2000).Undergraduates’ views of teaching as a career choice. Journal of Education for Teaching, 26 (2), 117-126. Lee, I. (2007). Preparing pre-service English teachers for reflective practice. ELT Journal, 61 (4), 321-329. Lockhart, C., & Ng, P. (1995). Analyzing talk in ESL peer response groups: stances, functions, and content. Language Learning, 45 (4), 605-655. MacDonald, C.J. (1992). The multiplicity of factors creating stress during the teaching practicum: the student teachers’ perpective. Education, 113 (1), 48-58. Malmberg, L. (2006). Goal-orientation and teacher motivation among teacher applicants and student teachers. Teacher and Teacher Education, 22, 58-76. Malmberg, L. (2008). Student teachers’ achievement goal orientations during teacher studies: antecedents, correlates and outcomes. Learning and Instruction, 18, 438-452. Mangelsdorf, K. (1992). Peer-reviews in the ESL composition classroom: what do the students think? ELT Journal, 46 (3), 274-284. Maslow, A. H. (1954). Motivation and personality (3rd ed.). New York: Harper & Brothers. Marsh, M.M. (2002). The shaping of Ms. Nicholi: the discursive fashioning of teacher identities. Qualitative Studies in Education, 15 (3), 333-347. Nicole, A. (2007). 5 reasons why people become teachers. Retrieved on 17th December 2008 from http://www.associatedcontent.com/article/143527/ 5_reasons_why_people_become_teachers Olsen, B. (2008). How reasons for entry into the profession illuminate teacher identity development. Teacher Education Quarterly, 35 (3), 23-40. O’Sullivan, M. (2002). Action research and the transfer of reflective approaches to in-service education and training (INSET) for unqualified and underqualified primary teachers in Namibia. Teacher and Teacher Education, 18, 523-539. Özdamar, k. (2004). Paket programlarla istatiksel veri analiz i(3.bs.) Eskişehir: Kaan Kitabevi. Pallant, J. (2001). SPSS survival manual (3rd ed.). Maidenhead, PA: Open University Press Peske, H.G., Liu, E., Johnson, S.M., Kaufmann, D. & Kardos, S.M. (2001). The next generation of teachers: Changing conceptions of a career in teaching. Phi Delta Kappan, 83, 1-8. Pozarnik, M. (1987). A workshop in experiential learning as a means of training the trainers in an integrative approach to teacher education. Proceedings of ATEE Conference, Freie Universitat, Berlin, 402-409. Price, J.N., & Valli, L. (2005). Preservice teachers becoming gents of change pedagogical implications for action research. Phi Delta Kappan, 56, 1-13. Priyadharshini, E. & Robinson-Pant, A. (2003). The attractions of teaching: an investigation into why people change careers to teach. Journal of Education for Teaching, 29 (2), 1-20. Putkiewicz, E. & Witkomirska, A. (2003). Problems of teacher education in rolling changes of educational system all over the world(1st ed.). Warszava: Wydawnictwa Uniwersytetu Warszawskiego. Raine, L., Harkins, D. & Sampson, M.B. (1997). Rationale in choosing a teacher preparation program. Paper presented at the Annual Meeting of the National Reading Conference, Scottsdale. Retrieved on 25th October from ERIC Document Reproduction Service No. ED418375. Richardson, P.W., & Watt, H.M.G. (2005). ‘I’ve decided to become a teacher’: Influences on career change. Teacher and Teacher Education, 21, 475-489. Richardson, P.W., & Watt, H.M.G (2006). Who chooses teaching and why? Profiling characteristics and motivations across three Australian universities. Asia-Pacific Journal of Teacher Education, 34 (1), 27-56. Rikard, G. (1999). Promoting teacher commitment in preservice teachers. The Journal of Physical Education, Recreation & Dance, 70 (9), 53-58. Rock, T.C., & Levin, B.B. (2002). Collaborative action research projects: Enhancing preservice teacher development in professional development schools. Teacher Education Quarterly, Winter, 7-21. Roth, G., Assor, A., Kanat-Maymon, Y. & Kaplan, H. (2007). Autonomous motivation for teaching: how self-determined teaching may lead to self-determined learning. Journal of Educational Psychology, 99 (4), 761-774. Shipp, V.H. (1999). Factors influencing the career choices of African American collegians: implications for minority teacher recruitment. The Journal of Negro Education, 68 (3), 343-351. Shively, J. (1992). Why I entered teaching, why I stay? Education Digest, 57 (8), 1-4. Sinclair, C., Dowson, M., & Thistleton-Martin, J. (2006). Motivations and profiles of cooperating teachers: Who volunteers and why? Teacher and Teacher Education, 22, 263-279. Sinclair, C., Dowson, M., & McInerney, D. M. (2006). Motivations to teach: Psychometric perspectives across the first semester of teacher education. Teachers College Record, 108 (6), 1132-1154. Stuart, C. & Thurlow, D. (2000). Making it their own: preservice teachers’ experiences, beliefs, and classroom practices. Journal of Teacher Education, 51 (2), 113-125. Su, Z., Hawkins, J.N., Huang, T. & Zhao, Z. (2001). Choices and commitment: a comparison of teacher candidates’ profiles and perspectives in China and the United States. International Review of Education, 47 (6), 611-635. Su, Z., Hawkins, J.N., Huang, T. & Zhao, Z. (2002). Student teachers in Tibet: a case study. Journal of Education for Teaching, 28 (1), 17-33. Tabachnick, B. G., & Fidell, L. S. (1996). Using multivariate statistics (3rd ed.). New York: Harper & Row. Tawney, J. W., & Gast, D. L. (1984). Single Subject Research in Special Education (2nd ed.). Colombus, OH: Charles E. Merrill Co. Taylor, A. (2006). Perceptions of prospective entrants to teacher education. Teaching and Teacher Education, 22, 451-464. Temizkan, M. (2008). An evaluation on the attitudes of Turkish teacher candidates their professions. The Journal of Turkish Educational Sciences, 6 (3), 461-486. Tezbaşaran, A.A. (1996). Likert Tipi Ölçek Geliştirme Kılavuzu (3. bs.) Ankara: Ankara İstatikçiler Derneği. Tschannen-Moran, M., & Hoy, A. W. (2006). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23, 944-956. Vadeboncoeur, J.A. (2001). To Teach: The Journey of a Teacher (2nd ed.). New York: Teachers College Press. Van Eekelen, I.M.V., Vermunt, J.D., & Boshuizen H.P.A. (2006). Exploring teachers’ will to learn. Teacher and Teacher Education, 22, 408-423. Warin, J., Maddock, M., Pell, A., & Hargreaves, L. (2006). Resolving identity dissonance through reflective and reflexive practice in teaching. Reflective Practice, 7 (2), 233-245. Watt, H.M.G., & Richardson, P.W. (2007). Motivational factors influencing teaching as a career choice: Development and validation of the FIT-Choice scale. The Journal of Experimental Education, 75 (3), 167-202. Watt, H.M.G., & Richardson, P.W. (2008). Motivations, perceptions, and aspirations concerning teaching as a career for different types of beginning teachers. Learning and Instruction, 5, 408-428. Whitcomb J.A., Borko, H.& Liston, D. (2008a). Why teach? Journal of Teacher Education, 59 (1), 3-9. Whitcomb J.A., Borko, H.& Liston, D. (2008b). Why teach? Part II. Journal of Teacher Education, 59 (4), 267-272. White, R. (1998). What is quality in English language teacher education? ELT Journal, 52 (2), 133-139. Witcher, A.E., Sewall, A.M., Arnold, L. D., & Travers, P.D. (2001). Teaching, leading, learning: It’s all about philosophy. The Clearing House, May/June, 277-279. Younger, M., Brindley, S., Pedder, D., & Hagger, H. (2004). Starting points: student teachers’ reasons for becoming teachers and their preconceptions of what this will mean. European Journal of Teacher Education, 27 (3), 245-264. Zhan, S. (2008). Changes to a Chinese pre-service language teacher education program: analysis, results, and implications. Asia- Pacific Journal of Teacher Education, 36 (1), 53-70. Zientek, L.R., Caparo, M.M., & Caparo, M. (2008). Reporting practices in quantitative teacher education research: one look at the evidence cited in the AERA Panel Report. Educational Researcher, 37 (4), 208-216.
Değerlendirme Ara Sınav, Yansıtma Raporları, Final Sınavı
Staj & Uygulama yok
Katalog İçeriği Yansıtmalı Öğretmen Olmak Ne Anlama Gelir?; Öğrencilerin Bir Yabancı Dilin En İyi Nasıl Öğrenilebileceği Konusundaki Fikirlerinin Tartışılması; Etkili Öğretme Ne İçerir? Yabancı Dil Öğretiminde Profesyonel Olmak Ne Demektir?; Öğrencilerin Olumlu, Olumsuz Düşünceleri ve Ön Yargılarının İncelenmesi de Dahil Olmak Üzere Yabancı Dil Öğrenme ve Öğretmeyi Etkileyen Faktörlerin Tartışılması; Yansıtmalı Yabancı Dil Öğretmeni Olmayı Öğrenme; Yansıtma İşlemini En Başından İtibaren Yabancı Dil Öğretimine Katma.

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