Yansıtmalı karşılıklı akran eğitimi çalışması: İngilizce öğretmenliği programı hizmet öncesi öğretmen eğitiminde bir uygulama

The aim of this study is to implement reflective reciprocal peer coaching (RRPC) practice into an ELT pre-service teacher education context, and to find out how this practice affects pre-service teachers? reflectivity levels as well as to explore their perceptions about it. For the purposes of the study, a total of 12 pre-service teachers enrolled in an ELT teacher education program at Anadolu University, Turkey participated in the study. For a systematic and effective implementation of the RRPC practice a training component is organized and different tools such as the observation forms, coaching cycle checklists and intervention session checklists are developed and used. The participants received training on various aspects of reflective reciprocal peer coaching (RRPC) for twelve weeks and they were involved in RRPC practice for eight weeks.Both quantitative and qualitative research instruments were used. As for the quantitative part, The Profile of Reflective Thinking Attributes was administered to the participants for three times in order to identify whether there were differences in the reflectivity levels of the participants before and after they received training, and before and after they were engaged in RRPC practice. As for the qualitative part, the pre-service teachers in the study wrote reflective diaries upon the completion of the training process, and throughout the RRPC practice both on their weekly teaching performances and on the weekly peer coaching cycles. The sample post-conference sessions of the participants were also analyzed for qualitative support and all participants were interviewed at the end of the study.The results of the study put forward that all pre-service teachers benefited highly from the RRPC experience. The reflectivity levels of the participants advanced after the received training and it continued to progress after they were involved in RRPC practice. Furthermore, pre-service teachers had positive perceptions about receiving training and experiencing RRPC practice. It was revealed that this experience helped them not only improve their teaching but also their social and affective sides. The pre-service teachers in the study made connections between the ideas of peer coaching and their future careers, and the results yielded enthusiasm about applying ideas of peer coaching for future development.