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A Contrasting conversations approach (CCA) to classroom observation for enhancing teacher development

Öğretmen gelişmesi için sınıf içi izlemede karşılaştırmalı konuşmalar yaklaşımı (KKY)

  1. Tez No: 64382
  2. Yazar: SERAP DÖNER
  3. Danışmanlar: DR. BENA GÜL PEKER
  4. Tez Türü: Yüksek Lisans
  5. Konular: Eğitim ve Öğretim, Education and Training
  6. Anahtar Kelimeler: Belirtilmemiş.
  7. Yıl: 1997
  8. Dil: İngilizce
  9. Üniversite: İhsan Doğramacı Bilkent Üniversitesi
  10. Enstitü: Sosyal Bilimler Enstitüsü
  11. Ana Bilim Dalı: Belirtilmemiş.
  12. Bilim Dalı: Belirtilmemiş.
  13. Sayfa Sayısı: 155

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ABSTRACT Title A Contrasting Conversations Approach (CCA) to Classroom Observation for Enhancing Teacher Development Author Serap Döner Thesis Chairperson : Dr. Theodore S. Rodgers Bilkent University, MA TEFL Program Committee Members : Dr. Tej B. Shresta Dr. Bena Gül Peker Bilkent University, MA TEFL Program Developing teachers' teaching performance in class has long been a major issue in the field of English language teaching. One of the primary ways to obtain information about a teacher's in-class teaching, is to observe that teacher during instruction. It is believed that such classroom observations could lead to teacher development. This descriptive study was designed primarily to investigate whether teacher development could be enhanced by making use of 'contrasting conversations' during the pre-and post-observation stages of an observational process. 'Contrasting conversations' (CCs) are used to refer to conversations conducted between the observer and observee and within which both participants are regarded as equal in terms of criticizing and decision making in order to assist observees in generating alternatives to their observed classroom practices.The purpose of this study is to apply a new classroom observation approach called 'Contrasting Conversations Approach' (CCA) in which 'contrasting conversations' in the pre-and post-observation conferences of the observational process are conducted and thereby to provide observees with useful insights to support their own professional development. This study considered the following research questions: 1) Can the 'Contrasting Conversations Approach' (CCA) help to identify teachers' specific classroom performances? 2) Is the 'Contrasting Conversations Approach' (CCA) helpful for enhancing teachers' development in terms of specific classroom performances? 3) What are the expectations and opinions of the observed teachers before, during and after the CCA phases? The subjects in this study were five teachers with minimum teaching and no observational experience working at YADIM (the Preparatory School of English at Çukurova University, in Adana). All five subjects took part in a three step observation process (pre-observation conference, observation, post-observation conference) called CCA, during the process of which the expectations and opinions of the subjects were elicited. Data gathered through interviews were analyzed qualitatively on the basis of recurring themes, whereas questionnaire data were analyzed both, qualitatively and quantitatively. Both data were then displayed in tables.

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