Öz
Today, it is known and widely accepted that researchers must know the research paradigms and
develop skills and non-dogmatic attitudes for conducting and evaluating studies in any methodology.
Quantitative research methodology is more common while qualitative research is relatively new in Turkey.
Researchers who have not developed sufficient knowledge and experiences in qualitative study would create nonevidence based and non-ethical research projects. This creates threats to the research community. In order to
improve and be competent in any methodology, it is important to review and critically analyze the completed
dissertations, thesis and the journal articles emerged from those research efforts. In this effort self-reflection of
one’s own research effort is essential. In this paper as an experienced researcher the author shares her experiences
in supervising theses and dissertations and conducting her own research projects in qualitative research
methodology in the last 20 years in Turkey. In the light of the literature considering various aspects she discusses
advantages and disadvantages conducting qualitative studies in Turkey. Considering the disadvantages, the
author came up with the idea of keeping thinking positively, acting modestly, being patient, learning how to deal
with the authority, learning how to deal with the exploiters, working hard, never giving up, focusing on the target,
being assertive when necessary, and so keeping going in the scientific way.
Anahtar Kelimeler
Kaynakça
- Bogdan, R.C., & Biklen, S.K. (2007). Qualitative research for education: An introduction to theory and methods. Needham Heights, MA: Allyn and Bacon, Inc.
- Brantlinger, E., Jimenez, R., Klingner, J., Pugach, M., & Richardson, V. (2005). Qualitative studies in special education. Exceptional Children, 71, 195-207.
- Creswell, J.W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (2nd Ed.). New Jersey: Pearson Education, Inc.
- Dobert, M.L. (1984). Ethnographic research. Theory and application for modern schools and societies. New York, NY: Praeger Publishers.
- Eisner, W.E., & Peshkin, A. (1990). Qualitative inquiry in education. The continuing debate. New York and London: Teachers College, Columbia University.
- Ferrance, E. (2000). Themes in education. Action research. LAB. A program of the Education Alliance. Northeast and Islands Regional Educational Laboratory at Brown University.
- Hensen, K.T. (1996). Teachers as researcher. In J. Skula (Ed.), Handbook of research on teacher education (2nd ed., pp. 53-66). New York: Macmillan.
- Hitchcock, G., & Hughes, D. (1995). Research and the teacher. A qualitative introduction to school-based research. London and New York: Routledge.
- Johnson, A.P. (2012). A Short guide to action research. Boston: Allyn and Bacon, Inc.
- Maxwell, J.A. (2005). Qualitative research design. An interactive approach. Applied Social Research Method Series Vol: 41. Thousand Oaks, London, New Delhi: Sage.
- McNiff, J., Lomax, P., & Whitehead, J. (1996). You and your action research project. New York: Routlegde.
- Mills, G.E. (2003). Action research. A guide for the teacher researcher. Upper Saddle River, NJ: Pearson Education, Inc.
- Schumuck, R.A. (1997). Practical action research for change. Arlington Heights, IL: IRI/Skylight.
- Yin, K.R. (2003). Case study research. London: Sage Publication.
- Yin, K.R. (2011). Qualitative Research from start to finish. New York, London: The Guilford Press.
Öz
. Günümüzde araştırmacılar araştırma paradigmalarını bilmeliler ve herhangi bir yöntemle araştırmalar
düzenlemek ve değerlendirmek için dogmatik olamayan tutumlar ve beceriler geliştirmelidirler. Türkiye’de nitel
araştırmalara göre nicel araştırmalar daha yaygındır. Nitel araştırmalarda yeterli bilgi ve beceriler geliştirmemiş
araştırmacıların bilimsel temelli olmaktan uzak etik olmayan araştırmlar gerçekleştirme olasılıkları yüksektir.
Bir araştırma metodoljisinin gerektirdiği bilgi ve becerilerde gelişmek ve yeterli olmak için tamamlanmış doktora
ve yoükseklisans tezlerini ve bu tezlerin yayımlanmış makalerini incelemek ve eleştirel olarak analiz etmek
önemlidir. Bu gayrette, kişinin kendi araştırmalarını eleştirmesi esastır. Bu makalede deneyimli bir araştırmacı
olarak yazar son 20 yılda Türkiye’de nitel araştırma yaklaşımıyla yükseklisans ve doktora tezleri yönetmedeki ve
kendi araştırma projelerini gerçekleştirmedeki deneyimlerini paylaşmaktadır. Yazar, çeşitli yönlerini dikkate
alarak alan yazının desteğiyle Türkiye’de nitel araştırma çalışmaları düzenlemenin avantaj ve dezavantajlarını
tartışmaktadır. Dezavantajları dikkate alarak yazar; olumlu düşünmeye, alçak gönüllü davanmaya devam etmeye,
sabırlı olmaya, otoriteyle ve iyi niyeti sömürenlerle nasıl başa çıkacağını öğrenmeye, çok çalışmaya, hiç birzaman vazgeçmemeye, odaklanarak çalışmaya, gerektiğinde atılgan olmaya ve böylece bilimsel yoluna devam
etmeye yönelmişitr.
Anahtar Kelimeler
Kaynakça
- Bogdan, R.C., & Biklen, S.K. (2007). Qualitative research for education: An introduction to theory and methods. Needham Heights, MA: Allyn and Bacon, Inc.
- Brantlinger, E., Jimenez, R., Klingner, J., Pugach, M., & Richardson, V. (2005). Qualitative studies in special education. Exceptional Children, 71, 195-207.
- Creswell, J.W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (2nd Ed.). New Jersey: Pearson Education, Inc.
- Dobert, M.L. (1984). Ethnographic research. Theory and application for modern schools and societies. New York, NY: Praeger Publishers.
- Eisner, W.E., & Peshkin, A. (1990). Qualitative inquiry in education. The continuing debate. New York and London: Teachers College, Columbia University.
- Ferrance, E. (2000). Themes in education. Action research. LAB. A program of the Education Alliance. Northeast and Islands Regional Educational Laboratory at Brown University.
- Hensen, K.T. (1996). Teachers as researcher. In J. Skula (Ed.), Handbook of research on teacher education (2nd ed., pp. 53-66). New York: Macmillan.
- Hitchcock, G., & Hughes, D. (1995). Research and the teacher. A qualitative introduction to school-based research. London and New York: Routledge.
- Johnson, A.P. (2012). A Short guide to action research. Boston: Allyn and Bacon, Inc.
- Maxwell, J.A. (2005). Qualitative research design. An interactive approach. Applied Social Research Method Series Vol: 41. Thousand Oaks, London, New Delhi: Sage.
- McNiff, J., Lomax, P., & Whitehead, J. (1996). You and your action research project. New York: Routlegde.
- Mills, G.E. (2003). Action research. A guide for the teacher researcher. Upper Saddle River, NJ: Pearson Education, Inc.
- Schumuck, R.A. (1997). Practical action research for change. Arlington Heights, IL: IRI/Skylight.
- Yin, K.R. (2003). Case study research. London: Sage Publication.
- Yin, K.R. (2011). Qualitative Research from start to finish. New York, London: The Guilford Press.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 1 Aralık 2015 |
| Yayımlandığı Sayı | Yıl 2015 Cilt: 3 Sayı: 3 |
