Self-Study as a Professional Development Model: A Conceptual Analysis

Yıl 2023, Cilt: 21 Sayı: 3, 1767 - 1806, 29.12.2023

Ahmet Saban

https://doi.org/10.37217/tebd.1331479

Öz

“Self-study” focuses on educators’ critical, in-depth, and systematic examination of their practices, thereby improving or transforming themselves as professionals. Educators’ dilemmas, concerns, and tensions in practice or their teaching understandings, beliefs, and ideals constitute the main reasons for initiating self-study. In this respect, educators regard self-study as a “pedagogical inquiry” into their practices. The primary purpose of this study is to contribute to a better understanding of the self-study methodology by conducting a comprehensive literature review on this research approach. In line with this general purpose, this study examines the current literature on self-study within the framework of the following seven questions: (1) How is self-study conceptualized? (2) How did self-study emerge historically? (3) Who are the educators contributing to the birth and conceptualization of self-study? (4) What are the defining characteristics of self-study? (5) How can self-study be taught and learned? (6) What are the essential criticisms of self-study? (7) What differentiates self-study from other qualitative research designs? This study will likely guide researchers new to self-study, those educators aspiring to teach it to their students, and the experienced self-study researchers supporting their colleagues applying it.

Anahtar Kelimeler

Self-study, Professional development, Reflective practice, Teacher education, Literature review

Bir Mesleki Gelişim Modeli Olarak Bireysel Araştırma: Kavramsal Bir Analiz

Öz

“Bireysel araştırma”, eğitimcilerin kendi mesleki uygulamalarını eleştirel, derinlemesine ve sistematik bir biçimde incelemeleri ve bu sayede de kendilerini mesleki açıdan geliştirmeleri veya dönüştürmeleri üzerine odaklanmaktadır. Eğitimcilerin uygulamada yaşadıkları ikilemler, endişeler ve gerilimler ya da sahip oldukları öğretim anlayışları, inançları ve idealleri, bireysel araştırmanın başlatılmasına neden olan temel unsurları oluşturmaktadır. Bu yönüyle bireysel araştırma, eğitimcilerin kendi uygulamalarına ilişkin “pedagojik sorgulama” yapmaları olarak ele alınmaktadır. Bu çalışmanın temel amacı, bireysel araştırma hakkında kapsamlı bir alanyazın incelemesi gerçekleştirerek bu araştırma yaklaşımının daha iyi anlaşılmasına katkıda bulunmaktır. Bu genel amaç doğrultusunda, bireysel araştırmaya ilişkin güncel alanyazın aşağıdaki yedi soru çerçevesinde derinlemesine analiz edilmiştir: (1) Bireysel araştırma nasıl kavramsallaştırılmaktadır? (2) Bireysel araştırma tarihsel süreç içinde nasıl ortaya çıkmıştır? (3) Bireysel araştırmanın doğuşuna ve kavramsallaştırılmasına katkı getiren eğitimciler kimlerdir? (4) Bireysel araştırmanın tanımlayıcı özellikleri nelerdir? (5) Bireysel araştırma nasıl öğretilebilir ve öğrenilebilir? (6) Bireysel araştırmaya getirilen temel eleştiriler nelerdir? (7) Bireysel araştırmayı diğer nitel araştırma desenlerinden farklı kılan nedir? Bu çalışmanın, bireysel araştırmada yeni olan araştırmacılara, onu öğrencilerine öğretmek isteyen eğitimcilere ve onun uygulanmasında meslektaşlarına destek sunan deneyimli bireysel araştırmacılara faydalı olacağı düşünülmektedir.

Anahtar Kelimeler

Bireysel araştırma, Mesleki gelişim, Yansıtıcı uygulama, Öğretmen eğitimi, Alanyazın incelemesi

Kaynakça

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