Araştırma Makalesi
BibTex RIS Kaynak Göster

How Can a Teacher Become the Better Version of Oneself?

Yıl 2019, Cilt: 9 Sayı: 2, 852 - 880, 01.07.2019
https://doi.org/10.18039/ajesi.583809

Öz

In order to improve
professionally, teachers need to question themselves throughout their teaching
because one can get feedback from oneself as well instead of listening to
others’ comments, suggestions or questions. On the other hand, getting feedback
from colleagues and learners is invaluable for professional improvement. This
study was conducted as a self-study by a novice teacher. It was aimed at
exploring the teaching practice of the teacher by focusing on the motivation
issue specifically. Two critical friends actively participated in the study
whereas the students of the teacher were passively involved in this self-study,
too. The data were collected through weekly diaries, Teacher Sense of Efficacy
Scale, Student Trust in Teacher Survey and written reflections of critical
friends. Content analysis was utilized to analyses qualitative data and
quantitative data were analyzed through SPSS, descriptive statistics were
computed to reveal quantitative results. The findings showed that teacher
self-efficacy is crucial to sustaining a productive teaching environment and a
healthy teacher-student relationship. In addition, it was found out that
teachers have various roles and responsibilities, which may sometimes overlap,
both in and outside the classroom. Regarding the self-study methodology and
critical friendship, it was concluded that conducting a self-study is extremely
helpful for professional development of a teacher because evaluation and
criticism allow teachers to question themselves in a critical manner and
investigate what has been done and what could have been done for the betterment
of their teaching and professional being.

Kaynakça

  • Adams, C. M., & Forsyth, P. B. (2009). Conceptualizing and validating a measure of student trust. Studies in School Improvement, 263-277.
  • Akinbode, A. (2013). Teaching as lived experience: The value of exploring the hidden and emotional side of teaching through reflective narratives. Studying Teacher Education, 9(1), 62-73.
  • Alan, B. (2015). Self-study as a qualitative research methodology in teacher education. Journal of Qualitative Research in Education - JOQRE, 4(1), 7-25.
  • Altucher, J. (2015, March 31). Elon Musk Chose Himself: Here’s How [Blog post]. Retrieved from https://medium.com/@jaltucher/elon-musk-chose-himself-here-s-how-ffc4f5f109 f4.
  • Aydın, B. (2016). Self-critical friendship: A self-study of a pre-service English language teacher trainer in Turkey. Eğitimde Kuram ve Uygulama (Journal of Theory and Practice in Education), 12(4), 962-978.
  • Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York: Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego: Academic Press, 1998). Retrieved from https://www.uky.edu/~eushe2/Bandura/BanEncy.html
  • Brouwers, A., & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16(2), 239-253.
  • Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level. Journal of School Psychology, 44(6), 473-490.
  • Chester, M. D., & Beaudin, B. Q. (1996). Efficacy beliefs of newly hired teachers in urban schools. American Educational Research Journal, 33(1), 233-257.
  • Covington, M. V. (2000). Goal theory, motivation, and school achievement: An integrative review. Annual Review of Psychology, 51(1), 171-200.
  • Deci, E. L., & Ryan, R. M. (1985). The general causality orientations scale: Self-determination in personality. Journal of Research in Personality, 19(2), 109-134.
  • Deci, E. L., & Ryan, R. M. (2000). The" what" and" why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
  • Donohoo, J., Hattie, J., & Eells, R. (2018). The power of collective efficacy. Educational Leadership, 75(6), 40-44.
  • İpek, H., Akçay, A., Atay, S. B., Berber, G., Karalik, T., & Yilmaz, T. S. (2018). The Relationship Between Occupational Stress and Teacher Self-Efficacy: A Study with EFL Instructors. Anadolu Journal of Educational Sciences International, 8(1), 126-150.
  • La Guardia, J. G., Ryan, R. M., Couchman, C. E., & Deci, E. L. (2000). Within-person variation in security of attachment: a self-determination theory perspective on attachment, need fulfillment, and well-being. Journal of Personality and Social Psychology, 79(3), 367.
  • Loughran, J. (2007). Researching teacher education practices: Responding to the challenges, demands, and expectations of self-study. Journal of Teacher Education, 58(1), 12-20.
  • Machin, L., Hindmarch, D., Murray, S., & Richardson, T. (2015). Understanding Roles and Responsibilities in Education and Training [Blog post]. Retrieved from https://thecriticalblog.wordpress.com/2013/09/11/understanding-roles-and-responsibilities-in-education-and-training/
  • Mojavezi, A., & Tamiz, M. P. (2012). The impact of teacher self-efficacy on the students' motivation and achievement. Theory and Practice in Language Studies, 2(3), 483-491.
  • Ninković, S. R., & Knežević Florić, O. Č. (2018). Transformational school leadership and teacher self-efficacy as predictors of perceived collective teacher efficacy. Educational Management Administration & Leadership, 46(1), 49-64.
  • Onafowora, L. L. (2005). Teacher efficacy issues in the practice of novice teachers. Educational Research Quarterly, 28(4), 34-43.
  • Ozder, H. (2011). Self-efficacy beliefs of novice teachers and their performance in the classroom. Australian Journal of Teacher Education, 36(5), 1-15.
  • Pinnegar, S., & Hamilton, M. L. (2009). Self-study of practice as a genre of qualitative research: Theory, methodology, and practice (Vol. 8). Springer Science & Business Media.
  • Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67.
  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68-78.
  • Samaras, A. P. (2010). Self-study teacher research: Improving your practice through collaborative inquiry. California: Sage.
  • Schuck, S., & Russell, T. (2005). Self-study, critical friendship, and the complexities of teacher education. Studying Teacher Education, 1(2), 107-121.
  • Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65.
  • Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248.
  • Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805.
  • Tschannen-Moran, M., & Hoy, A. W. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6), 944-956.
  • Ulanoff, L. (2012, April 13). Elon Musk: secrets of a highly effective entrepreneur. Retrieved from https://mashable.com/2012/04/13/elon-musk-secrets-of-effectiveness/
  • Yılmaz, C. (2011). Teachers' perceptions of self-efficacy, English proficiency, and instructional strategies. Social Behavior and Personality: An international journal, 39(1), 91-100.
Yıl 2019, Cilt: 9 Sayı: 2, 852 - 880, 01.07.2019
https://doi.org/10.18039/ajesi.583809

Öz

Kaynakça

  • Adams, C. M., & Forsyth, P. B. (2009). Conceptualizing and validating a measure of student trust. Studies in School Improvement, 263-277.
  • Akinbode, A. (2013). Teaching as lived experience: The value of exploring the hidden and emotional side of teaching through reflective narratives. Studying Teacher Education, 9(1), 62-73.
  • Alan, B. (2015). Self-study as a qualitative research methodology in teacher education. Journal of Qualitative Research in Education - JOQRE, 4(1), 7-25.
  • Altucher, J. (2015, March 31). Elon Musk Chose Himself: Here’s How [Blog post]. Retrieved from https://medium.com/@jaltucher/elon-musk-chose-himself-here-s-how-ffc4f5f109 f4.
  • Aydın, B. (2016). Self-critical friendship: A self-study of a pre-service English language teacher trainer in Turkey. Eğitimde Kuram ve Uygulama (Journal of Theory and Practice in Education), 12(4), 962-978.
  • Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York: Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego: Academic Press, 1998). Retrieved from https://www.uky.edu/~eushe2/Bandura/BanEncy.html
  • Brouwers, A., & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16(2), 239-253.
  • Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level. Journal of School Psychology, 44(6), 473-490.
  • Chester, M. D., & Beaudin, B. Q. (1996). Efficacy beliefs of newly hired teachers in urban schools. American Educational Research Journal, 33(1), 233-257.
  • Covington, M. V. (2000). Goal theory, motivation, and school achievement: An integrative review. Annual Review of Psychology, 51(1), 171-200.
  • Deci, E. L., & Ryan, R. M. (1985). The general causality orientations scale: Self-determination in personality. Journal of Research in Personality, 19(2), 109-134.
  • Deci, E. L., & Ryan, R. M. (2000). The" what" and" why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
  • Donohoo, J., Hattie, J., & Eells, R. (2018). The power of collective efficacy. Educational Leadership, 75(6), 40-44.
  • İpek, H., Akçay, A., Atay, S. B., Berber, G., Karalik, T., & Yilmaz, T. S. (2018). The Relationship Between Occupational Stress and Teacher Self-Efficacy: A Study with EFL Instructors. Anadolu Journal of Educational Sciences International, 8(1), 126-150.
  • La Guardia, J. G., Ryan, R. M., Couchman, C. E., & Deci, E. L. (2000). Within-person variation in security of attachment: a self-determination theory perspective on attachment, need fulfillment, and well-being. Journal of Personality and Social Psychology, 79(3), 367.
  • Loughran, J. (2007). Researching teacher education practices: Responding to the challenges, demands, and expectations of self-study. Journal of Teacher Education, 58(1), 12-20.
  • Machin, L., Hindmarch, D., Murray, S., & Richardson, T. (2015). Understanding Roles and Responsibilities in Education and Training [Blog post]. Retrieved from https://thecriticalblog.wordpress.com/2013/09/11/understanding-roles-and-responsibilities-in-education-and-training/
  • Mojavezi, A., & Tamiz, M. P. (2012). The impact of teacher self-efficacy on the students' motivation and achievement. Theory and Practice in Language Studies, 2(3), 483-491.
  • Ninković, S. R., & Knežević Florić, O. Č. (2018). Transformational school leadership and teacher self-efficacy as predictors of perceived collective teacher efficacy. Educational Management Administration & Leadership, 46(1), 49-64.
  • Onafowora, L. L. (2005). Teacher efficacy issues in the practice of novice teachers. Educational Research Quarterly, 28(4), 34-43.
  • Ozder, H. (2011). Self-efficacy beliefs of novice teachers and their performance in the classroom. Australian Journal of Teacher Education, 36(5), 1-15.
  • Pinnegar, S., & Hamilton, M. L. (2009). Self-study of practice as a genre of qualitative research: Theory, methodology, and practice (Vol. 8). Springer Science & Business Media.
  • Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67.
  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68-78.
  • Samaras, A. P. (2010). Self-study teacher research: Improving your practice through collaborative inquiry. California: Sage.
  • Schuck, S., & Russell, T. (2005). Self-study, critical friendship, and the complexities of teacher education. Studying Teacher Education, 1(2), 107-121.
  • Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65.
  • Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248.
  • Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805.
  • Tschannen-Moran, M., & Hoy, A. W. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6), 944-956.
  • Ulanoff, L. (2012, April 13). Elon Musk: secrets of a highly effective entrepreneur. Retrieved from https://mashable.com/2012/04/13/elon-musk-secrets-of-effectiveness/
  • Yılmaz, C. (2011). Teachers' perceptions of self-efficacy, English proficiency, and instructional strategies. Social Behavior and Personality: An international journal, 39(1), 91-100.
Toplam 32 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

Özlem Utku Bu kişi benim 0000-0001-7978-9195

Yayımlanma Tarihi 1 Temmuz 2019
Gönderilme Tarihi 22 Şubat 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 9 Sayı: 2

Kaynak Göster

APA Utku, Ö. (2019). How Can a Teacher Become the Better Version of Oneself?. Anadolu Journal of Educational Sciences International, 9(2), 852-880. https://doi.org/10.18039/ajesi.583809
AMA Utku Ö. How Can a Teacher Become the Better Version of Oneself?. AJESI. Temmuz 2019;9(2):852-880. doi:10.18039/ajesi.583809
Chicago Utku, Özlem. “How Can a Teacher Become the Better Version of Oneself?”. Anadolu Journal of Educational Sciences International 9, sy. 2 (Temmuz 2019): 852-80. https://doi.org/10.18039/ajesi.583809.
EndNote Utku Ö (01 Temmuz 2019) How Can a Teacher Become the Better Version of Oneself?. Anadolu Journal of Educational Sciences International 9 2 852–880.
IEEE Ö. Utku, “How Can a Teacher Become the Better Version of Oneself?”, AJESI, c. 9, sy. 2, ss. 852–880, 2019, doi: 10.18039/ajesi.583809.
ISNAD Utku, Özlem. “How Can a Teacher Become the Better Version of Oneself?”. Anadolu Journal of Educational Sciences International 9/2 (Temmuz 2019), 852-880. https://doi.org/10.18039/ajesi.583809.
JAMA Utku Ö. How Can a Teacher Become the Better Version of Oneself?. AJESI. 2019;9:852–880.
MLA Utku, Özlem. “How Can a Teacher Become the Better Version of Oneself?”. Anadolu Journal of Educational Sciences International, c. 9, sy. 2, 2019, ss. 852-80, doi:10.18039/ajesi.583809.
Vancouver Utku Ö. How Can a Teacher Become the Better Version of Oneself?. AJESI. 2019;9(2):852-80.