TY  - JOUR
T1  - Participatory Action Research for Professional Development / Mesleki Gelişim İçin Katılımcı Eylem Araştırması
TT  - Mesleki Gelişim İçin Katılımcı Eylem Araştırması / Participatory Action Research for Professional Development
AU  - Dolapçıoğlu, Sevda
AU  - Tok, Şükran
AU  - Acar, Sabire Pınar
PY  - 2024
DA  - December
Y2  - 2024
DO  - 10.19160/e-ijer.1590067
JF  - e-Uluslararası Eğitim Araştırmaları Dergisi
JO  - e-ijer
PB  - Erdal TOPRAKCI
WT  - DergiPark
SN  - 1309-6265
SP  - 145
EP  - 161
VL  - 15
IS  - 2
LA  - en
AB  - The sudden shift to online education during the Covid-19 Pandemic resulted in uncertainty and stress among teachers.  This study investigates the role of Participatory Action Research [PAR] in supporting teachers’ professional development in times of pandemic-induced chaos and how effective PAR is in tackling challenges that emerge. The study involved fourteen in-service teachers of English and 267 students at a Turkish state university. Through three cycles of PAR, professional development support was provided for the newly established English preparatory school. Data were collected through observations, reflections, and interviews. The qualitative findings revealed that PAR contributed to teachers’ professional development and in-class practices. The chaotic environment which was caused by the pandemic and the mandatory implementation of technology-based teaching tools during that period were the primary challenges at the time of current study. These challenges directly reduced student participation. However, upon the implementation of PAR, the analysis of the emerging themes showed that the participant teachers regarded this kind of action research as the greatest impact on their in-class practices. Increased student participation in classes and the efficient use of technology-based teaching resources were the results of this contribution. This indicated that PAR significantly addressed the issues found in the needs analysis conducted at the beginning of the process. Furthermore, through its components of research, collaboration, and reflection, PAR significantly supported teachers in addressing these problem areas. The major problem areas were the chaos environment caused by the pandemic and the implementation of technology-based teaching tools, which was mandatory during that period. These two problems directly decreased the rate of student participation in the lesson.
KW  - Participatory action research
KW  - Teacher training
KW  - Professional development
KW  - Action plan
N2  - Covid-19 Pandemi dönemiçevrimiçi eğitime ani geçiş, öğretmenler arasında belirsizlik ve strese neden olmuştur. Bu çalışma, pandemi kaynaklı kaos dönemlerinde öğretmenlerin mesleki gelişimlerini desteklemede Katılımcı Eylem Araştırması [PAR]'nın rolünü ve PAR'ın ortaya çıkan zorluklarla başa çıkmada ne kadar etkili olduğunu incelemiştir. Çalışmaya Türkiye'deki bir devlet üniversitesinde yabancı diller yüksekokulunda çalışanon dört İngilizce öğretmeni ve 267 öğrenci katılmıştır. Üç PAR döngüsü boyunca yeni kurulan İngilizce hazırlık okuluna mesleki gelişim desteği sağlanmıştır. Veriler gözlemler, yansıtmalar ve görüşmeler yoluyla toplanmıştır. Nitel bulgular, PAR'ın öğretmenlerin mesleki gelişimine ve sınıf içi uygulamalarına katkıda bulunduğunu ortaya koymuştur. Pandeminin neden olduğu kaotik ortam ve o dönemde teknoloji tabanlı öğretim araçlarının zorunlu olarak uygulanması, mevcut çalışmanın yapıldığı dönemdeki temel zorluklardı. Bu zorluklar doğrudan öğrencinin derse katılımını azaltmıştır. Ancak PAR'ın uygulanması üzerine ortaya çıkan temaların analizi, katılımcı öğretmenlerin bu tür eylem araştırmalarını sınıf içi uygulamalarının gelişimi üzerinde önemli bir etkiye sahip araştırma türü olarak gördüklerini göstermiştir. Derslerde öğrenci katılımının artması ve teknoloji tabanlı öğretim kaynaklarının etkili kullanımı bu katkının sonuçlarıdır. Bu, PAR'ın sürecin başında yürütülen ihtiyaç analizinde bulunan sorunları önemli ölçüde ele aldığını göstermiştir. Dahası, araştırma, işbirliği ve yansıtma bileşenleri aracılığıyla PAR, öğretmenlerin bu sorun alanlarını ele almalarına önemli ölçüde destek olmuştur. Başlıca sorun alanları pandemi kaynaklı kaos ortamı ve o dönemde zorunlu olan teknoloji tabanlı öğretim araçlarının uygulanması olmuştur. Bu iki sorun doğrudan öğrencilerin derse katılım oranını düşürmüştür.
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UR  - https://doi.org/10.19160/e-ijer.1590067
L1  - https://dergipark.org.tr/en/download/article-file/4388132
ER  -