TY  - JOUR
T1  - Who am I in my story of teaching?: Confronting puzzle of practice through narrative inquiry
TT  - Who am I in my story of teaching?: Confronting puzzle of practice through narrative inquiry
AU  - Samah, Narina
PY  - 2019
DA  - December
JF  - Nitel Sosyal Bilimler
JO  - QSS
PB  - Melih SEVER
WT  - DergiPark
SN  - 2687-5764
VL  - 1
IS  - 1
LA  - en
AB  - This paper showcases an episode during which I embraced my inquirer selfas an attempt to confront my puzzle of practice that had long became the basisof my uncertainty towards my own teaching. Chronologically, the paper is ofseven parts. The first part depicts my initial intention of revisiting myteaching practice as means of unpacking my frames of reference that were thebasis of my puzzle of practice. Part two describes how I employed narrativeinquiry as my main research design, while incorporating the elements ofself-study and autoethnography that served as the powerful mechanism for myresearch. Two main field texts were gathered during this particular phase of myfieldwork: my teaching/research journal and my students’ learning journals thatwere analysed and transformed into research texts. The next three parts of thispaper illustrate how I re-story the time when I re-experienced my teaching andcritically re-examined my teaching approach and strategies with the help of mystudents’ feedback in seeing my practice through a different lens. These partsalso accentuate the struggle I faced with in my effort to transform my teachingpractice - from a “teacher-focusedstrategy” or a “teacher-directed”, into one that promoted“student-centred” learning approach.In part six of this paper, I attempt to answer the question of “Who am I in my story of teaching?”by reflecting on the three main lessons learned throughout my research journey.Finally, in hindsight, it came to my knowledge that in searching the possibleanswer to my puzzle of practice, what I needed most is to continuously make my frames of reference more open, reflective, and emotionally able tochange.
KW  - Narrative inquiry
KW  - reflexivity
KW  - transformative learning
KW  - student centred learning
KW  - higher education
N2  - Bu makale,öğretimime yönelik belirsizliğimin temeli haline gelen uygulamamla yüzleşmekiçin sürdürdüğüm bir iç sorgulamayı elealmaktadır. Kronolojik olarak, çalışma yedi bölümden oluşmaktadır. İlk bölüm,öğretme pratiğimi tekrar gözden geçirme niyetimi, uygulama bulmacamın temeliolan referans çerçevelerimi çözme aracı olarak ele alıyor. İkinci bölüm,araştırmalarım için güçlü bir mekanizma görevi gören kendi kendine çalışma veotoetnografi öğelerini birleştirirken, ana araştırma tasarımım olarak anlatıaraştırmasını nasıl kullandığımı açıklamaktadır. Çalışmanın bu aşamasında iki verikaynağı incelendi: öğretim / araştırma günlüğüm ve analiz edilen ve araştırmametinlerine dönüştürülen öğrencilerimin öğrenme günlükleri. Bu makaleninsonraki üç bölümü, öğretimimi yeniden deneyimlediğim, öğretim yaklaşımımı vestratejilerimi, öğrencilerimin uygulamamı farklı bir mercekten görmekonusundaki geri bildirimleriyle eleştirel olarak yeniden incelediğim zamanıgöstermektedir. Bu bölümler ayrıca öğretmenlik pratiğimi “öğretmen odaklı birstratejiden” ya da “öğretmen odaklı” bir yaklaşımdan “öğrenci merkezli” öğrenmeyaklaşımına dönüştürme çabamda karşılaştığım mücadeleyi ifade etmektedir. Bumakalenin altıncı bölümünde, araştırma yolculuğum boyunca öğrendiğim üç anadersi düşünerek “Öğretme hikayemde ben kimim?” sorusunu yanıtlamayaçalışıyorum. Son olarak, geçmişte, en çok ihtiyaç duyduğum şeyin, referansçerçevelerimi sürekli açık tutmam gerektiğini, uygulamalarıma yönelik sorgulamayapmam gerektiğini ve duygusal olarak değişim yapmayı öğrendiğimi elealmaktayım.
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UR  - https://dergipark.org.tr/en/pub/nsb/issue//659914
L1  - https://dergipark.org.tr/en/download/article-file/911470
ER  -