Türkiye’de İngilizce Dersi Öğretim Programlarındaki Değişim Üzerine Araştırmalar: Bir Meta-Sentez Çalışması

Year 2021, Volume: 16 Issue: 32, 625 - 654, 31.12.2021

Yasemin Karsantık Esed Yağcı

https://doi.org/10.35675/befdergi.789014

Abstract

Bu çalışmanın amacı, Türkiye’de İngilizce dersi öğretim programlarında yapılan değişiklikleri ele alan nitel araştırmaların bulgularını sentezleyerek programda gerçekleştirilen değişikliklerin araştırmalarda hangi boyutlarıyla ele alındığını ortaya koymaktır. Meta-sentez yöntemiyle gerçekleştirilen çalışmada Noblit ve Hare (1999) tarafından ortaya konulan meta-sentez süreci izlenmiştir. Ulusal ve uluslararası veri tabanlarından, çeşitli anahtar kelimeler kullanılarak belirli dahil etme-hariç tutma ölçütleri doğrultusunda elde edilen 10 nitel araştırma sistematik olarak incelenmiştir. Çalışma sonucunda öğretim programlarında yapılan değişikliklere odaklanan araştırmaların üç boyutu ele aldığı ortaya konulmuştur. Değişen öğretim programını uygulama boyutunda öğretmenlerin aktarıcı, yorumlayıcı ve eklektik öğretmen profili sergilediği görülmüştür. Değişen öğretim programlarını uygulamayı etkileyen faktörler boyutunda araştırmaların öğretmen, öğrenci, öğretim programı, kaynaklar, okul-sınıf olanakları ve ders saati gibi diğer faktörlere odaklandığı görülmüştür. Son olarak bazı araştırmaların önceki öğretim programı ile yenilenen öğretim programını karşılaştırdığı görülmüştür. Araştırma sonuçlarının öğretim programlarındaki değişim sürecini daha iyi anlayabilmek için ihtiyaç duyulabilecek çalışma alanları konusunda yol gösterici olması beklenmektedir.

Keywords

İngilizce dersi öğretim programı, meta-sentez, öğretim programının değişimi, yenilenen öğretim programı

Research on English Language Curriculum Change in Turkey: A Meta-Synthesis Study

Abstract

The purpose of the current study was to synthesize qualitative research findings on English language curriculum change in Turkey and find out which dimensions of curriculum change were addressed. Meta-synthesis process proposed by Noblit and Hare (1999) was followed in the study. 10 qualitative research obtained from national and international databases based on certain inclusion-exclusion criteria were systematically examined in the study. The results showed that qualitative research on English language curriculum change addressed three dimensions. In the dimension of curriculum implementation, teachers were found to have transmission-oriented, interpretive, and eclectic profiles. In the dimension of factors affecting implementation, the research was found to focus on factors related to teacher, student, curriculum, resources, school-classroom facilities, and others. The last dimension was found to be comparison of previous and the new curriculum. The results are expected to contribute to research areas which will be needed to better understand curriculum change process.

Keywords

Curriculum change, English language curriculum, meta-synthesis, renewed curriculum

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