Uygulamada Ders İmecesi: Yabancı Dil Olarak İngilizce Öğretmenleri Üzerine Bir Çoklu Durum Çalışması

Year 2020, , 666 - 679, 05.10.2020

İlknur Bayram , Özlem Canaran

https://doi.org/10.14686/buefad.730780

Cited By: 3

Abstract

Öğretmen davranışını seminerler yoluyla değiştirmeyi amaçlayan geleneksel mesleki gelişim çalışmaları, okulların ve öğretmenlerin bağlamsal ihtiyaçlarını bazen karşılayamamaktadır. Öğretmenlerin mesleki gelişimi üzerine güncel alan yazın, bu geleneksel yaklaşımda bir değişikliğe işaret etmekte ve mesleki gelişimi öğretmenin etkin katılımına dayanan bir süreç olarak değerlendirmektedir. Ders İmecesi, bu paradigma değişikliğine cevap verebilen bir model olarak kullanılabilir, ancak yabancı dil olarak İngilizce öğretimi bağlamında uygulamaları oldukça sınırlıdır. Bu çoklu durum çalışması, Türkiye’de bir vakıf üniversitesinde İngilizce öğretmenlerinin deneyimlediği Ders İmecesi sürecini araştırmaktadır. Çalışmada, modelin faydaları ve uygulanmasını engelleyen unsurlar araştırılmıştır. Çalışmaya 20 İngilizce öğretmeni katılmıştır. Veriler anket, yansıtıcı rapor ve görüşme yoluyla elde edilmiş ve çapraz durum analizi yapılmıştır. Sonuçlar, modelin öğretmenlere işbirlikçi bir öğrenme ortamı sağladığını ve mesleki uygulama üzerine bilgilerini geliştirdiğini göstermiştir. Ayrıca, öğretmenlerin modeli doğru kavrayamamaları ve süreç boyunca yeterli destek alamamış olmaları yaşanılan zorluklar arasındadır. Sonuç olarak, okulların araştırmacı, yansıtıcı düşünen ve değişim elçisi olan öğretmenlerin mesleki gelişim ihtiyaçlarını karşılayacak ve potansiyellerini keşfedebilecekleri uygulamaları benimsemesi gerektiği düşünülmektedir. Öğretmen mesleki gelişimine sağladığı katkılardan dolayı öğretmenlerin, değişim için bir katalizör olarak Ders İmecesi uygulamasına teşvik edilmesi önerilmektedir.

Keywords

İngilizce öğretmenleri, Ders imecesi, Çoklu durum çalışması, Mesleki gelişim

Lesson Study in Action: A Multiple Case Study of EFL Teachers

Abstract

Traditional professional development efforts aimed at changing teacher behavior through seminars sometimes fall short of meeting contextual needs of schools and teachers. Contemporary professional development points to a change in this ‘training’ perspective, and acknowledges professional development as a complex undertaking grounded in active teacher participation. Lesson Study can respond to the demands of this paradigm shift, yet its adoption in English as a Foreign Language (EFL) contexts is limited. This multiple-case study aimed at exploring the Lesson Study process experienced by EFL teachers in a Turkish higher education context. Potential benefits of the model and what might prevent its effective implementation were investigated. Participants were 20 EFL teachers. Data from reflective reports, interviews and a questionnaire were analyzed through cross-case analysis. Results showed Lesson Study provided a collaborative learning environment, and improved teachers’ knowledge-in-practice. However, teachers’ misconceptualizing Lesson Study and lacking support mechanisms were detected among potential pitfalls. To accommodate teachers’ professional development needs, schools should adopt practices recognizing their potential as researchers, reflective practitioners, and change agents. It would be helpful to encourage teachers to experiment with Lesson Study, using it as a catalyst for change and benefiting from its advantages to teacher learning.

Keywords

EFL teachers, Lesson study, Multiple case study, Professional development

References

• Adey, P., Hewitt, G., Hewitt, J., & Landau, N. (2004). The professional development of teachers: Practice and theory. Springer Science & Business Media.
• Amador, J., & Weiland, I. (2015). What preservice teachers and knowledgeable others professionally notice during lesson study. Teacher Educator, 50(2), 109-126.
• Bayrakci, M. (2009). In-Service teacher training in japan and Turkey: A comparative analysis of institutions and practices. Australian Journal of Teacher Education, 34(1), 10-22.
• Bayram, İ. & Bıkmaz, F. (2018). Exploring the lesson study experience of EFL instructors at higher education: A pilot study. Journal of Qualitative Research in Education, 6(3), 313-340.
• Bayram, İ. & Canaran, Ö. (2019). An investigation of Turkish novice EFL teachers’ perceptions of lesson study. International Journal of Curriculum and Instruction, 11(1), 172–189.
• Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15.
• British Council (2015). The state of English in higher education in Turkey. A Baseline Study. Yorum Basın Yayın Sanayi Ltd. Şti, Ankara.
• Cajkler, W., & Wood, P. (2015). Lesson Study in initial teacher education. In P. Dudley (Ed.), Lesson study: Professional learning for our time (pp. 87–103). London: Routledge.
• Cerbin, B. (2012). Lesson study: Using classroom inquiry to improve teaching and learning in higher education.Virginia: Stylus Publishing, LLC.
• Chichibu, T. (2016). Impact on lesson study for initial teacher training in Japan: Focus on mentor roles and kyouzai-kenkyuu. International Journal for Lesson and Learning Studies, 5(2), 155-168.
• Coenders, F. & Verhoef, N. (2019) Lesson Study: professional development (PD) for beginning and experienced teachers. Professional Development in Education, 45(2), 217-230.
• Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, CA: Sage.
• Darling-Hammond, L., & McLaughlin, M. W. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, 76(8), 597-604.
• Demirbulak, D. (2011). Training English language student teachers to become teacher researchers. ProcediaSocial and Behavioral Sciences, 30, 491-496.
• Diaz-Maggioli, G. (2012). Teaching language teachers: Scaffolding professional learning. United Kingdom: Rowman & Littlefield Education.
• Dudley, P. (2012). Lesson study development in England: from school networks to national policy. International Journal for Lesson and Learning Studies, 1(1), 85-100.
• Fernandez, C., & Chokshi, S. (2002). A practical guide to translating lesson study for a U.S. setting. Phi Delta Kappan, 84(2), 128–135.
• Fernandez, C., & Yoshida, M. (2012). Lesson study: A Japanese approach to improving mathematics teaching and learning. Routledge.
• Fujii, T. (2014). Implementing Japanese lesson study in foreign countries: Misconceptions revealed. Mathematics Teacher Education and Development, 16(1), 65–83.
• Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915-945.
• Hargreaves, D. (1996) Teaching as a research-based profession: possibilities and prospects. The Teacher Training Agency Annual Lecture. London: Teacher Training Agency.
• Karabuga, F., & Ilin, G. (2019). Practicing lesson study in a Turkish education context. International Journal for Lesson and Learning Studies, 8(1), 60-78.
• Kartal, T., Ozturk, N., & Ekici, G. (2012). Developing pedagogical content knowledge in preservice science teachers through microteaching lesson study. Procedia-Social and Behavioral Sciences, 46, 2753-2758.
• Kriewaldt, J. (2012). Reorienting teaching standards: learning from lesson study. Asia-Pacific Journal of Teacher Education, 40(1), 31-41.
• Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge university press.
• Lee, M. Y. (2019). The development of elementary pre-service teachers’ professional noticing of students’ thinking through adapted Lesson Study. Asia-Pacific Journal of Teacher Education, 47(4), 383-398.
• Lewis, C., Perry, R., & Murata, A. (2006). How should research contribute to instructional improvement? The case of lesson study. Educational Researcher, 35(3), 3-14.
• Lewis, C. & Hurd, J. (2011). Lesson study step by step: How teacher learning communities improve instruction. Portsmouth: Heinemann.
• Lewis, C. & Perry, R. (2014). Lesson study with mathematical resources: A sustainable model for locally-led teacher professional learning. Mathematics Teacher Education and Development, 16(1), 22-42.
• Lewis, C. (2016). How does lesson study improve mathematics instruction?. ZDM – The International Journal on Mathematics Education, 48(4), 571-580.
• Lillge, D. (2019). Uncovering conflict: Why teachers struggle to apply professional development learning about the teaching of writing. Research in the Teaching of English, 53(4), 340-362.
• Lim, C., Lee, C., Saito, E., & Syed Haron, S. (2011). Taking stock of lesson study as a platform for teacher development in Singapore. Asia-Pacific Journal of Teacher Education, 39(4), 353-365.
• Little, J. W. (2002). Locating learning in teachers’ communities of practice: Opening up problems of analysis in records of everyday work. Teaching and Teacher Education, 18(8), 917-946.
• Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco: Jossey-Bass.
• Miles, M., & Huberman, A. (1994). Qualitative data analysis. Thousand Oaks, CA: Sage.
• Norton J. (2018). Lesson study in higher education: A collaborative vehicle for professional learning and practice development of teachers of English for specific purposes. In: Kırkgöz Y., Dikilitaş K. (eds) Key Issues in English for Specific Purposes in Higher Education. Springer, Cham.
• Nunan, D. (1997). Developing standards for teacher-research in TESOL. TESOL Quarterly, 31(2), 365-367.
• Obara, S., & Bikai, N. (2019). Promoting math teacher active learning with the lesson study approach: A case study of in-service teachers’ perspectives. International Journal for Lesson and Learning Studies, 8(2), 135-148.
• Patton, M. Q. (2015). Qualitative research and evaluation methods. Los Angeles: SAGE.
• Putnam, R., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4-15.
• Richardson, S. & Diaz Maggioli, G. (2018). Effective professional development: Principles and best practice. Part of the Cambridge Papers in ELT series. Cambridge: Cambridge University Press.
• Songul, Delialioglu & Ozkose Biyik. (2018). An investigation of Turkish EFL teachers’ development through an online professional development program. Yang, J. C. et al. (Eds.) (2018). Proceedings of the 26th International Conference on Computers in Education. Philippines: Asia-Pacific Society for Computers in Education.
• Stigler, J. W., & Hiebert, J. (2009). The teaching gap: Best ideas from the world's teachers for improving education in the classroom. Simon and Schuster.
• Takahashi, A., & McDougal, T. (2016). Collaborative lesson research: Maximizing the impact of lesson study. ZDM: Mathematics Education, 48, 513–526.
• Ur, P. (1997). Teacher training and teacher development: A useful dichotomy? The Language Teacher, 21(10).
• Ur, P. (2016). (Why) do language teachers need the research? The Teacher Trainer, 30(1).
• Vrikki, M., Warwick, P., Vermunt, J. D., Mercer, N., & Van Halem, N. (2017). Teacher learning in the context of Lesson Study: A video-based analysis of teacher discussions. Teaching and Teacher Education, 61, 211-224.
• Wiburg, K., & Brown, S. (2006). Lesson study communities: Increasing achievement with diverse students. Thousand Oaks, CA: Corwin Press.
• Xu, H., & Pedder, D. (2015). Lesson Study: an international review of the research, in Dudley, P (Ed.) Lesson Study: Professional Learning for our time, London, Routledge, pp. 24-47.
• Yalcin-Arslan, F. (2018). The role of lesson study in teacher learning and professional development of EFL teachers in Turkey: A case study. TESOL Journal, 10(2).
• Yayli, D. (2012). A hands-on experience of English language teachers as researchers. Teacher Development, 16(2), 255-271.
• Yilmaz, N., & Yetkin-Ozdemir, I. E. (2019). An investigation of pre-service middle school mathematics teachers’ discussion skills in the context of microteaching lesson study. The Eurasia Proceedings of Educational and Social Sciences, 13, 37-43.
• Yin, R. K. (2014). Case study research: Design and methods. Thousand Oaks, CA: Sage.
• Zepeda, S. J. (2012). Professional development: What works? New York: Routledge.