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Lisansüstü öğretim alan ve almayan öğretmenlerin eğitim araştırmalarına ilişkin görüşlerinin incelenmesi

Year 2013, Volume: 3 Issue: 1, 65 - 85, 01.04.2013

Abstract

Öğretmenlerin nitelikli öğretmen olarak kabul edilebilmesi için eğitimsel
değişimlerin farkında olarak eğitim-öğretim ile ilgili son gelişmeleri takip etmeleri
beklenmektedir. Eğitim araştırmalarının takip edilmesi ve araştırma bulgularının
uygulanması eğitim-öğretim kalitesinin artmasına ve mesleki uygulamaların gelişmesine yol
açacağı açıktır. Aslında, geleneksel yöntemlerle veri toplayarak küçük bir araştırma yapan
öğretmenlerin sınıf deneyimi kazandıkları iddia edilmektedir. Özellikle belirtmek gerekirse,
öğretim araştırmaya dayalı olmalı ve öğretmenlerin günlük uygulamalarında araştırma
bulgularını kullanmaları ve araştırma yapmaları beklenmektedir. Ancak öğretmenlerin
eğitim araştırmalarına ilişkin bakış açılarını ve tutumlarını belirleyen sınırlı sayıda çalışma
bulunmaktadır. Veri eksikliği göz önüne alındığında, bu çalışmanın odağı öğretmenlerin
eğitim araştırmalarına yönelik görüşlerini ortaya koymaktır. Bu araştırmanın amacı
lisansüstü öğretim alan ve almayan öğretmenlerin eğitim araştırmaları kavramına,
gerçekleştiricilerine, değerliliğine, takip ettikleri kaynaklara ve mesleklerini
gerçekleştirmeleri üzerindeki katkılarına ilişkin görüşlerini incelemektir.

References

  • Bartlett, L. (1989). New and old testaments of alliance in educational research: AARE Presidential Address. Educational research by association. (Eds: T. Gale & B. Lingard). Rotterdam: Sense Publishers. pp. 59-79
  • Bates, R. (2002). The impact of educational research: Alternative methodologies and conclusions. Research Papers in Education, 17, 403-408.
  • Bauer, K. & Fisher, F. (2007). The education research–practice interface revisited: A scripting perspective. Educational Research and Evaluation, 13, 221-236.
  • Bassey, M. (1999). Case study research in educational settings. Buckingham & Philadelphia: Open University Press.
  • Berliner, D. C. (2002) Education research: the hardest science of all. Educational Researcher, 31, 18-20.
  • Biesta, G. (2007). Bridging the gap between educational research and educational practice: The need for critical distance. Educational Research and Evaluation, 13, 295-301.
  • Bracey, G. W. (1998). Educational research and educational practice: Ne’er the twain shall meet. Educational Forum, 62 (2), 140-145.
  • Broekkamp, H. & Van Hout-Wolters, B. (2007). The gap between educational research and practice: A literature review, symposium and questionnaire. Educational Research and Evaluation, 13, 203-220.
  • Brown, J. H. & Sharp, C. (2003). The use of research to improve professional practice: A systematic review of the literature. Oxford Review of Education, 29 (4), 449-470.
  • Castle, S. D. (1988). Empowerment through knowledge. Teacher empowerment through knowledge linking research and practice for school reform. (Edt: S. D. Castle). Papers presented at the Annual Meeting of the American Educational Research Association, New Orleans, 5-9 April.
  • Clark, C. (2005). The structure of educational research. British Educational Research Journal, 31, 289-308.
  • Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Pearson Education.
  • Corbin, J. & Strauss, A. (2007). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage.
  • Davies, L. (1995). Study skills for teacher training. London: Macmillan.
  • Demircioglu, I. H. (2008). Learning how to conduct educational research in teacher education: A Turkish perspective. Australian Journal of Teacher Education, 33 (1), 1-17.
  • Department of Education, Training and Youth Affairs (2000). The impacts of educational research. Canberra: DETYA.
  • Ekiz, D. (2006). Sınıf öğretmenlerinin eğitim araştırmalarına karşı tutumları *Attitudes of classroom teachers towards educational research]. Kuram ve Uygulamada Eğitim Bilimleri, 6 (2), 373-402.
  • Elliot, J. (1991). Action research for educational change. Milton Keynes & Philadelphia: Open University Press.
  • Englert, C. S. & Tarrant, K. L. (1993). Educational innovations: achieving curricular change through collaboration. Education and Treatment of Children, 16, 441-474.
  • Everton, T., Galton, M. & Pell, T. (2000). Teachers’ perspectives on educational research: Knowledge and context. Journal of Education for Teaching, 26 (2), 167-182.
  • Flemish Educational Council (2007). Advies ten gronde over het onderwijsonderzoek [Thorough advice http://www.vlor.be/sub_Adviezen.asp?recordID=329&page=20&cat=Adviezen&herhaal =&sublink=&terug= Accessed 1 February 2010. educational research].
  • Gore, J. M. & Gitlin, A. D. (2004). [Re]Visioning the academic–teacher divide: Power and knowledge in the educational community. Teachers and Teaching, 10, 35-58.
  • Hangreaves, D. (2000). Teaching as a research-based profession: Possibilities and prospects. In B. Moon, J. Butcher & E. Bird (Eds.), Leading professional development in education, (pp.200-210). London & New York: Routledge & Falmer Press.
  • Hemsley-Brown, J. & Sharp, C. (2003). The use of research to improve professional practice: A systematic review of the literature. Oxford Review of Education, 29, 449-470.
  • Hillage, J., Pearson, R., Anderson, A. & Tamkin, P. (1998). Excellence in research in schools. DfEE Research Report 74, London: DfEE.
  • Isakson, R. L. & Ellsworth, R. (1978). Teachers’ attitudes toward educational research: It’s time for a change. Teacher Educator, 14 (2), 8-13.
  • Isakson, R. L. & Ellsworth, R. (1979). The measurement of teacher attitudes toward educational research. Educational Research Quarterly, 4 (2), 12-18.
  • Kaestle, C. F. (1993). The awful reputation of education research. Educational Researcher, 22, 23-31.
  • Kemmis, S. & McTaggart, R. (1992). The action research planner. Australia: Deakin University Press.
  • Kennedy, M. M. (1997). The connection between research and practice. Educational Researcher, 26, 4-12.
  • Levin, B. (2004). Making research matter more. Education Policy Analysis Archives, 12 (56). http://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=1517&context=coedu_pub. Accessed 1 February 2010.
  • Lewis, I. & Munn, P. (1997). So you want to do research. Edinburgh: The Scottish Council for Research in Education.
  • Lingard, B. & Gale, T. (2010). Defining educational research: A perspective of/on presidential addresses and the Australian Association for Research in Education. The Australian Educational Researcher, 37(1), 21-49.
  • Miles, M. B. & Huberman, A. M. (1994). An expanded sourcebook. Qualitative data analysis (2nd edt), Thousand Oaks, CA: Sage.
  • Mortimore, P. (2000). Does educational research matter. British Educational Research Journal, 26, 5-24.
  • Moulding, L. R. & Hadley, K. M. (2010). Graduate students’ understanding of educational research in a master of education program. New Horizons in Education, 58 (1), 43-52.
  • National Education Research Forum (2000). Report of the subgroup on impacts of research on policy and practice. London:Department for Education and Skills.
  • Nisbet, J. (2005). What is educational research: Changing perspectives through the 20th century. Research Papers in Education, 20, 25-44.
  • Ozturk, M. A. (2010). An exploratory study on measuring educators’ attitudes toward educational research. Educational Research and Reviews, 5 (12), 758-769.
  • Ozturk, M. A. (2011). Confirmatory factor analysis of the educators’ attitudes toward educational research scale. Educational Sciences: Theory and Practice, 11 (2), 737-747.
  • Reis-Jorge, J. (2007). Teachers’ conceptions of teacher-research and self-perceptions as enquiring practitioners: A longitudinal case study. Teaching and Teacher Education, 23, 402-417.
  • Sarı, M. (2006). Teacher as a researcher: Evaluation of teachers’ perceptions on scientific research. Kuram ve Uygulamada Eğitim Bilimleri, 6 (3), 880-887.
  • Shkedi, A. (1998). Teachers’ attitudes toward research: A challenge for qualitative researchers. International Journal of Qualitative Studies in Education, 11 (4), 559-577.
  • Stevens, R. J. (2004). Why educational innovations come and go? What do we know? What can we do. Teaching and Teacher Education, 20, 389-396.
  • Taylor, A. (2007). Pre-service teachers’ views of research: A U.K. case study. Paper presented at the annual seminar of the International Society for Teacher Education, Stirling, Scotland.
  • Vanderlinde, R. & Braak, J. V. (2010). The gap between educational research and practice: views of teachers, school leaders, intermediaries and researchers. British Educational Research Journal, 36 (2), 299-316.
  • West, R. F. & Rhoton, C. (1994). School district administrators’ perceptions of educational research and barriers to research utilization. ERS Spectrum, 12 (1), 23-30.
  • White, H. S. (1992). White papers: Researchers, teachers and trainers. Library Journal, 117 (11), 49-50.
  • Zeichner, K. M. (1995). Beyond the divide of teacher research and academic research. Teachers and Teaching: Theory and Practice, 1 (2), 153-172. Lisansüstü Öğretim Alan ve Almayan Öğretmenlerin Eğitim Araştırmalarına İlişkin Görüşlerinin İncelenmesi

Investigating graduate and non-graduate teachers’ views about educational research

Year 2013, Volume: 3 Issue: 1, 65 - 85, 01.04.2013

Abstract

The purpose of this study is to explore views of teachers who have graduate degrees vs. those who do not, regarding educational research with respect to concepts, conductors, and the value of educational research, in addition to sources that teachers follow and how those sources contribute to their professional life, if at all. In this study, survey research design is utilized. Participants of the study were chosen by random sampling technique and include 61 teachers with graduate degrees and 67 teachers without graduate degrees. The study findings revealed that teachers’ views about educational research are generally positive. Graduate degree holders state that educational research is valuable for society, university faculty, teachers, school principals and Ministry of National Education, while teachers with non-graduate degrees point out its value for society and teachers. Graduate degree teachers mostly follow educational research from websites, academic journals, books and graduate courses while half of the teachers who do not have graduate degrees follow forums, such as websites. Teachers with graduate degrees assert that educational research contributes to their professional life in terms of classroom practices, as well as in individual and professional development. More than half of teachers who do not have a graduate education indicate that educational research studies contribute to professional knowledge and practice; one-forth of them think that educational research studies comprise studies that stay in theory without becoming actualized in practice

References

  • Bartlett, L. (1989). New and old testaments of alliance in educational research: AARE Presidential Address. Educational research by association. (Eds: T. Gale & B. Lingard). Rotterdam: Sense Publishers. pp. 59-79
  • Bates, R. (2002). The impact of educational research: Alternative methodologies and conclusions. Research Papers in Education, 17, 403-408.
  • Bauer, K. & Fisher, F. (2007). The education research–practice interface revisited: A scripting perspective. Educational Research and Evaluation, 13, 221-236.
  • Bassey, M. (1999). Case study research in educational settings. Buckingham & Philadelphia: Open University Press.
  • Berliner, D. C. (2002) Education research: the hardest science of all. Educational Researcher, 31, 18-20.
  • Biesta, G. (2007). Bridging the gap between educational research and educational practice: The need for critical distance. Educational Research and Evaluation, 13, 295-301.
  • Bracey, G. W. (1998). Educational research and educational practice: Ne’er the twain shall meet. Educational Forum, 62 (2), 140-145.
  • Broekkamp, H. & Van Hout-Wolters, B. (2007). The gap between educational research and practice: A literature review, symposium and questionnaire. Educational Research and Evaluation, 13, 203-220.
  • Brown, J. H. & Sharp, C. (2003). The use of research to improve professional practice: A systematic review of the literature. Oxford Review of Education, 29 (4), 449-470.
  • Castle, S. D. (1988). Empowerment through knowledge. Teacher empowerment through knowledge linking research and practice for school reform. (Edt: S. D. Castle). Papers presented at the Annual Meeting of the American Educational Research Association, New Orleans, 5-9 April.
  • Clark, C. (2005). The structure of educational research. British Educational Research Journal, 31, 289-308.
  • Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Pearson Education.
  • Corbin, J. & Strauss, A. (2007). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage.
  • Davies, L. (1995). Study skills for teacher training. London: Macmillan.
  • Demircioglu, I. H. (2008). Learning how to conduct educational research in teacher education: A Turkish perspective. Australian Journal of Teacher Education, 33 (1), 1-17.
  • Department of Education, Training and Youth Affairs (2000). The impacts of educational research. Canberra: DETYA.
  • Ekiz, D. (2006). Sınıf öğretmenlerinin eğitim araştırmalarına karşı tutumları *Attitudes of classroom teachers towards educational research]. Kuram ve Uygulamada Eğitim Bilimleri, 6 (2), 373-402.
  • Elliot, J. (1991). Action research for educational change. Milton Keynes & Philadelphia: Open University Press.
  • Englert, C. S. & Tarrant, K. L. (1993). Educational innovations: achieving curricular change through collaboration. Education and Treatment of Children, 16, 441-474.
  • Everton, T., Galton, M. & Pell, T. (2000). Teachers’ perspectives on educational research: Knowledge and context. Journal of Education for Teaching, 26 (2), 167-182.
  • Flemish Educational Council (2007). Advies ten gronde over het onderwijsonderzoek [Thorough advice http://www.vlor.be/sub_Adviezen.asp?recordID=329&page=20&cat=Adviezen&herhaal =&sublink=&terug= Accessed 1 February 2010. educational research].
  • Gore, J. M. & Gitlin, A. D. (2004). [Re]Visioning the academic–teacher divide: Power and knowledge in the educational community. Teachers and Teaching, 10, 35-58.
  • Hangreaves, D. (2000). Teaching as a research-based profession: Possibilities and prospects. In B. Moon, J. Butcher & E. Bird (Eds.), Leading professional development in education, (pp.200-210). London & New York: Routledge & Falmer Press.
  • Hemsley-Brown, J. & Sharp, C. (2003). The use of research to improve professional practice: A systematic review of the literature. Oxford Review of Education, 29, 449-470.
  • Hillage, J., Pearson, R., Anderson, A. & Tamkin, P. (1998). Excellence in research in schools. DfEE Research Report 74, London: DfEE.
  • Isakson, R. L. & Ellsworth, R. (1978). Teachers’ attitudes toward educational research: It’s time for a change. Teacher Educator, 14 (2), 8-13.
  • Isakson, R. L. & Ellsworth, R. (1979). The measurement of teacher attitudes toward educational research. Educational Research Quarterly, 4 (2), 12-18.
  • Kaestle, C. F. (1993). The awful reputation of education research. Educational Researcher, 22, 23-31.
  • Kemmis, S. & McTaggart, R. (1992). The action research planner. Australia: Deakin University Press.
  • Kennedy, M. M. (1997). The connection between research and practice. Educational Researcher, 26, 4-12.
  • Levin, B. (2004). Making research matter more. Education Policy Analysis Archives, 12 (56). http://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=1517&context=coedu_pub. Accessed 1 February 2010.
  • Lewis, I. & Munn, P. (1997). So you want to do research. Edinburgh: The Scottish Council for Research in Education.
  • Lingard, B. & Gale, T. (2010). Defining educational research: A perspective of/on presidential addresses and the Australian Association for Research in Education. The Australian Educational Researcher, 37(1), 21-49.
  • Miles, M. B. & Huberman, A. M. (1994). An expanded sourcebook. Qualitative data analysis (2nd edt), Thousand Oaks, CA: Sage.
  • Mortimore, P. (2000). Does educational research matter. British Educational Research Journal, 26, 5-24.
  • Moulding, L. R. & Hadley, K. M. (2010). Graduate students’ understanding of educational research in a master of education program. New Horizons in Education, 58 (1), 43-52.
  • National Education Research Forum (2000). Report of the subgroup on impacts of research on policy and practice. London:Department for Education and Skills.
  • Nisbet, J. (2005). What is educational research: Changing perspectives through the 20th century. Research Papers in Education, 20, 25-44.
  • Ozturk, M. A. (2010). An exploratory study on measuring educators’ attitudes toward educational research. Educational Research and Reviews, 5 (12), 758-769.
  • Ozturk, M. A. (2011). Confirmatory factor analysis of the educators’ attitudes toward educational research scale. Educational Sciences: Theory and Practice, 11 (2), 737-747.
  • Reis-Jorge, J. (2007). Teachers’ conceptions of teacher-research and self-perceptions as enquiring practitioners: A longitudinal case study. Teaching and Teacher Education, 23, 402-417.
  • Sarı, M. (2006). Teacher as a researcher: Evaluation of teachers’ perceptions on scientific research. Kuram ve Uygulamada Eğitim Bilimleri, 6 (3), 880-887.
  • Shkedi, A. (1998). Teachers’ attitudes toward research: A challenge for qualitative researchers. International Journal of Qualitative Studies in Education, 11 (4), 559-577.
  • Stevens, R. J. (2004). Why educational innovations come and go? What do we know? What can we do. Teaching and Teacher Education, 20, 389-396.
  • Taylor, A. (2007). Pre-service teachers’ views of research: A U.K. case study. Paper presented at the annual seminar of the International Society for Teacher Education, Stirling, Scotland.
  • Vanderlinde, R. & Braak, J. V. (2010). The gap between educational research and practice: views of teachers, school leaders, intermediaries and researchers. British Educational Research Journal, 36 (2), 299-316.
  • West, R. F. & Rhoton, C. (1994). School district administrators’ perceptions of educational research and barriers to research utilization. ERS Spectrum, 12 (1), 23-30.
  • White, H. S. (1992). White papers: Researchers, teachers and trainers. Library Journal, 117 (11), 49-50.
  • Zeichner, K. M. (1995). Beyond the divide of teacher research and academic research. Teachers and Teaching: Theory and Practice, 1 (2), 153-172. Lisansüstü Öğretim Alan ve Almayan Öğretmenlerin Eğitim Araştırmalarına İlişkin Görüşlerinin İncelenmesi
There are 49 citations in total.

Details

Other ID JA47UT85FV
Journal Section Research Article
Authors

Derya Yılmaz This is me

Gökhan Kılıçoğlu

Publication Date April 1, 2013
Published in Issue Year 2013 Volume: 3 Issue: 1

Cite

APA Yılmaz, D., & Kılıçoğlu, G. (2013). Lisansüstü öğretim alan ve almayan öğretmenlerin eğitim araştırmalarına ilişkin görüşlerinin incelenmesi. Eğitim Bilimleri Araştırmaları Dergisi, 3(1), 65-85.
AMA Yılmaz D, Kılıçoğlu G. Lisansüstü öğretim alan ve almayan öğretmenlerin eğitim araştırmalarına ilişkin görüşlerinin incelenmesi. EBAD - JESR. April 2013;3(1):65-85.
Chicago Yılmaz, Derya, and Gökhan Kılıçoğlu. “Lisansüstü öğretim Alan Ve Almayan öğretmenlerin eğitim araştırmalarına ilişkin görüşlerinin Incelenmesi”. Eğitim Bilimleri Araştırmaları Dergisi 3, no. 1 (April 2013): 65-85.
EndNote Yılmaz D, Kılıçoğlu G (April 1, 2013) Lisansüstü öğretim alan ve almayan öğretmenlerin eğitim araştırmalarına ilişkin görüşlerinin incelenmesi. Eğitim Bilimleri Araştırmaları Dergisi 3 1 65–85.
IEEE D. Yılmaz and G. Kılıçoğlu, “Lisansüstü öğretim alan ve almayan öğretmenlerin eğitim araştırmalarına ilişkin görüşlerinin incelenmesi”, EBAD - JESR, vol. 3, no. 1, pp. 65–85, 2013.
ISNAD Yılmaz, Derya - Kılıçoğlu, Gökhan. “Lisansüstü öğretim Alan Ve Almayan öğretmenlerin eğitim araştırmalarına ilişkin görüşlerinin Incelenmesi”. Eğitim Bilimleri Araştırmaları Dergisi 3/1 (April 2013), 65-85.
JAMA Yılmaz D, Kılıçoğlu G. Lisansüstü öğretim alan ve almayan öğretmenlerin eğitim araştırmalarına ilişkin görüşlerinin incelenmesi. EBAD - JESR. 2013;3:65–85.
MLA Yılmaz, Derya and Gökhan Kılıçoğlu. “Lisansüstü öğretim Alan Ve Almayan öğretmenlerin eğitim araştırmalarına ilişkin görüşlerinin Incelenmesi”. Eğitim Bilimleri Araştırmaları Dergisi, vol. 3, no. 1, 2013, pp. 65-85.
Vancouver Yılmaz D, Kılıçoğlu G. Lisansüstü öğretim alan ve almayan öğretmenlerin eğitim araştırmalarına ilişkin görüşlerinin incelenmesi. EBAD - JESR. 2013;3(1):65-8.