Learning to Teach: Ethnomethodological Analysis of Pre-Service Teachers’ Instructional Decisions

Abstract

In the research, it was aimed to determine how pre-service teachers establish the meaning regarding instructional decision making based on their first instructional experiences. The research was designed as ethnomethodological research by adopting a qualitative research approach. The study group of the research consists of 16 (9 female, 7 male) pre-service teachers who have never had any teaching experience before. The data sources were interviews and video recordings obtained from pre-service teachers' in-classroom teaching experiences. The meaning of pre-service teachers regarding instructional decision making; having (the personal characteristics, content knowledge, and teaching skills), doing (the close relationship and communication with the student, the teaching method, classroom management, and assessment method), and aiming of (reach-in student life and social life). Pre-service teachers' meaning-making about being a teacher should be combined with their teaching and learning process for successful teacher education.

Keywords

• Instructional decision
• decision making
• ethnomethodological research
• teacher eduction

Öğretmeyi Öğrenmek: Öğretmen Adaylarının Öğretimsel Kararlarının Etnometodolojik Çözümlenmesi*

Öz

Araştırmada, öğretmen adaylarının, ilk öğretim deneyimlerinden hareketle öğretimsel karar almaya ilişkin anlamı nasıl kurduklarını belirlemek amaçlanmıştır. Araştırma, nitel araştırma yaklaşımı benimsenerek etnometodolojik araştırma deseni olarak tasarlanmıştır. Araştırmanın çalışma grubunu daha önce hiç öğretim deneyimi olmayan 16 (9 kadın, 7 erkek) öğretmen adayı oluşturmaktadır. Dört ay süren veri toplama sürecinde kullanılan veri kaynakları tekrarlı görüşmeler ve öğretmen adaylarının sınıf-içi öğretim deneyimlerinden elde edilen video kayıtlardır. Öğretmen adaylarının öğretimsel karar almaya ilişkin anlamı; öğretmenin sahip olması gerekenler, yapması gerekenler ve öğrenci yaşamında ve toplumsal yaşamda ulaşması gerekenler üzerinden açıkladıkları belirlenmiştir. Öğretim süreçlerinde başarılı olmak için, öğretmen adaylarının öğretmen olmaya ilişkin anlam yapılarının süreçle birleştirilmesi gerekmektedir.

Anahtar Kelimeler

• Öğretimsel karar
• karar alma
• öğretmen eğitimi
• etnometodolojik yaklaşım

References

1. Atal-Köysüren, D. A., & Deryakulu, D. (2017). Effects of changes in educational policies on the emotions of ICT teachers. Education and Science/Egitim ve Bilim, 42(190), 67-87. doi:10.15390/EB.2017.6991
2. Attewell, P. (1974). Ethnomethodology since Garfinkel. Theory and Society, 1(2), 179-210.
3. Averill, R., Drake, M., Anderson, D., & Anthony, G. (2016). The use of questions within in- the-moment coaching in initial mathematics teacher education: Enhancing participation, reflection, and co-construction in rehearsals of practice. Asia-Pacific Journal of Teacher Education, 44(5), 486-503. doi:10.1080/1359866X.2016.1169503
4. Bergmann, J. R. (2004a). Ethnomethodology. In U. Flick, E.V. Kardorff, and I. Steinke (Eds.), A companion to qualitative research (pp. 72-80). London: Sage.
5. Bergmann, J. R. (2004b). Harold Garfinkel and harvey sacks. In U. Flick, E. V. Kardorff, and I. Steinke (Eds.), A companion to qualitative research (pp. 29-34). London: Sage.
6. Berliner, C. D. (1994). Expertise: The wonder of exemplary performances. In J. N. Mangieri and C. C. Block (Eds.), Creating powerful thinking in teachers and students (pp. 161–186). Fort Worth, TX: Holt, Rinehart & Winston.
7. Blömeke, S., Busse, A., Kaiser, G., König, J., & Suhl, U. (2016). The relation between content-specific and general teacher knowledge and skills. Teaching and Teacher Education, 56, 35-46. doi:10.1016/j.tate.2016.02.003
8. Borko, H., Shavelson, R. J., & Stern, P. (1981). Teachers’ decisions in the planning of reading instruction. Reading Research Quarterly, 449-466. doi: 10.2307/747411

9. Boz, Y. ve Boz, N. (2008). Kimya ve matematik öğretmen adaylarının öğretmen olma nedenleri. Kastamonu Eğitim Dergisi, 16(1), 137-144. https://dergipark.org.tr/en/pub/kefdergi/issue/49101/626571 adresinden erişilmiştir.
10. Brouwer, N., Besselink, E., & Oosterheert, I. (2017). The power of video feedback with structured viewing guides. Teaching and Teacher Education, 66, 60-73. doi:10.1016/j.tate.2017.03.013
11. Brunvand, S. (2010). Best practices for producing video content for teacher education. Contemporary Issues in Technology and Teacher Education, 10(2), 247-256. Retrieved from https://www.citejournal.org/volume-10/issue-2-10/current-practice/best-practices-for- producing-video-content-for-teacher-education
12. Clark, C. M., & Peterson, P. L. (1986). Teachers’ thought processes. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 255-296). New York, NY: Macmillan.
13. Coulon, A. (2010). Etnometodoloji (Çev. Ü. Tatlıcan). İstanbul: Küre Yayınları.
14. Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches. California, CA: Sage.
15. Cuff, E. C., Sharrock, W. W., & Francis, D. W. (2006). Perspectives in sociology. New York: Routledge.
16. Çapa, Y. ve Çil, N. (2000). Öğretmen adaylarının öğretmenlik mesleğine yönelik tutumlarının farklı değişkenler açısından incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 18, 69-73. Retrived from http://www.efdergi.hacettepe.edu.tr/shw_artcl- 1063.html
17. Daniel, L. (2018). A methodology to investigate pre-service teachers’ content-related instructional decisions and teaching actions. Asia-Pacific Journal of Teacher Education, 46(5), 478-494. doi:10.1080/1359866X.2018.1444139
18. Demiraslan Cevik, Y. (2013). How case methods are used to examine and enhance preservice teacher decision-making? Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education), Özel Sayı (1), 94-108. Retrived from http://www.efdergi.hacettepe.edu.tr/yonetim/icerik/makaleler/282-published.pdf
19. Demiraslan Cevik, Y., & Andre, T. (2014). Studying the impact of three different instructional methods on preservice teachers’ decision-making. Research Papers in Education, 29(1), 44-68. doi:10.1080/02671522.2012.742923
20. Durmuşçelebi, M., Yıldız, N. ve Saygı, E. (2017). Öğretmen adaylarının öğretmenlik mesleğine ilişkin tutumlarının bazı değişkenler açısından incelenmesi. OPUS Uluslararası Toplum Araştırmaları Dergisi, 7(12), 8-32. doi: 10.26466/opus.256553
21. Eilam, B., & Poyas, Y. (2009). Learning to teach: Enhancing pre‐service teachers’ awareness of the complexity of teaching-learning processes. Teachers and Teaching: Theory and Practice, 15(1), 87-107. doi: 10.1080/13540600802661337
22. Ertmer, P. A., & Stepich, D. A. (1999). Case-based instruction in post-secondary education: Developing students’ problem-solving expertise. ERIC ED 435 375.
23. Francis, D., & Hester, S. (2004). An invitation to ethnomethodology: Language, society and interaction. London: Sage.
24. Freeman, D. (1989). Teacher training, development, and decision making: A model of teaching and related strategies for language teacher education. TESOL Quarterly, 23(1), 27-45. doi:10.2307/3587506
25. Frost, J. H. (2010). Looking through the lens of a teacher's life: The power of prototypical stories in understanding teachers' instructional decisions in mathematics. Teaching and Teacher Education, 26(2), 225-233. doi:10.1016/j.tate.2009.03.020
26. Garfinkel, H. (2014). Etnometodolojide araştırmalar (Çev. Ü. Tatlıcan). Ankara: Heretik Yayınları.
27. Glesne, C. (2015). Nitel araştırmaya giriş (5. baskı, Çev. A. Ersoy ve P. Yalçınoğlu). Ankara: Anı Yayıncılık.
28. Hashweh, M. Z. (2005). Teacher pedagogical constructions: a reconfiguration of pedagogical content knowledge. Teachers and Teaching, 11(3), 273-292. doi: 10.1080/13450600500105502
29. Heinz, M. (2015). Why choose teaching? An international review of empirical studies exploring student teachers’ career motivations and levels of commitment to teaching. Educational Research and Evaluation, 21(3), 258-297. doi: 10.1080/13803611.2015.1018278
30. Johnson, H. L., Dunlap, J. C., Verma, G., McClintock, E., DeBay, D. J., & Bourdeaux, B. (2019). Video-based teaching playgrounds: Designing online learning opportunities to foster professional noticing of teaching practices. TechTrends, 63(2), 160-169. doi: 10.1007/s11528-018-0286-5
31. Johnson, D. C., & Matthews, W. K. (2017). Experienced general music teachers' instructional decision making. International Journal of Music Education, 35(2), 189-201. doi:10.1177/0255761415620531
32. Kabaklı Çimen, L. (2016). A Study on the prediction of the teaching profession attitudes by communication skills and professional motivation. Journal of education and training studies, 4(11), 21-38. doi:10.11114/jets.v4i11.1842
33. Kartal, T. ve Taşdemir, A. (2012). Fen bilgisi öğretmen adaylarının öğretmenlik mesleğine ilişkin görüşleri. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 16(1), 137-144. http://194.27.225.117/index.php/efdergi/article/viewFile/907/1656 adresinden erişilmiştir.
34. Kennedy, M. M. (2019). How we learn about teacher learning. Review of Research in Education, 43(1), 138-162. doi:10.3102/0091732X19838970
35. Kennedy, M. M. (2010). Attribution error and the quest for teacher quality. Educational Researcher, 39(8), 591-598. doi: 10.3102/0013189X10390804
36. Kılıç, A., Aydemir, S. ve Kazanç, S. (2019). Teknolojik pedagojik alan bilgisi (TPAB) temelli harmanlanmış öğrenme ortamının fen bilimleri öğretmen adaylarının TPAB ve sınıf içi uygulama becerilerine etkisi. Elementary Education Online, 18(3). doi:10.17051/ilkonline.2019.611493
37. Korthagen, F. A. (2001). Linking practice and theory: The pedagogy of realistic teacher education. Mahwah, NJ: Lawrence Erlbaum Associates.
38. Krauss, S., Brunner, M., Kunter, M., Baumert, J., Blum, W., Neubrand, M., & Jordan, A. (2008). Pedagogical content knowledge and content knowledge of secondary mathematics teachers. Journal of Educational Psychology, 100(3), 716-725. doi: 10.1037/0022-0663.100.3.716
39. Kyriacou, C., Hultgren, A., & Stephens, P. (1999). Student teachers’ motivation to become a secondary school teacher in England and Norway. Teacher Development, 3(3), 373-381. doi:10.1080/13664539900200087
40. Lincoln, Y. S., & Guba, E. G. (2013). The constructivist credo. California, CA: Left Coast Press.
41. Loughran, J., Berry, A., & Mulhall, P. (2006). Understanding and developing scienceteachers’ pedagogical content knowledge. Rotterdam, NL: Sense Publishers.
42. Magnusson, S. J., Borko, H., & Krajcik, J. S. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome, & N. Lederman (Eds.), Examining pedagogical content knowledge (pp. 95-132). Boston, MA: Kluwer Press
43. Manuel, J., and Hughes, J. (2006). ‘It has always been my dream’: Exploring pre‐service teachers’ motivations for choosing to teach. Teacher Development, 10(1), 5-24. doi:10.1080/13664530600587311
44. Merriam, S. B., (2009). Qualitative research: A guide to design and implementation. San Francisco: John Wiley & Sons.
45. Merseth, K. K. (1991). The case for cases in teacher education. AACTE Publications, One Dupont Circle, Suite 610, Washington, DC 20036-2412.
46. Meschede, N., Fiebranz, A., Möller, K., & Steffensky, M. (2017). Teachers’ professional vision, pedagogical content knowledge and beliefs: On its relation and differences between pre-service and in-service teachers. Teaching and Teacher Education, 66, 158- 170. doi:10.1016/j.tate.2017.04.010
47. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage.
48. Page, A., & Jones, M. (2018). Rethinking teacher education for classroom behaviour management: Investigation of an alternative model using an online professional experience in an australian university. Australian Journal of Teacher Education, 43(11), 84-104. doi: 10.14221/ajte.2018v43n11.5
49. Parker, W. C. (1984). Developing teachers’ decision making. The Journal of Experimental Education, 52(4), 220-226. Retrived from https://www.jstor.org/stable/20151558.
50. Parmigiani, D. (2012). Teachers and decision-making processes: An Italian exploratory study on individual and collaborative decisions. Canadian Journal of Education, 35(1), 171-186. Retrived from https://www.jstor.org/stable/10.2307/canajeducrevucan.35.1.171.
51. Parsons, S. A., Vaughn, M., Scales, R. Q., Gallagher, M. A., Parsons, A. W., Davis, S. G., ... and Allen, M. (2018). Teachers’ instructional adaptations: A research synthesis. Review of Educational Research, 88(2), 205-242. doi: 10.3102/0034654317743198
52. Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri. (Çev. M. Bütün ve S. B. Demir). Ankara: Pegem Akademi.
53. Payne, J. W., Bettman, J. R., & Johnson, E. J. (1988). Adaptive strategy selection in decision making. Journal of Experimental Ssychology: Learning, Memory, and Cognition, 14(3), 534-552. Retrived from https://apps.dtic.mil/dtic/tr/fulltext/u2/a170858.pdf.
54. Pielmeier, M., Huber, S., & Seidel, T. (2018). Is teacher judgment accuracy of students’ characteristics beneficial for verbal teacher-student interactions in classroom? Teaching and Teacher Education, 76, 255-266. doi:10.1016/j.tate.2018.01.002
55. Rich, P., & Hannafin, M. (2009). Scaffolded video self-analysis: Discrepancies between preservice teachers’ perceived and actual instructional decisions. Journal of Computing in Higher Education, 21(2), 128-145. doi: 10.1007/s12528-009-9018-3
56. Salmon, D., Rossman, A., Kemeny, V., & Winter, J. (2008). Meaning-mechanics tensions in teacher decisions. Action in Teacher Education, 30(1), 50-63. doi:10.1080/01626620.2008.10463481
57. Scales, R. Q., Wolsey, T. D., Lenski, S., Smetana, L., Yoder, K. K., Dobler, E., ... and Young, J. R. (2018). Are we preparing or training teachers? Developing professional judgment in and beyond teacher preparation programs. Journal of Teacher Education, 69(1), 7-21. doi: 10.1177/0022487117702584
58. Schieble, M., Vetter, A., & Meacham, M. (2015). A discourse analytic approach to video analysis of teaching: Aligning desired identities with practice. Journal of Teacher Education, 66(3), 245-260. doi:10.1177/0022487115573264
59. Sharpe, L., Hu, C., Crawford, L., Gopinathan, S., Swe Khine, M., Ngoh Moo, S., & Wong, A. (2003). Enhancing multipoint desktop video conferencing (MDVC) with lesson video clips: Recent developments in pre-service teaching practice in singapore. Teaching and Teacher Education, 19(5), 529-541. doi:10.1016/S0742-051X(03)00050-7
60. Sharrock, W. (2001). Fundamentals of ethnomethodology. In G. Ritzer, and B. Smart (Eds.), Handbook of social theory (pp. 249-259). London: Sage.
61. Shavelson, R. J. (1973). What is the basic teaching skill? Journal of Teacher Education, 24(2), 144-151. doi: 10.1177/002248717302400213
62. Shavelson, R. J., Cadwell, J., & Izu, T. (1977). Teachers’ sensitivity to the reliability of information in making pedagogical decisions. American Educational Research Journal, 14(2), 83-97. doi: 10.2307/1162702
63. Shavelson, R. J., & Stern, P. (1981). Research on teachers’ pedagogical thoughts, judgments, decisions, and behavior. Review of Educational Research, 51(4), 455-498. doi: 10.2307/1170362
64. Sherin, M. G., & Han, S. Y. (2004). Teacher learning in the context of a video club. Teaching and Teacher Education, 20(2), 163-183. doi:10.1016/j.tate.2003.08.001
65. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. Retrived from www.jstor.org/stable/1175860
66. Shulman, L. S., & Elstein, A. S. (1975). Studies of problem solving, judgment, and decision making: Implications for educational research. Review of Research in Education, 3, 3-42. doi: 10.2307/1167252
67. Tural, G. ve Kabadayı, Ö. (2011). Pedagogical formation teacher candidates’ attitudes towards the teaching profession. Anadolu Journal of Educational Sciences International, 4(1), 1-12. doi:10.18039/ajesi.55861
68. Wallace, R. A., & Wolf, A. (2013). Çağdaş sosyoloji kuramları (Çev. L. Elburuz ve M. Rami Ayas). İstanbul: Doğubatı Yayınları.
69. Watt, H. M., & Richardson, P. W. (2007). Motivational factors influencing teaching as a career choice: Development and validation of the FIT-Choice scale. The Journal of Experimental Education, 75(3), 167-202. doi: 10.3200/JEXE.75.3.167-202
70. Wolff, C. E., Jarodzka, H., & Boshuizen, H. P. A. (2017). See and tell: Differences between expert and novice teachers’ interpretations of problematic classroom management events. Teaching and Teacher Education, 66, 295-308. doi:10.1016/j.tate.2017.04.015
71. Zimmerman, D. H. (1978). Ethnomethodology. The American Sociologist, 13(1), 6-15. Retrived from www.jstor.org/stable/27702306
72. Zimmerman, D. H., & Wieder, D. L. (1970). Ethnomethodology and the problem of order. In J. D. Douglas (Ed.), Understanding everyday life (pp. 285-295). Cambridge, UK: Cambridge University Press.