Kişisel Deneyim Metotları ile Kendini Yeniden Keşfetme: Bir Öyküleyici Bireysel Araştırma

Year 2019, Volume: 7 Issue: 2, 470 - 494, 30.04.2019

Bülent Alan

Abstract

Nitel bir araştırma yöntemi olarak bireysel araştırma (self-study) son yıllarda batı ülkelerinde
önem kazanmıştır. Bireysel araştırma bir dizi nitel metodun uygulandığı nispeten yeni bir yöntem
olmasına rağmen kendi kurallarını ve etik ilkelerini belirlemiş ve günümüzde saygın bir eğitim
araştırması yöntemi olarak kabul görmüştür. Bireysel araştırma yansıtıcı öğretim eylem araştırması
geleneğinden gelmektedir. Ancak, araştırmacının kendisini farklı bağlamlarda araştırmanın
merkezinde konumlandırması ve bunu daha yenilikçi ve yaratıcı metotlarla yapması bireysel
araştırmayı diğer yaklaşımlardan ayırmaktadır. Bireysel araştırma yürüten bir öğretmen hem
araştırmacı hem de araştırılan konu olarak ikili bir rol üstlenir. Bu çalışmada da araştırmacı kendisini
öğrencilerinin ve çalışma arkadaşlarının görüşlerine dayanarak incelemiştir. Çalışma, araştırmacının
bir öğretmen olarak güçlü ve zayıf yanlarını belirlemek ve inandığı değerlerle öğretim
uygulamalarının ne kadar tutarlı olduğunu öğrencilerinin görüşlerine dayanarak ortaya koymayı
amaçlamıştır. Bu amaçla, araştırmacı kişisel deneyim metotlarına dayalı öyküleyici bir bireysel
araştırma desenlemiştir. Çalışma Anadolu Üniversitesi Yabancı Diller Yüksekokulu’nda 2017-2018
Bahar döneminde araştırmacının kendi öğrencileriyle gerçekleştirilmiştir. Araştırma bulguları
beklenen sonuçların yanında araştırmacının kendisi ve öğretmenlik uygulamaları hakkında bazı
şaşırtıcı sonuçlar ortaya koymuştur.

Keywords

Bireysel araştırma, yansıtıcı öğretim, kişisel deneyim metotları, öğretmen eğitimi

Re-discovery of the Self through Personal Experience Methods: A Narrative Self-Study

Abstract

Self-study as a qualitative research methodology has gained importance in the last three
decades in the western countries. Although it is a relatively new research methodology employing a
wide range of qualitative methods, it has formalized its rules and ethics and is now accepted as a
respectful teacher education research methodology. Self-study has its roots in reflective teaching and
action research movements. However, putting the researcher’s “self” at the center of the research
study in different contexts with rather new and creative methods separates it from other approaches.
The teacher conducting self-study takes a dual role as the researcher and also the subject of the
research being studied. In this study, the researcher also studied his “self” from the perspectives of his
students and his colleagues. The study aimed at revealing the strengths and weaknesses of the
researcher as a teacher and to document whether the researcher teaches the way he preaches along
with the opinions of the students towards his teaching practices. To this end, the researcher conducted
a narrative self-study employing personal experience methods at the School of Foreign Languages, at
Anadolu University in 2017-2018 spring term. The data analysis revealed some expected and
surprising results regarding the “self” and the “teaching practices” of the researcher.

Keywords

Self-study, reflective teaching, personal experience methods, teacher education

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