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Teacher Researchers: Technology and Ethical Consideratıons While Conducting An Action Research

Year 2009, Volume: 37 Issue: 37, 84 - 95, 01.06.2009

Abstract

Bu çalışma, araştırma ve uygulamaya eleştirel bir yaklaşımı temel alarak, eylem araştırması yaparken araştırmacıolarak rol üstlenen öğretim görevlilerinin teknoloji kullanımı ve etik konusunda karar alma sürecini dikkate almalarınıvurgulamaktadır. Bir başka deyişle, bu çalışmada kendi kurumunda eylem araştırması yapan öğretim görevlilerinin teknolojikullanma eğilimleri ve etik boyutuna karşı hassasiyetleri belirtilmiştir. Bu çalışma, Eğitim Bilimleri Bölümünde görev yapansekiz gönüllü öğretim görevlisinin katılımı ile gerçekleştirilmiştir. Gönüllü katılımcılar, kendi kurumlarında eylemaraştırması yapmakta, kendi kurumlarının gelişmesine bu yolla katkı koymaktadırlar. Nitel araştırma desenin kullanıldığı buçalışmada, grup mülakatı, gözlem ve kişisel değerlendirme raporları aracılığı ile veri toplama süreci gerçekleştirilmiştir.Çalışma, araştırmacı rol üstlenen öğretim görevlilerinin eylem araştırması gerçekleştirirken araştırmanın her sürecindekurumun gelişmesi açışından meslektaşları için yansıtıcı, eleştirel olmaları gerektiğini ve teknoloji, etik konularındahassasiyet göstermeleri vurgulanmıştır

References

  • Anderson, N., Baskin, C. (2002). Can we leave it to change? New learning technologies and the problems of professional competence. International Education Journal, 3(3), 126-137.
  • Bridges, D. (2001). The ethics of outsider research. Journal of Philosophy of Education, 35(3). British Educational Research Association. Revised Ethical Guidelines for Educational Research (2004).
  • Bryman, A. (2004). Social research methods. Oxford: Oxford University Press.
  • Cajas, F. (2000). Technology education research: Potential directions. Journal of Technology Education, 12(1), 1-91.
  • Campell, E. (2001). Let right be done: trying to put ethical standards into practice.
  • Journal of Education Policy, 16(5), 395-411.
  • Cohen, L., Manion, L. & Morrison, K. (2001). Research methods in education. London. RoutledgeFalmer.
  • Coulter, D. (2002). Creating common and uncommon worlds: using discourse ethics to decide public and private in classrooms. Journal of Curriculum Studies, 34(1), 25-42.
  • Creswell, J. W. (2003). Research design: qualitative & quantitative approaches. United Kingdom: SAGE.
  • Denzin, Lincoln (2003). Collecting and interpreting qualitative materials. Thousand Oaks: SAGE.
  • Gordon, E. (2000). Changes in technology, changes in education. Retrieved
  • October, 20, 2004, fromhttp://lionhrtpub.com/orms/orms-10-00/education.html
  • Husu, J., Tirri, K. (2001). Teachers’ ethical choices in social settings. Journal of Moral Education, 30(4).
  • Lucas, K. B. & Lidstone, J. G. (2000). Ethical issues in teaching about research ethics. Evaluation and Research in Education, 14(1).
  • Malone, S. (2003). Ethics at home: informed consent in your own backyard, Qualitative Studies in Education, 16(6), 797-815.
  • Marshall, C., Rossman, G. B. (1999). Designing qualitative research. Thousand Oaks: SAGE.
  • Mills, G. E. (2003). Action research: A guide for the teacher researcher. Ohio: Pearson Education.
  • Pitt, A. J. (1998). Qualifying resistance: some comments on methodological dilemmas. Qualitative Studies in Education, 11(4).
  • Pring, R. (2000). Philosophy of educational research. London: Biddles Ltd.
  • QISS (2004). Critical friend professional development program. Canterbury Christ Church University College. Retrieved fromhttp://www.qiss.org.uk/consultancy/crit-pdp/
  • Roblyer, M.D., & Edwards, J. (2000). Integrating educational technology into teaching. NewYork: Prentice Hall.
  • Schön, D. (1991). The reflective practitioner. Avebury: Ashgate Publishing.
  • Sumsion, J. (2000). Caring and empowerment: a teacher educator’s reflection on an ethical dilemma. Teaching in Higher Education, 5(2).
  • Swaffield, S. (2002). Contextualizing the work of the critical friend. Paper presented at 15th International Congress for School Effectiveness and Improvement (ICSEI), Copenhagen, 3rd – 6th January, 2002. Retrieved from http://www.educ.cam.ac.uk/lfl/ICSEI/swaffield.pdf
  • Verma, G. K., Mallick, K. (1999). Researching education: perspectives and techniques. Britain: Falmer Press.
  • Wiener, J. (2001). Confidentiality and paradox: the location of ethical space. Journal of
  • Analytical Psychology, 46, 431-442. GENİŞLETİLMİŞ ÖZET
Year 2009, Volume: 37 Issue: 37, 84 - 95, 01.06.2009

Abstract

References

  • Anderson, N., Baskin, C. (2002). Can we leave it to change? New learning technologies and the problems of professional competence. International Education Journal, 3(3), 126-137.
  • Bridges, D. (2001). The ethics of outsider research. Journal of Philosophy of Education, 35(3). British Educational Research Association. Revised Ethical Guidelines for Educational Research (2004).
  • Bryman, A. (2004). Social research methods. Oxford: Oxford University Press.
  • Cajas, F. (2000). Technology education research: Potential directions. Journal of Technology Education, 12(1), 1-91.
  • Campell, E. (2001). Let right be done: trying to put ethical standards into practice.
  • Journal of Education Policy, 16(5), 395-411.
  • Cohen, L., Manion, L. & Morrison, K. (2001). Research methods in education. London. RoutledgeFalmer.
  • Coulter, D. (2002). Creating common and uncommon worlds: using discourse ethics to decide public and private in classrooms. Journal of Curriculum Studies, 34(1), 25-42.
  • Creswell, J. W. (2003). Research design: qualitative & quantitative approaches. United Kingdom: SAGE.
  • Denzin, Lincoln (2003). Collecting and interpreting qualitative materials. Thousand Oaks: SAGE.
  • Gordon, E. (2000). Changes in technology, changes in education. Retrieved
  • October, 20, 2004, fromhttp://lionhrtpub.com/orms/orms-10-00/education.html
  • Husu, J., Tirri, K. (2001). Teachers’ ethical choices in social settings. Journal of Moral Education, 30(4).
  • Lucas, K. B. & Lidstone, J. G. (2000). Ethical issues in teaching about research ethics. Evaluation and Research in Education, 14(1).
  • Malone, S. (2003). Ethics at home: informed consent in your own backyard, Qualitative Studies in Education, 16(6), 797-815.
  • Marshall, C., Rossman, G. B. (1999). Designing qualitative research. Thousand Oaks: SAGE.
  • Mills, G. E. (2003). Action research: A guide for the teacher researcher. Ohio: Pearson Education.
  • Pitt, A. J. (1998). Qualifying resistance: some comments on methodological dilemmas. Qualitative Studies in Education, 11(4).
  • Pring, R. (2000). Philosophy of educational research. London: Biddles Ltd.
  • QISS (2004). Critical friend professional development program. Canterbury Christ Church University College. Retrieved fromhttp://www.qiss.org.uk/consultancy/crit-pdp/
  • Roblyer, M.D., & Edwards, J. (2000). Integrating educational technology into teaching. NewYork: Prentice Hall.
  • Schön, D. (1991). The reflective practitioner. Avebury: Ashgate Publishing.
  • Sumsion, J. (2000). Caring and empowerment: a teacher educator’s reflection on an ethical dilemma. Teaching in Higher Education, 5(2).
  • Swaffield, S. (2002). Contextualizing the work of the critical friend. Paper presented at 15th International Congress for School Effectiveness and Improvement (ICSEI), Copenhagen, 3rd – 6th January, 2002. Retrieved from http://www.educ.cam.ac.uk/lfl/ICSEI/swaffield.pdf
  • Verma, G. K., Mallick, K. (1999). Researching education: perspectives and techniques. Britain: Falmer Press.
  • Wiener, J. (2001). Confidentiality and paradox: the location of ethical space. Journal of
  • Analytical Psychology, 46, 431-442. GENİŞLETİLMİŞ ÖZET
There are 27 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Aytekin İşman This is me

Fahriye Altınay This is me

Zehra Altinay Gazi This is me

Publication Date June 1, 2009
Published in Issue Year 2009 Volume: 37 Issue: 37

Cite

APA İşman, A., Altınay, F., & Gazi, Z. A. (2009). Teacher Researchers: Technology and Ethical Consideratıons While Conducting An Action Research. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 37(37), 84-95.