Views of Teachers Teaching Turkish as a Foreign Language on Developmental Classroom Observation

Sinem Doğan; Mustafa Durmuş

doi:10.24106/kefdergi.1905382

TR EN

Yabancı Dil Olarak Türkçe Öğreticilerinin Gelişimsel Ders Gözlemine İlişkin Görüşleri

Abstract

Yabancı/ikinci dil öğretimi mesleki gelişim anlayışı dışarıdan dayatılan yukarıdan aşağıya yaklaşımından sürecin artık öğreticiler tarafından başlatıldığı aşağıdan yukarıya doğru yaklaşımına doğru bir geçiş süreci içerisindedir. Bu anlayış mesleki gelişim fırsatlarından biri olan ders gözlemini de etkilemiş ve gelişim amaçlı yapılan ders gözlemleri özellikle İngilizce öğretimi bağlamında sıklıkla başvurulan mesleki gelişim fırsatlarından biri haline gelmiştir. Fakat alanyazına bakıldığında İngilizce öğretmenliği alanında ders gözlemi üzerine yapılan çalışmaların da çok kısıtlı olduğu görülmektedir. Yabancı dil olarak Türkçe öğretimi bağlamında ise bu konu üzerine yapılan bir çalışmaya rastlanmamıştır. Bu hususta, mevcut araştırma, Türkiye’de bir devlet üniversitesine bağlı TÖMER’de görev yapan 7 (yedi) öğretici ile yürütülmüştür ve öğreticilerin gelişimsel ders gözlemi uygulaması öncesi ve sonrası görüşlerini belirlemeyi amaçlamıştır. Temel nitel araştırma desenini benimseyen mevcut çalışmada veriler yarı yapılandırılmış görüşmeler aracılığıyla toplanmıştır. Verilerin analizi ise içerik analizi yoluyla gerçekleştirilmiştir. Çalışmanın sonuçları katılımcıların çoğunlukla sistematik olmayan bir gözlem süreci deneyimlediklerini ve daha önce hiç gelişimsel ders gözlemi sürecini yaşamadıklarını göstermiştir. Ayrıca, bulgular ders gözleminin katılımcılarda gerginlik ve kaygı gibi olumsuz duygulara yol açtığını, fakat katılımcıların çoğunun sürece dair olumlu yaklaştıklarını ve ders gözleminin katkılarını daha çok önemsediklerini ortaya çıkarmıştır. Son olarak, bulgular gelişimsel ders gözlemi uygulamasının yansıtıcı düşünmeyi ve öğrenmeyi sağlamada, sınıf içi uygulamaları geliştirmede ve olumsuz duyguları gidermede katkısının olduğunu ve katılımcıların büyük bir çoğunluğunun gelişimsel ders gözlemi uygulamasını gelecekte kendi mesleki gelişimleri için kullanmak istediklerini göstermiştir. Çalışmanın sonunda hem gelecekte yapılacak araştırmalar hem de araştırmanın yürütüldüğü kurum ve benzer bağlamdaki kurumlar için öneriler sunulmuştur.

Keywords

Ders Gözlemi, Gelişim Amaçlı Ders Gözlemi, Mesleki Gelişim, Yabancı dil olarak Türkçe öğretimi

Supporting Institution

Yazarlar, bu makalenin araştırılması, yazarlığı ve/veya yayımlanması için herhangi bir finansal destek almamıştır.

Ethical Statement

Yazarlar, çalışmanın araştırma ve yayın etiğine uygun olarak yürütüldüğünü ve herhangi bir etik ihlal içermediğini beyan etmektedir.

Thanks

Yazarlar, bu çalışmaya katkı sağlayan tüm katılımcılara teşekkür eder.

Views of Teachers Teaching Turkish as a Foreign Language on Developmental Classroom Observation

Abstract

The professional development in foreign/second language teaching is gradually evolving from a top-down to a bottom-up approach where the process is initiated by the teachers themselves. This approach has also influenced classroom observation as one of the professional development opportunities, and developmental classroom observations have become one of the most frequently used professional development practices, particularly in the context of English language teaching. However, the literature indicates that studies on classroom observation in English language teaching are rather limited. No relevant studies were identified in the field of teaching Turkish as a foreign language. In this regard, the present study was carried out with 7 (seven) teachers working at TÖMER in a state university in Türkiye and aimed to explore the views of teachers of Turkish as a foreign language concerning classroom observation before the observation process and after its implementation. This study used a basic qualitative research approach to examine participants’ views on classroom observation. The data collection process involved semi-structured interviews, and the data were analyzed through content analysis. The findings of the study showed that most participants experienced an unsystematic observation process and had never previously experienced a developmental classroom observation. Furthermore, the findings revealed that although classroom observation led to negative emotions such as tension and anxiety among participants, most participants had a positive attitude towards the process and valued the contributions of classroom observation more. Finally, the findings indicated that developmental classroom observation contributed to fostering reflective thinking and learning, improving classroom practices, and alleviating negative emotions, and that a large majority of participants wanted to use developmental classroom observation in their future professional development. The study concludes with recommendations for future research as well as for the institution where the study was conducted and for other institutions in similar contexts.

Keywords

Classroom observation, Observation for development, Professional development, Teaching Turkish as a foreign language

Supporting Institution

The authors received no financial support for the research, authorship, and/or publication of this article.

Ethical Statement

The authors declare that the study was conducted in accordance with research and publication ethics and does not involve any unethical issues.

Thanks

The authors would like to thank all participants who contributed to this study.

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Details

Primary Language

English

Subjects

In-Service Training, Teacher Education and Professional Development of Educators

Journal Section

Research Article

Authors

Sinem Doğan ^*
0000-0002-6126-913X
Türkiye

Mustafa Durmuş
0000-0002-5337-3113
Türkiye

Publication Date

July 31, 2026

Submission Date

March 9, 2026

Acceptance Date

July 18, 2026

Published in Issue

Year 2026 Volume: 34 Number: 3

DOI

https://doi.org/10.24106/kefdergi.1905382

IZ

https://izlik.org/JA33NR35YR

APA

Doğan, S., & Durmuş, M. (2026). Views of Teachers Teaching Turkish as a Foreign Language on Developmental Classroom Observation. Kastamonu Education Journal, 34(3), 672-697. https://doi.org/10.24106/kefdergi.1905382

AMA

1.Doğan S, Durmuş M. Views of Teachers Teaching Turkish as a Foreign Language on Developmental Classroom Observation. Kastamonu Education Journal. 2026;34(3):672-697. doi:10.24106/kefdergi.1905382

Chicago

Doğan, Sinem, and Mustafa Durmuş. 2026. “Views of Teachers Teaching Turkish As a Foreign Language on Developmental Classroom Observation”. Kastamonu Education Journal 34 (3): 672-97. https://doi.org/10.24106/kefdergi.1905382.

EndNote

Doğan S, Durmuş M (July 1, 2026) Views of Teachers Teaching Turkish as a Foreign Language on Developmental Classroom Observation. Kastamonu Education Journal 34 3 672–697.

IEEE

[1]S. Doğan and M. Durmuş, “Views of Teachers Teaching Turkish as a Foreign Language on Developmental Classroom Observation”, Kastamonu Education Journal, vol. 34, no. 3, pp. 672–697, July 2026, doi: 10.24106/kefdergi.1905382.

ISNAD

Doğan, Sinem - Durmuş, Mustafa. “Views of Teachers Teaching Turkish As a Foreign Language on Developmental Classroom Observation”. Kastamonu Education Journal 34/3 (July 1, 2026): 672-697. https://doi.org/10.24106/kefdergi.1905382.

JAMA

1.Doğan S, Durmuş M. Views of Teachers Teaching Turkish as a Foreign Language on Developmental Classroom Observation. Kastamonu Education Journal. 2026;34:672–697.

MLA

Doğan, Sinem, and Mustafa Durmuş. “Views of Teachers Teaching Turkish As a Foreign Language on Developmental Classroom Observation”. Kastamonu Education Journal, vol. 34, no. 3, July 2026, pp. 672-97, doi:10.24106/kefdergi.1905382.

Vancouver

1.Sinem Doğan, Mustafa Durmuş. Views of Teachers Teaching Turkish as a Foreign Language on Developmental Classroom Observation. Kastamonu Education Journal. 2026 Jul. 1;34(3):672-97. doi:10.24106/kefdergi.1905382

Kastamonu Education Journal is licensed under the Creative Commons Attribution 4.0 International (CC BY 4.0) license.

Yabancı Dil Olarak Türkçe Öğreticilerinin Gelişimsel Ders Gözlemine İlişkin Görüşleri

Abstract

Keywords

Supporting Institution

Ethical Statement

Thanks

Views of Teachers Teaching Turkish as a Foreign Language on Developmental Classroom Observation

Abstract

Keywords

Supporting Institution

Ethical Statement

Thanks

References

Details

Primary Language

Subjects

Journal Section

Authors

Publication Date

Submission Date

Acceptance Date

Published in Issue

DOI

IZ

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