Araştırma İlgi Alanlarını Keşfetmek ve Geliştirmek: Üç Doktora Öğrencisinin Deneyimlerine Yönelik Anlatısal Araştırma

Year 2023, Volume: 13 Issue: 1, 9 - 18, 05.06.2023

Magdalena Keskin

https://doi.org/10.2399/yod.23.1225236

Cited By: 1

Abstract

Bu çalışma, Türkiye’deki üç doktora öğrencisinin araştırma ilgi alanlarını nasıl keşfettiklerine dair daha derin bir anlayış kazanmak için öyküsel sorgulama yaklaşımı uygulamıştır. Anlatı araştırması, verilerin dikkatli bir şekilde incelenmesini ve ardından katılımcıların yaşanmış deneyimlerinin sürükleyici ve ayrıntılı bir temsilini oluşturmak için kronolojik olarak sıralanmış anlatılara dönüştürülmesini içerir. Araştırmacı, katılımcıların ilgilerini geliştirme ve sürdürme sürecini kolaylaştıran ve engelleyen faktörlerle de ilgilenmiştir. Derinlemesine görüşmeler yoluyla toplanan veriler, doktora öğrencilerinin doktora çalışmalarına başlamadan önce araştırma ilgi alanlarının farkında olduklarını ortaya koydu. İlgi alanlarının kişisel deneyimleri ve öğretmenlik uygulamalarıyla net bağlantıları vardı. Zorlayıcı ders çalışmalarının, gerekli donanım eksikliğinin ve araştırma makalelerini yayınlama baskısının, araştırma ilgilerinin gelişmesine zarar verdiği ve öğrencileri ilgilenmedikleri konularda çalışma yapmaya zorladığı görülmüştür. Danışanların özerklik ve eylemlilik duygularını ihlal etmemeleri koşuluyla, danışmanların, öğrencilerinin araştırma ilgilerini geliştirmekte önemli bir rol oynadıkları bulunmuştur.

Keywords

araştırma ilgi alanları, yüksek öğretim, doktora eğitimi, araştırma katılımı

Discovering and Developing Research Interests: A Narrative Inquiry into Three Doctoral Students’ Experiences

Abstract

The present study implemented a narrative inquiry approach to gain a deeper understanding of how three doctoral students in Türkiye discovered their research interests. Narrative inquiry involves a careful examination of data and subsequent restorying it into chronologically ordered narratives to create an immersive and detailed representation of the participants’ lived experiences. The researcher was also interested in factors which facilitated and hindered the process of developing and sustaining the participants’ interests. Data gathered through in-depth interviews revealed that doctoral students were aware of their research interests prior to beginning their doctoral studies. Their interests had clear connections with their personal experiences and teaching practice. Demanding coursework, lack of necessary equipment and the pressure to publish research articles were found to be detrimental to the development of research interests forcing the students to conduct studies on topics they were not interested in. Finally, supervisors were found to play an essential role in fostering their students’ research interests on condition that they do not infringe on their supervisees’ autonomy and sense of agency.

Keywords

researcher identity, doctoral education, research interests, research engagement

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