Hazırlık Okulu Öğretmenlerinin Eğitim Araştırmalarına Katılımı: Tutumlar, Zorluklar ve Fırsatlar

Yıl 2026, Cilt: 16 Sayı: 1 , 300 - 319 , 28.03.2026

Sezgin Ballıdağ

https://doi.org/10.18039/ajesi.1655837

https://izlik.org/JA93AJ68RA

Öz

Bu çalışma, İngilizce öğretim görevlilerinin eğitim araştırmalarına yönelik tutumlarını ve araştırma katılımlarını etkileyen algılanan kolaylaştırıcı etmenler ve engelleri araştırmıştır. Bu amaçla, çalışma karma bir tasarım benimsemiştir; bu nedenle veriler, İlhan ve arkadaşları (2013) tarafından geliştirilen Eğitim Araştırmalarına Yönelik Öğretmen Tutum Ölçeği (EAÖTÖ) (N=131) ve yarı yapılandırılmış odak grup görüşmeleri (N=10) yoluyla toplanmıştır. Nicel veriler, Türkiye'deki hazırlık okullarında çalışan öğretim görevlilerinin eğitim araştırmalarına karşı olumlu bir tutuma (100 üzerinden ortalama 75,91) sahip olduğunu ortaya koymuştur. Ayrıca, iki yönlü ANOVA bulguları, katılımcıların genel tutum puanlarının, çalıştıkları kurum türü veya iş deneyimleri gibi faktörlerden önemli ölçüde etkilenmediğini göstermiştir. Son olarak, araştırma katılımına yönelik engeller ve olası kolaylaştırıcı etmenler hakkında daha fazla bilgi edinmek için, gönüllü katılımcılardan on tanesiyle çevrimiçi olarak derinlemesine, yarı yapılandırılmış odak grup görüşmeleri yapılmıştır. Bulgular, tümdengelimsel olarak analiz edilmiş ve araştırma katılımını artırmaya yönelik engeller ve potansiyel etkenler olarak tartışılmıştır. Sonuçlar, öğretim görevlilerinin araştırmalara katılımının bir dizi faktör tarafından engellendiğini göstermiştir. Katılımcıların belirttiği zorluklar arasında zaman ve araştırma uzmanlığı eksikliğinin yanı sıra yerel sorunlara odaklanmak yerine literatürdeki boşlukları giderme zorunluluğu hissi yer almıştır. Bu kısıtlamaların ötesinde, katılımcıların kurumsal ortamlarının nadiren araştırma faaliyetlerini teşvik ettiği ve katılımcıların araştırmayı mesleki sorumluluklarının temel bir yönü olarak görmedikleri tespit ortaya bulunmuştur. Bununla birlikte, öğretim görevlileri, araştırmaya katılımlarını artırabilecek bir dizi olası kolaylaştırıcıları da belirtmişlerdir. Bunlar arasında İngilizce Dil Öğretimi (ELT) bölümleriyle işbirlikçi ortaklıklar kurmak, iş birliğine dayalı ve gönüllü araştırma fırsatlarına sahip olmak ve hazırlık okullarında aktif ve iyi organize edilmiş mesleki gelişim birimleri kurmak yer almıştır.

Anahtar Kelimeler

eylem araştırması , eğitim araştırmaları , araştırma katılımı , araştırma motivasyonu , öğretmen araştırması

The Involvement of Preparatory School Teachers in Educational Research: Attitudes, Challenges and Opportunities

https://izlik.org/JA93AJ68RA

Öz

This study investigated the attitudes of English language instructors towards educational research as well as the perceived catalysts and barriers to their research engagement. To this end, the study adopted a mixed design; therefore, the data were collected by means of the Teachers Attitude Scale towards Educational Research (TASTER) scale (N = 131) that was developed by İlhan et al. (2013) and semi-structured focus group interviews (N = 10). The quantitative data revealed that instructors working at preparatory schools in Türkiye have a positive attitude (M=75.91 out of 100) towards educational research. Furthermore, the findings of a two-way ANOVA showed that overall attitude grades of the participants were not significantly influenced by factors like the kind of organization they work for or their job experience. Finally, to gain more insight into obstacles and possible catalysts for research involvement, in-depth, semi-structured focus group interviews were held online with ten of the volunteer participants. The findings were analyzed deductively and discussed as barriers and potential catalysts for increasing research engagement. The results showed that instructors' participation in research is hindered by a number of factors. The challenges cited by the participants included a lack of time and research expertise as well as feeling compelled to address the gaps in the literature rather than focusing on local problems. Beyond these constraints, it was found that participants’ institutional environments seldom promoted research activities, and the participants did not see research as a fundamental aspect of their professional responsibilities. Instructors did, however, identify a number of possible facilitators which may improve their involvement in research. These included establishing collaborative partnerships with English Language Teaching (ELT) departments, possessing cooperative and voluntary research opportunities, and establishing active and well-organized professional development units at preparatory schools.

Anahtar Kelimeler

action research , educational research , research engagement , research motivation , teacher research

Kaynakça

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