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Eğitimde Bir Araştırma Alanı Olarak Sınıfta Öğrenci-Öğretmen Kişilerarası İletişimi ve Öğretmen Etkileşim Ölçeği (QTI)

Yıl 2011, Cilt: 28 Sayı: 2, 23 - 45, 17.02.2016

Öz

“Sınıfta, öğrenci gözünden öğretmen profili nasıldır?”, “ Öğretmenin iki farklı sınıfta öğrenciler tarafından farklı algılanması neden ve nasıl mümkün olabilir?” gibi öğretmen-öğrenci iletişimine dair sorular eğitim çalışmalarında dikkat çekmiştir. Bu kapsamdaki bazı araştırmalarda, öğretim kişisel iletişim temelinde irdelenerek, kişisel iletişimin kavramsal çerçevesi sistemik yaklaşım ile kişilerarası öğretmen davranışları modeline göre çizilmiştir. Bu çalışmada öğretmen ve öğrencilerin öğrenci-öğretmen ilişkisine yönelik algılarını öğrenmek amacıyla özellikle Öğretmen Etkileşim Ölçeği (QTI) kullanılan araştırmalara yer verilmiştir. Yapılan çalışmalar QTI’nın; davranışların kişilerarası boyutlarını kapsayan, öğretmen-öğrenci iletişimini ve bu etkileşimin öğrenciler üzerindeki etkisini, sonuçlarını görmeye elverişli birkaç ölçekten biri olduğunu göstermiştir. Ölçek ile yapılan çalışmalar, ölçeğin, kültürlerarası geçerliliğe ve yüksek bir güvenirliğe sahip olduğunu göstermiştir. Özellikle son yılarda QTI kullanılarak yapılan çalışmalar giderek artmış, ölçek farklı dillere çevrilerek çeşitli eğitim basamaklarında kullanılmıştır. Bu çalışma; ilgili literatürün ve araştırmacıların ölçek ile ilgili çalışmalarda dikkat etmesi gereken noktaları özetlemek amacı ile yapılmıştır. Örneğin, QTI ölçeğinin bağlı olduğu Kişilerarası Öğretmen Davranışları Dairesi (MITC) modelinin yapısal olarak, bağlı olduğu dairesel modeller grubunun sayıltıları, modelin grafiksel sunumu, boyut ve bölümlerin adları ve QTI ölçeğini farklı dillere çevirirken yaşanan sorunlar literatürden örnekler ile paylaşılmıştır. Son olarak ülkemizde bu araştırma alanında yapılan çalışmalar özetlenmiş ve araştırma alanı ile ilgili gelişmeler tartışılmıştır.

Kaynakça

  • Abele, A. E. ve Wojciszke, B. (2007). Agency and communion from the perspective of self versus others. Journal of Personality and Social Psychology, 93(5), 751–763.
  • Brekelmans, M. (1989). Interpersonal teacher behaviour in the classroom. Utrecht: W.C.C.
  • Brekelmans, M. Wubbles, T., ve Van Tartwijk, J. (2006). Teacher – student relationship across the teaching career. Annual Meeting of the American Association Research Association (AERA), San Fransisco, USA.
  • Brekelmans, M., Wubbles, T., ve Creton, H. (1990). A study of student perceptions of physics teacher behavior. Journal of Research in Science Teaching, 27, 335–350.
  • Browne, M. W. (1992). Circumplex models for correlation matrices. Psychometrika, 57, 469–497.
  • Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: a metaanalysis. Review of Educational Research, 77 (1), 113–143.
  • Créton, H., Wubbels, T. ve Hooymayers, H. (1993). A systems perspective on classroom communication. Wubbles veLevy (Haz.). Do you know what you look like? Interpersonal relationships in education. The Falmer Press: London.
  • den Brok, P. (2001). Teaching and student outcomes. Utrecht, the Netherlands: W.C.C.
  • den Brok, P. Fisher, D., Brekelmans, M., Rickards, T., Wubbels, T., Levy, J., ve Waldrip, B. (2003). Students’ perceptions of secondary science teacher interpersonal style in six countries: A study on the validity of the questionnaire on teacher interaction. Annual meeting of the American Educational Research Association, Chicago.
  • den Brok, P., Brekelmans, M., ve Mainhard, T. (2010). The effect of students’ perceptions of their teachers’ interpersonal behaviour on their educational outcomes: a meta-analysis of research with the Questionnaire on Teacher Interaction (QTI), Eindhoven: TUe-UU-LU, 21–21.
  • den Brok, P., Brekelmans, M., ve Wubbels, T. (2004). Interpersonal teacher behavior and student outcomes. School Effectiveness and School Improvement, 15(3–4), 407–772.
  • den Brok, P., Telli, S. ve Çakıroğlu, J. (2009). Science teachers’ interpersonal behaviour in Turkey and the Netherlands: a comparison for the subjects of biology, chemistry and physics, Asian Journal of Educational Research and Synergy (AJERS), 1 (1), 82–98.
  • den Brok, P.,Tacanis, R. ve Fisher, D. (2010). How well do science teachers do? Differences in teacher-student interpersonal behaviour between science and teachers of other (school) subjects, The Open Education Journal, 3, 34–43.
  • Dorman, J. P. (2003). Cross national validation of the what is happening in this class questionnaire using confirmatory factor analysis. Learning Environments Research, 6, 231–245.
  • Genç, S. Z. (2007). Öğrenci algılarına göre ideal bir öğretim elemanında bulunması gereken özellikler. Milli Eğitim Dergisi. 173, 210–218. Ankara: MEB Yayınları.
  • Kiesler, D. J. (1983). The interpersonal transaction circle: A taxonomy for complementarity in human processes. Psychological Bulletin, 77, 421–430.
  • Kyriakides, L. B., Creemers, P. M., Antoniou, P., ve Demetriou, D. (2010). A synthesis of studies searching for the school factors: Implications for theory and research. British Educational Research Journal, 36(5), 807–830.
  • Levy, J., Créton, H. ve Wubbels, T. (1993). A typology of teacher communication style. Wubbles ve Levy (Haz.) Do you know what you look like? Interpersonel relationships in education. The Falmer Press, London Washington D.C.
  • Levy, J., den Brok, P., Wubbels, T., ve Brekelmans, M. (2003). Students’ perceptions of interpersonal aspects of the learning environment. Learning Environments Research, 6 (1), 5–37.
  • Lonner, W. J. (1980). The search for psychological universals. In H. C. Triandis ve W. W. Lambert (Haz.), Handbook of cross cultural psychology (vol. 1, pp. 143–204). Boston: Allyn and Bacon.
  • Mainhard, M.T., Rijst, R., Tartwijk, J. van, ve Wubbels, T. (2009). A model for the supervisor-doctoral student relationship. Higher Education, 58, 359–373.
  • Maulana, R. Opdenakker, M.C., Stroet, K. ve Bosker, R. (2013), Motivation during the first year of secondary education: A multilevel growth curve analysis, Journal of Youth and Adolescence A Multidisciplinary Research Publication, DOI 10.1007/s10964-013-9921-9.
  • Nurmi, J. E. (2012). Students’characteristics and teacher-child relationships in instruction: A meta-analysis, Educational Research Review, 7, 177–197.
  • Pace, J. L. ve Hemmings, A. (2007). Understanding authority in classrooms: a review of theory, ideology and research. Review of Educational Research, 77 (1), 4–27.
  • Rakıcı, N. (2004). Eight grade students’ perceptions of their science learning environment and teacher interpersonal behaviour. Yayımlanmamış yüksek lisans tezi. Orta Doğu Teknik Üniversitesi. Ankara.
  • Schrodt, P., Witt, P. L., Myers, S. A., Turman, P. D., Barton, M. H., ve Jernberg, K. A. (2008). Learner empowerment and teacher evaluations as functions of teacher power use in the college classroom. Communication Education, 57 (2), 180–200.
  • Segall, M. H., Dasen, P. R., Berry, J. W. vePoortinga, Y. H. (Haz.). (1990). Human behavior in global perspective: An introduction to cross-cultural psychology. New York: Pergamon.
  • Strack, S. (1996). Introduction to the special series – Interpersonal theory and the interpersonal circumplex: Timothy Leary’s legacy. Journal of Personality Assessment, 66, 212–216.
  • Şimşeker, M. (2005). Eight grade students’ perceptions of their mathematics teachers’ interpersonal behaviours. Yayımlanmamış yüksek lisans tezi. Orta Doğu Teknik Üniversitesi. Ankara.
  • Taşkafa, G. (1989). As teachers we are evaluating our students constantly: have you ever thought how our students evaluate us? Çağdaş Eğitim, 14, 27–30.
  • Teddlie, C. veReynolds, D. (2000). The international handbook of school effectiveness research. London/New York: Falmer Press
  • Telli, S. (2006). Students’ perceptions of their science teachers’ interpersonal behaviour in two countries: Turkey and the Netherlands. Yayımlanmamış doktora tezi, Ortadoğu Teknik Üniversitesi, Ankara.
  • Telli, S., Çakıroğlu, J. ve den Brok P. J., (2007a). Genel ve meslek liselerinde öğrenci algılarına göre belirlenen kişilerarası öğretmen profillerinin karşılaştırılması. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 22 (2), 64–72.
  • Telli, S., den Brok, P. J. ve Çakıroğlu, J. (2007b). Students’ perceptions of science teachers’ interpersonal behaviour in secondary schools: Development of the Turkish version of the Questionnaire on Teacher Interaction. Learning Environment Research, 10 (2), 115–129.
  • Telli, S., den Brok, P. J. ve Çakıroğlu, J. (2007c). Teacher- students interpersonal behaviour in secondary science classes in Turkey. Journal of Classroom Interaction, 42 (2), 31–40.
  • Telli S., veden Brok, P. J. (2008) Primary school students perceptins of their teachers behaviour and Questionarrie on Teacher Interaction, VII National Primary School Teaching Symposium, Çanakkale Onsekiz Mart Üniversitesi Egitim Fakültesi, Çanakkale,Turkey.
  • Telli S., veden Brok, P. J. (2009) Turkish university students’ perceptions of their lecturers’ interpersonal behaviour. The Biannual Meeting of European Association for Research on Learning and Instruction (EARLI), Amsterdam.
  • Telli, S., den Brok, P. J. ve Çakıroğlu, J., (2010) The importance of the teacher-student interpersonal relationship for Turkish students’ attitudes towards science. Research in Science veTechnological Education (RSTE), 28 (3), 237–252.
  • Telli, S., ve den Brok, P. (2012). Teacher-student interpersonal behaviour in the Turkish primary to higher education context. In B. Fraser ve J. Dorman (Haz.), Interpersonal Relationships in Education, 187–206. SENSE publishers.
  • Tracey, T. J. (1994). An examination of complementarity of interpersonal behavior. Journal of Personality and Social Psychology, 67, 864–878.
  • Van Tartwijk, J. (1993). Sketches of teacher behavior: The interpersonal meaning of nonverbal teacher behavior in the classroom. Utrecht: W.C.C.
  • Wei, M., den Brok, P. ve Zhou, Y. (2009). Teacher interpersonal behaviour and student achievement in English as a foreign language classrooms in China. Learning Environ Res, 12.157–174. (26 Şubat 2011 tarihinde Springerlink.com web adresinden indirilmiştir.)
  • Witt, P. L., Wheeless, L. R., ve Allen, M. (2004). A meta-analytical review of the relationship between teacher immediacy and student learning. Communication Monographs, 71 (2), 184–207.
  • Wubbels, T., ve Brekelmans, M. (2005). Two decades of research on teacher-student relationships in class. International Journal of Educational Research, 43(1-2), 6-24.
  • Wubbels, T., ve Levy, J. (1993). Do you know what you look like? Interpersonal relationships in education. London: The Falmer Press.
  • Wubbels, T., Brekelmans, M., den Brok, P., Levy, J., Mainhard, T. ve van Tartwijk, J. (2012). Let’s make things better, P.J. den Brok, J. van Tartwijk, J. Levy veT. Wubbels (Haz.), Interpersonal relationships in education: an overview of contemporary research. (pp. 225–249) SENSE Publishers.
  • Wubbels, T., Brok, P.J., den, Veldman, I., ve Tartwijk, J. (2006). Teacher interpersonal competence for Dutch secondary multicultural classrooms. Teachers and Teaching: Theory and Practice, 12, 407–433.
  • Wubbels, T., Créton, H. A., ve Hooymayers, H. P. (1985). Discipline problems of beginning teachers, interactional teacher behavior mapped out. The annual meeting of the American Educational Research Association, Chicago (ERIC document 260040).

Eğitimde Bir Araştırma Alanı Olarak Sınıfta Öğrenci-Öğretmen Kişilerarası İletişimi ve Öğretmen Etkileşim Ölçeği (QTI)

Yıl 2011, Cilt: 28 Sayı: 2, 23 - 45, 17.02.2016

Öz

Kaynakça

  • Abele, A. E. ve Wojciszke, B. (2007). Agency and communion from the perspective of self versus others. Journal of Personality and Social Psychology, 93(5), 751–763.
  • Brekelmans, M. (1989). Interpersonal teacher behaviour in the classroom. Utrecht: W.C.C.
  • Brekelmans, M. Wubbles, T., ve Van Tartwijk, J. (2006). Teacher – student relationship across the teaching career. Annual Meeting of the American Association Research Association (AERA), San Fransisco, USA.
  • Brekelmans, M., Wubbles, T., ve Creton, H. (1990). A study of student perceptions of physics teacher behavior. Journal of Research in Science Teaching, 27, 335–350.
  • Browne, M. W. (1992). Circumplex models for correlation matrices. Psychometrika, 57, 469–497.
  • Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: a metaanalysis. Review of Educational Research, 77 (1), 113–143.
  • Créton, H., Wubbels, T. ve Hooymayers, H. (1993). A systems perspective on classroom communication. Wubbles veLevy (Haz.). Do you know what you look like? Interpersonal relationships in education. The Falmer Press: London.
  • den Brok, P. (2001). Teaching and student outcomes. Utrecht, the Netherlands: W.C.C.
  • den Brok, P. Fisher, D., Brekelmans, M., Rickards, T., Wubbels, T., Levy, J., ve Waldrip, B. (2003). Students’ perceptions of secondary science teacher interpersonal style in six countries: A study on the validity of the questionnaire on teacher interaction. Annual meeting of the American Educational Research Association, Chicago.
  • den Brok, P., Brekelmans, M., ve Mainhard, T. (2010). The effect of students’ perceptions of their teachers’ interpersonal behaviour on their educational outcomes: a meta-analysis of research with the Questionnaire on Teacher Interaction (QTI), Eindhoven: TUe-UU-LU, 21–21.
  • den Brok, P., Brekelmans, M., ve Wubbels, T. (2004). Interpersonal teacher behavior and student outcomes. School Effectiveness and School Improvement, 15(3–4), 407–772.
  • den Brok, P., Telli, S. ve Çakıroğlu, J. (2009). Science teachers’ interpersonal behaviour in Turkey and the Netherlands: a comparison for the subjects of biology, chemistry and physics, Asian Journal of Educational Research and Synergy (AJERS), 1 (1), 82–98.
  • den Brok, P.,Tacanis, R. ve Fisher, D. (2010). How well do science teachers do? Differences in teacher-student interpersonal behaviour between science and teachers of other (school) subjects, The Open Education Journal, 3, 34–43.
  • Dorman, J. P. (2003). Cross national validation of the what is happening in this class questionnaire using confirmatory factor analysis. Learning Environments Research, 6, 231–245.
  • Genç, S. Z. (2007). Öğrenci algılarına göre ideal bir öğretim elemanında bulunması gereken özellikler. Milli Eğitim Dergisi. 173, 210–218. Ankara: MEB Yayınları.
  • Kiesler, D. J. (1983). The interpersonal transaction circle: A taxonomy for complementarity in human processes. Psychological Bulletin, 77, 421–430.
  • Kyriakides, L. B., Creemers, P. M., Antoniou, P., ve Demetriou, D. (2010). A synthesis of studies searching for the school factors: Implications for theory and research. British Educational Research Journal, 36(5), 807–830.
  • Levy, J., Créton, H. ve Wubbels, T. (1993). A typology of teacher communication style. Wubbles ve Levy (Haz.) Do you know what you look like? Interpersonel relationships in education. The Falmer Press, London Washington D.C.
  • Levy, J., den Brok, P., Wubbels, T., ve Brekelmans, M. (2003). Students’ perceptions of interpersonal aspects of the learning environment. Learning Environments Research, 6 (1), 5–37.
  • Lonner, W. J. (1980). The search for psychological universals. In H. C. Triandis ve W. W. Lambert (Haz.), Handbook of cross cultural psychology (vol. 1, pp. 143–204). Boston: Allyn and Bacon.
  • Mainhard, M.T., Rijst, R., Tartwijk, J. van, ve Wubbels, T. (2009). A model for the supervisor-doctoral student relationship. Higher Education, 58, 359–373.
  • Maulana, R. Opdenakker, M.C., Stroet, K. ve Bosker, R. (2013), Motivation during the first year of secondary education: A multilevel growth curve analysis, Journal of Youth and Adolescence A Multidisciplinary Research Publication, DOI 10.1007/s10964-013-9921-9.
  • Nurmi, J. E. (2012). Students’characteristics and teacher-child relationships in instruction: A meta-analysis, Educational Research Review, 7, 177–197.
  • Pace, J. L. ve Hemmings, A. (2007). Understanding authority in classrooms: a review of theory, ideology and research. Review of Educational Research, 77 (1), 4–27.
  • Rakıcı, N. (2004). Eight grade students’ perceptions of their science learning environment and teacher interpersonal behaviour. Yayımlanmamış yüksek lisans tezi. Orta Doğu Teknik Üniversitesi. Ankara.
  • Schrodt, P., Witt, P. L., Myers, S. A., Turman, P. D., Barton, M. H., ve Jernberg, K. A. (2008). Learner empowerment and teacher evaluations as functions of teacher power use in the college classroom. Communication Education, 57 (2), 180–200.
  • Segall, M. H., Dasen, P. R., Berry, J. W. vePoortinga, Y. H. (Haz.). (1990). Human behavior in global perspective: An introduction to cross-cultural psychology. New York: Pergamon.
  • Strack, S. (1996). Introduction to the special series – Interpersonal theory and the interpersonal circumplex: Timothy Leary’s legacy. Journal of Personality Assessment, 66, 212–216.
  • Şimşeker, M. (2005). Eight grade students’ perceptions of their mathematics teachers’ interpersonal behaviours. Yayımlanmamış yüksek lisans tezi. Orta Doğu Teknik Üniversitesi. Ankara.
  • Taşkafa, G. (1989). As teachers we are evaluating our students constantly: have you ever thought how our students evaluate us? Çağdaş Eğitim, 14, 27–30.
  • Teddlie, C. veReynolds, D. (2000). The international handbook of school effectiveness research. London/New York: Falmer Press
  • Telli, S. (2006). Students’ perceptions of their science teachers’ interpersonal behaviour in two countries: Turkey and the Netherlands. Yayımlanmamış doktora tezi, Ortadoğu Teknik Üniversitesi, Ankara.
  • Telli, S., Çakıroğlu, J. ve den Brok P. J., (2007a). Genel ve meslek liselerinde öğrenci algılarına göre belirlenen kişilerarası öğretmen profillerinin karşılaştırılması. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 22 (2), 64–72.
  • Telli, S., den Brok, P. J. ve Çakıroğlu, J. (2007b). Students’ perceptions of science teachers’ interpersonal behaviour in secondary schools: Development of the Turkish version of the Questionnaire on Teacher Interaction. Learning Environment Research, 10 (2), 115–129.
  • Telli, S., den Brok, P. J. ve Çakıroğlu, J. (2007c). Teacher- students interpersonal behaviour in secondary science classes in Turkey. Journal of Classroom Interaction, 42 (2), 31–40.
  • Telli S., veden Brok, P. J. (2008) Primary school students perceptins of their teachers behaviour and Questionarrie on Teacher Interaction, VII National Primary School Teaching Symposium, Çanakkale Onsekiz Mart Üniversitesi Egitim Fakültesi, Çanakkale,Turkey.
  • Telli S., veden Brok, P. J. (2009) Turkish university students’ perceptions of their lecturers’ interpersonal behaviour. The Biannual Meeting of European Association for Research on Learning and Instruction (EARLI), Amsterdam.
  • Telli, S., den Brok, P. J. ve Çakıroğlu, J., (2010) The importance of the teacher-student interpersonal relationship for Turkish students’ attitudes towards science. Research in Science veTechnological Education (RSTE), 28 (3), 237–252.
  • Telli, S., ve den Brok, P. (2012). Teacher-student interpersonal behaviour in the Turkish primary to higher education context. In B. Fraser ve J. Dorman (Haz.), Interpersonal Relationships in Education, 187–206. SENSE publishers.
  • Tracey, T. J. (1994). An examination of complementarity of interpersonal behavior. Journal of Personality and Social Psychology, 67, 864–878.
  • Van Tartwijk, J. (1993). Sketches of teacher behavior: The interpersonal meaning of nonverbal teacher behavior in the classroom. Utrecht: W.C.C.
  • Wei, M., den Brok, P. ve Zhou, Y. (2009). Teacher interpersonal behaviour and student achievement in English as a foreign language classrooms in China. Learning Environ Res, 12.157–174. (26 Şubat 2011 tarihinde Springerlink.com web adresinden indirilmiştir.)
  • Witt, P. L., Wheeless, L. R., ve Allen, M. (2004). A meta-analytical review of the relationship between teacher immediacy and student learning. Communication Monographs, 71 (2), 184–207.
  • Wubbels, T., ve Brekelmans, M. (2005). Two decades of research on teacher-student relationships in class. International Journal of Educational Research, 43(1-2), 6-24.
  • Wubbels, T., ve Levy, J. (1993). Do you know what you look like? Interpersonal relationships in education. London: The Falmer Press.
  • Wubbels, T., Brekelmans, M., den Brok, P., Levy, J., Mainhard, T. ve van Tartwijk, J. (2012). Let’s make things better, P.J. den Brok, J. van Tartwijk, J. Levy veT. Wubbels (Haz.), Interpersonal relationships in education: an overview of contemporary research. (pp. 225–249) SENSE Publishers.
  • Wubbels, T., Brok, P.J., den, Veldman, I., ve Tartwijk, J. (2006). Teacher interpersonal competence for Dutch secondary multicultural classrooms. Teachers and Teaching: Theory and Practice, 12, 407–433.
  • Wubbels, T., Créton, H. A., ve Hooymayers, H. P. (1985). Discipline problems of beginning teachers, interactional teacher behavior mapped out. The annual meeting of the American Educational Research Association, Chicago (ERIC document 260040).
Toplam 48 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Özgün Çalışma
Yazarlar

Gözde Saydam Bu kişi benim

Sibel Telli

Yayımlanma Tarihi 17 Şubat 2016
Yayımlandığı Sayı Yıl 2011 Cilt: 28 Sayı: 2

Kaynak Göster

APA Saydam, G., & Telli, S. (2016). Eğitimde Bir Araştırma Alanı Olarak Sınıfta Öğrenci-Öğretmen Kişilerarası İletişimi ve Öğretmen Etkileşim Ölçeği (QTI). Bogazici University Journal of Education, 28(2), 23-45.