Çevrimiçi Eylem Araştırması Uygulamalarıyla İngilizce Öğretim Görevlilerinin Öğretmen Etmenliklerinin Geliştirilmesi

Öz

Öğretmenlerin etkililiği nasıl görev tanımı yaptıklarına, strateji kullandıklarına ve başarılı olduklarına ve karşılaştıkları problemleri nasıl çözdüklerine yani ne kadar etmen olduklarına bağlıdır (Bray-Clark & Bates, 2003). Eylem araştırması, öğretmen etmenliğiyle yakından ilişkilidir çünkü etmenlik ve öğretmenlerin kendi problemlerini ele almayı sahiplenme anlayışlarını teşvik ederek öğretmenleri güçlendirip destekler. Bu bakımdan öğretmen etmenliği öğretmen etkililiğiyle yakından ilgilidir. Bu doğrultuda mevcut çalışmanın amacı çevrim içi eylem araştırması yapmanın İngilizce öğretim görevlilerinin sınıftaki etmenliklerine olan etkisini araştırmaktır. Antalya/Türkiye’de bir devlet üniversitesinde görev yapan yedi İngilizce öğretim görevlisi çalışmaya katılmıştır. Veri toplama araçları, çevrim içi eylem araştırması uygulamasının başında ve sonunda kullanılan öğretmen etmenliği ölçeği, yarı yapılandırılmış görüşmeler ve ders gözlemlerini içermektedir. Veriler, içerik analizi ve çalışma öncesinde ve sonrasında uygulanan testlerin sonuçlarının karşılaştırılmalı olarak incelenmesini içermektedir. Çalışma, eylem araştırması yapmanın katılımcıların öğretme ve öğrenme süreçlerinde daha aktif olmalarına, planda belirtilenden daha fazlasını yapmalarına, öğretmenliklerine daha eleştirel bakmalarına ve ortaklaşa bilgi ve deneyim paylaşımı sayesinde birbirlerinden öğrenmelerine imkân sağladığını ortaya koymuştur. Bu bulgular eylem araştırmasının mesleki gelişim programlarına entegre edilmesinin öğretmen etmenliğini arttırabileceğini ve öğretmenlerin otonom karar vermelerini destekleyebileceğini önermektedir

Anahtar Kelimeler

• Çevrimiçi eylem araştırması
• Öğretmen etmenliği
• etkili Öğretmen
• mesleki gelişim.

Proje Numarası

SDK-2020-12843

Enhancing Teacher Agency of EFL Instructors via Online Action Research Practices

Öz

Effectiveness of teachers hinges on how they define tasks, use strategies, realise that they can succeed, and solve the problems they face—that is, how agentic they are (Bray-Clark & Bates, 2003). Action research is closely linked to teacher agency because it empowers and supports teachers by promoting sense of agency and ownership to deal with their own problems. Hence, teacher agency is closely related to teacher effectiveness. Accordingly, the aim of the present study is to explore the effects of implementing online action research on EFL instructors’ use of agency in the classroom. Seven EFL instructors, who work at a state university in Antalya, Turkey participated in the study. Data gathering instruments included a teacher agency scale, semi-structured interviews, and lesson observation techniques administered before and after the AR procedure. The data were analysed using content analysis and comparative examination of pre- and post-implementation results. The study revealed that the AR procedure led participants to take more action during the teaching and learning process, do more than what was originally planned, reflect more critically on their teaching, and learn from others through collaborative knowledge and experience sharing. These findings suggest that incorporating AR into professional development programmes may enhance teacher agency and support autonomous pedagogical decision-making.

Anahtar Kelimeler

• Online action research
• Teacher agency
• Effective teacher
• Professional development

Destekleyen Kurum

Çukurova University Scientific Research Centre (BAP)

Proje Numarası

SDK-2020-12843

Teşekkür

Çukurova Üniversitesi Bilimsel Araştırma Projeleri merkezine ve değerli tez danışmanım Gülden İlin Hocama teşekkür ederim.

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