Kuram ve Uygulama Arasında Köprü Kurmak: Araştırmalarda Az İncelenmiş Bir Bağlamda Türk Hizmet İçi İngilizce Öğretmenlerinin Lisansüstü Eğitime Yönelik Motivasyonları ve Deneyimleri

Öz

Batı bağlamlarında öğretmenlerin mesleki gelişimi üzerine kapsamlı araştırmalar yapılmış olmasına rağmen, yeterince incelenmemiş bölgelerin sesleri hâlâ marjinalleştirilmektedir. Bu nitel fenomenolojik çalışma, Türkiye’nin güneydoğusundaki uzak bir bölge olan Hakkâri’de yüksek lisans (MA) eğitimi alan 13 hizmet içi İngilizce öğretmeninin motivasyonlarını ve deneyimlerini incelemektedir. Yüz yüze yarı yapılandırılmış görüşmelerin tematik analizi yüksek değerlendiriciler arası güvenirlik ile (Miles & Huberman = 0.91) mezuniyet eğitiminin, sınırlı maddi teşviklere (yalnızca %5 maaş artışı) rağmen, özellikle öğrenme sevgisi (%38.5) ve mesleki durgunluk (%30.8) gibi içsel motivasyonlarla yönlendirildiğini ortaya koymuştur. MA programı; yansıtıcı uygulama gelişimini (%84.6), özgüven artışını (%46.2) ve öğretmen-araştırmacı kimliğinin oluşumunu (%38.5) önemli ölçüde desteklemiştir. Katılımcıların %76.9’u öğretme ve öğrenme arasında güçlü bir karşılıklı ilişki bulunduğunu belirtmiş; öğretim deneyiminin kuramı somut ve anlaşılır hâle getirdiğini ifade etmiştir (en baskın tema, %53.8). Her ne kadar katılımcıların %38.5’i zaman ve iş yükünü yönetmede zorluk yaşadığını belirtse de, tamamı bu zorluklara rağmen programın faydalarının daha ağır bastığını vurgulamıştır. Bu çalışma, kaynak açısından kısıtlı ortamlarda mesleki gelişimin ortak örüntülerinin bağlamsal farklılıklarla ortaya çıktığını göstererek, Küresel Güney’de öğretmen eğitimi araştırmalarındaki önemli bir boşluğu doldurmakta ve dünyanın uzak bölgelerindeki lisansüstü öğretmen eğitimi politikalarına ışık tutmaktadır.

Anahtar Kelimeler

• Hizmet içi öğretmenler
• öğretmenlerin mesleki gelişimi
• yansıtıcı uygulama
• öğretmen kimliği
• Türkiye
• EFL
• motivasyon
• kuram-uygulama bütünleşmesi

Destekleyen Kurum

Yazarlar, bu araştırmanın kamu, ticari veya kâr amacı gütmeyen herhangi bir finansman kuruluşundan özel bir hibe almadığını beyan etmişlerdir.

Bridging Theory and Practice: Turkish In-Service EFL Teachers’ Motivations and Experiences in Graduate Education in an Underresearched Context

Öz

Voices from understudied regions continue to be marginalized despite the fact that teacher professional development has been thoroughly examined in Western contexts. The motivations and experiences of 13 in-service EFL teachers pursuing Master of Arts (MA) degrees in Hakkari, a remote area of southeast Türkiye, are investigated in this qualitative phenomenological study. The results of thematic analysis of in-person semi-structured interviews with high inter-rater reliability (Miles-Huberman = 0.91) show that graduate pursuit is driven by intrinsic motivations, especially a love of learning (38.5%) and professional stagnation (30.8%), even in the face of meager financial incentives (a 5% pay increase). Through the development of reflective practice (84.6%), confidence building (46.2%), and teacher-researcher identity (38.5%), the MA program had a significant impact on teaching practice. Most importantly, 76.9% of participants stated that teaching and learning have strong reciprocal influences, with teaching experience helping to make theory tangible and understandable (the strongest single theme, 53.8%). Even though 38.5% of participants reported having trouble managing their time and workload, everyone who did so stressed that the advantages outweighed the drawbacks. By showing that common patterns of professional development appear with significant contextual variations in resource-constrained settings, this study fills important gaps in the research on teacher education in the Global South. The results guide graduate teacher education policies in remote areas across the globe.

Anahtar Kelimeler

• In-service teachers
• graduate education
• teacher professional development
• reflective practice
• teacher identity
• Türkiye
• EFL
• motivation
• theory-practice integration

Destekleyen Kurum

The authors declared that this research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.

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