A Critical Look at the Training Process in the Department of Education of the Hearing- Impaired as a Teacher Educator: Self-Study Research

Abstract

In related literature, there are various studies focusing on teacher educators’ competencies. It is stated that newly-employed teacher educators should certainly undergo a training process to acquire the necessary competencies in conducting the teaching practices. The purpose of the present study was to examine the training process from a critical perspective as a teacher educator, who was also the author of this paper, employed in 2007 as a faculty member in the department of Education of the Hearing-Impaired at Anadolu University. The study was designed based on the self-study approach in which researchers report their experiences critically and comparatively. The author used the reflections he made in the research process as a data source. Analysis of the data collected was carried out regarding the research questions as themes. In the process of analysis, in order to prevent data loss and to avoid incorrect coding in the phase of coding, the faculty members experienced in the process were asked for their help. As a result of the analysis conducted, three themes were obtained at the end of the training process: teacher educator, elementary school teacher and the contributions of considering the two areas simultaneously to my professional development and experiences. Depending on the themes and findings obtained, the important characteristics of the training process included monitoring constantly in cooperation, providing feedback-based support, providing flexibility, providing rich experiences in every step, creating awareness, making reflections and maintaining balanced learning. Based on these results, the author suggested not only conducting a comprehensive study on the application processes and professional experiences of teacher educators in Turkey but also developing a standard teacher education program accordingly.

Keywords

• Teacher education, teaching practices, new teacher educator, elementary school teacher of the hearing-impaired, self-study, professional development

İşitme Engelliler Öğretmenliği Programında Öğretmen Eğitimcisi Olarak Yetişme Sürecine Eleştirel Bakış: Öz-Değerlendirme Araştırması

Öz

Hizmet öncesi öğretmen yetiştirme programlarında öğretmen eğitimcilerinin yeterlilikleri sıklıkla vurgulanmaktadır. Dolayısıyla göreve yeni başlayan öğretmen eğitimcilerinin, öğretmenlik uygulama çalışmalarını yürütme yeterliliklerine sahip olmaları için mutlaka bir yetişme sürecinden geçmeleri gerektiği ifade edilmektedir. Bu makalenin amacı yazarın 2007 yılından itibaren öğretim elemanı olarak görev yaptığı Anadolu Üniversitesi, İşitme Engelliler Öğretmenliği Anabilim Dalı’nda dahil olduğu öğretmen eğitimcisi olarak yetişme sürecini eleştirel bakış açısı ile incelemektir. Makale araştırmacıların/öğretmen eğitimcilerinin deneyimlerini eleştirel, karşılaştırmalı olarak ele aldıkları öz değerlendirme yaklaşımına dayalı desenlenmiştir. Araştırma veri kaynağı olarak yazarın araştırma sürecinde yazdığı araştırmacı günlüğünden yararlanılmıştır. Elde edilen veriler analizi araştırma soruları tema olarak kabul edilerek gerçekleştirilmiştir. Analiz sürecinde kodlama aşamasında özellikle veri kaybını önlemek, yanlış kodlamadan kaçınmak amacıyla süreçteki deneyimli öğretim elemanlarından destek alınmıştır. Gerçekleştirilen analiz sonucunda araştırmacının yetişme sürecinin sonunda öğretmen eğitimcisi, sınıf öğretmeni ve her iki alanın eş zamanlı olarak ele alınmış olması bağlamında deneyimlerine ve mesleki gelişime olan katkıları şeklinde üç temel tema ortaya çıkmıştır. Elde edilen tema ve bulgulardan yola çıkarak yetişme sürecinin öne çıkan önemli özellikler; işbirliği ile destekleme, sürekli izleme ve geri bildirimlere dayalı destekleme, esnek, her adımda zengin yaşantılar sağlanarak farkındalık yaratmaya dayalı, yansıtmalı ve dengeli öğrenmenin gerçekleştirilmesi şeklindedir. Bu sonuçlardan yola çıkarak, Türkiye eğitim sisteminin her alanında öğretmen yetiştirme sorumluluğunu alacak öğretmen eğitimcilerinin mutlaka bir yetişme sürecinden geçmeleri gerektiği vurgulanmıştır. Ayrıca Türkiye’de öğretmen eğitimcilerinin mesleki deneyim ve uygulama süreçlerine ilişkin geniş çaplı bir araştırmanın gerçekleştirilmesi önerilmiştir.

Anahtar Kelimeler

• Öğretmen yetiştirme, öğretmenlik uygulama çalışmaları, yeni öğretmen eğitimcisi, işitme engelliler sınıf öğretmeni, öz-değerlendirme, mesleki gelişim

Kaynakça

1. Alderton, J. (2011). Exploring self-study to improve my practice as a mathematics teacher educator. Studying Teacher Education, 4(2), 95-104.
2. Barkham, J. (2005). Reflections and interpretations on life in academia: A mentee speaks. Mentoring & Tutoring, 13 (3), 331-44. Retrieved November 02 February, 2011, from www.ingentaconnect.com/content/routledg/cmet ; jsessionid= 2cu90rs6309m8.alice
3. Berry, A. (2009). Professional self-understanding as expertise in teaching about teaching. Teachers and Teaching: Theory and Practice, 15 (2), 305-318.
4. Birgin, O., Catlıoğlu, H., Costu, S., & Aydın, S. (2009). The investigation of the views of student mathematics teachers towards computer-assisted mathematics instruction. Procedia Social and Behavioral Sciences, 1(1), 676-680.
5. Boyd, P., Harris, K., & Murray, J. (2007). Becoming a teacher educator: Guidelines for the induction of newly appointed lecturers in initial teacher education. Higher Education Academy Education Subject Centre, ESCalate University of Bristol, Graduate School of Education.
6. Brandt, C. (2008). Integrating feedback and reflection in teacher preparation. E LT Journal Volume 62(1), 37-46.
7. Brinko, K. T. (1993). The practice of giving feedback to improve teaching: What is effective? The Journal of Higher Education, 64(5), 574-593.
8. Bullough, R. V. (1994). Personel history and teaching metaphors: A self study of teaching as conversation. Teacher Education Quarterly, 21(1), 107-120.

9. Bullough, R. V. (2005). Being and becoming a mentor: School-based teacher educators and teacher educator identity. Teaching and Teacher Education, 21, 143-155. Bullough, R.V., & Pinnegar, S. (2001). Guidelines for quality in autobiographical forms of self-study research. Educational Researcher, 30(3), 13—21.
10. Burbank, M., D., & Kauchak, D. (2003). An alternative model for Professional development: Investigations into effective collaboration. Teaching and Teacher Education, 19, 499-514.
11. Butler, D. L., & Schnellert, L. (2012). Collaborative inquiry in teacher professional development. Teaching and Teacher Education 28, 1206-1220.
12. Butler, D. L., Lauscher, H. N., Javis-Seliner, S., & Beckingham, B. (2004). Collaboration and self-regulation in teachers’ professional development. Teaching and Teacher Education 20, 435–455.
13. Christensen, K., & Luckner, J. (1995). Teacher preparation in the 21st century: Meeting diverse needs. Journal of Childhood Communication Disorders, 17, 27-31. Çicek, S., ve İnce, M. L. (2005). Öğretmen adaylarının öğretmenlik uygulama sürecine ilişkin görüşleri. Hacettepe Journal of Sport Sciences, 16(3), 146-155.
14. Clarkea, D., & Hollingsworthb, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education 18, 947–967.
15. Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (2nd ed.). Upper Saddle River, NJ: Pearson.
16. Duncan, J. (1999). Conversational skills of children with hearing loss and children with normal hearing in an integrated setting. Volta Review, 101(4), 193-211.
17. Eraslan, A. (2009). Prospective mathematics teachers’ opinions on ‘teaching practice’. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 3(1), 207-221.
18. Feldman, A. (2003). Validity and quality in self-study. Educational Researcher, 32(3), 26-28.
19. Feldman, A., Paugh, P., & Milss, G. (2004). Self-study through action research. In: Loughran, J. J. International handbook of self-study of teaching and teacher education practices. Springer: New York.
20. Fourie, R. J. (2007). A qualitative self-study of Retinitis Pigmentosa. The British Journal Of Vısual Impairment, 25(3): 217–232.
21. Gallagher, T., Griffin, S., Parker, D. C., Kitchen, J., & Figg, C. (2011). Establishing and sustaining teacher educator professional development in a selfstudy community of practice: Pre-tenure teacher educators developing professionally. Teaching and Teacher Education 27, 880-890.
22. Gürgür, H. (2012). Examining the training process of a new teacher educator in the field of the education of the hearing impaired. Educational Sciences: Theory and Practice, 12, 945-970.
23. Hadar, L., & Brody, D. (2010). From isolation to symphonic harmony: Building a professional development community among teacher educators. Teaching and Teacher Education 26, 1641-1651.
24. Hamilton, M. (1998). (Ed.). Reconceptualizing teacher education. London: Falmer
25. Hamilton, M. L., & Pinnegar, S. (2000). On the threshold of a new century: Trustworthiness, integrity, and self-study in teacher education. Journal of Teacher Education, 51(3), 234-240.
26. Kaya, S. ve Kartallıoğlu, S. (2010). Okul temelli mesleki gelişim modeline yönelik koordinatör görüşleri. Abant İzzet Baysal Üniversitesi Dergisi, 10(2), 1151
27. Ketter, J., & Stoffel, B (2011). Getting real: Exploring the perceived disconnect between education theory and practice in teacher education. Studying Teacher Education, 4(2), 129-142.
28. Kitchen, J., Parker, D., & Gallagher, T. (2011). Authentic conversation as faculty development: Establishing a self-study group in faculty of education. Studying Teacher Education, 4(2), 157-171.
29. Knight, P. (2002). A systematic approach to professional development: Learning as practice. Teaching and Teacher Education, 18, 229-241.
30. Korthagen, F., Loughran, J., & Lunenberg, M. (2005). Teaching teachers-studies into the expertise of teacher educators: An introduction to this theme issue. Teaching and Teacher Education, 21, 107-115.
31. Kösterelioğlu, İ., ve Kösterelioğlu Akın, M. (2008). Okul temelli mesleki gelişim çalışmalarının okullarda örgüt kültürü oluşturmaya katkısı. Sakarya Üniversitesi Fen Edebiyat Fakültesi Dergisi, 10(2), 243-255.
32. Kuijpers, J. M., Houtveen, A. A. M., & Wubbles, Th. (2010). An integrated professional development model for effective teaching. Teaching and Teacher Education 26, 1687-1694.
33. Loughran, J. (2007). Researching teacher education practices: Responding to the challenges, demands and expectations of self-study. Journal of Teacher Education, 58(1), 12-20.
34. Lunenberg, M., & Willemse, M. (2007). Research and professional development of teacher educators. European Journal of Teacher Education, 29(1), 81-95.
35. MEB, (2007). Okul temelli mesleki gelişim kılavuzu. Ankara: MEB Yayınevi.
36. Nira, A., E., & Boglerb, R. (2008). The antecedents of teacher satisfaction with professional development programs. Teaching and Teacher Education 24, 377–386.
37. Sales, A., Traver, J. A., & Garcia, R. (2011). Action research as a school-based strategy in intercultural professional development for teachers. Teaching and Teacher Education 27, 911-919.
38. Samaras, A. P., & Freese, A. R. (2009). Looking back and Looking forward. In C. A. Lassonde, S. Galman, & C. Kosnik (Eds.) (2009). Self-study research methodologies for teacher educators. Sense Publishers: Boston.
39. Samas, A. P. (2010). Self-study teacher research: Improving your practice through collaborative inquiry. Thousand Oaks, CA: Sage
40. Scheeler, M. C., Ruhl, K. L., & McAfee, J. K. (2004). Providing performance feedback to teachers: A review. Teacher Education and Special Education, 27(4), 394-40
41. Snoek, M., & Zogla, I. (2009). Teacher education in Europe; main characteristics and developments. In: A. Swennen & M. VanDerKlink. Becoming a teacher educator. Theory and practice for teacher educators (11-127). Springer: Dodrecht.
42. Swennen, A., & VanDerKlink, M. (2009). Becoming a teacher educator: Theory and practice for teacher educators. Dordrecht: Springer.
43. Tye-Murray, N. (1994). How to guide to develop and expand conversational skills of children and teenagers who are hearing ımpaired. Alex Graham Bell Assn for Deaf.
44. Ulusoy, K. (2009). Teacher candidates’ perspectives about mentor teachers’ teaching methods while teaching history lessons. Electronic Journal of Social Sciences, 8(30), 1-17.
45. Wilkins-Canter, E.A. (2010). The nature and effectiveness of feedback given by cooperating teachers to student teachers. The Teacher Educator, 32(4), 235-249.
46. Wood, D., & Borg, T. (2010). The rocky road: The journey from classroom teacher to teacher educator. Studying Teacher Education, 6(1), 17-28.
47. Yüksel, İ., ve Adıgüzel, A. (2012). Öğretmenlerin okul temelli mesleki gelişim modellerine ilişkin görüşlerinin çeşitli değişkenlere göre değerlendirilmesi. Mardin Artuklu Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 6, 117-134.
48. Zeichner, K. (2005). Becoming a teacher educator: A personal perspective. Teaching and Teacher Education, 21, 117-124. Yazar İletişim Dr. Hasan GÜRGÜR, işitme engelli çocukların eğitimi alanında yardımcı doçenttir. Çalışma alanları arasında işitme engellilerin eğitimi, öğretmen yetiştirme, kaynaştırma uygulamaları, nitel ve eylem araştırma yöntemleri yer almaktadır.