Öğretmen Eğitiminde Nitel Bir Araştırma Yöntemi Olarak Bireysel Araştırma+

Yıl 2016, Cilt: 4 Sayı: 1, 7 - 25, 31.03.2016

Bülent Alan

Öz

Nitel bir araştırma yöntemi olarak bireysel araştırma son yıllarda özellikle öğretmen eğitimi
alanında giderek yaygınlaşan ve akademik çevrelerce saygınlığı kabul edilen bir araştırma yöntemi
olmuştur. Bu yöntemde öğretmenler ve öğretmen adayları kendi uygulamalarını araştırmakta ve
incelemektedir. Öğretmenin ve öğretmen adayının bireysel uygulamalarını yansıtmaya dayalı bir
yaklaşımla sürekli olarak sorgulamasını amaçlayan bireysel araştırmalarda araştırmacı araştırma
konusu olarak kendisini belirler. Araştırmacı sistematik veri toplayarak kendi uygulamaları
hakkında daha derin bir anlayış geliştirir. Aynı zamanda araştırmasının sonuçlarını okuyucuların
kendi dünyaları ile ilişkilendirmelerini ve araştırmanın gerçekleştiği ortamın okuyucu tarafından
zihinlerinde canlandırılıp böylece yaşanılan deneyimden diğer kişilerin de dersler çıkarmasını
amaçlar. Eğitimcilere sağladığı faydalara rağmen bireysel araştırma nitel araştırma yöntemi olarak
Türkiye’de fazla tanınmamaktadır. Bu yüzden bu çalışmada, öncelikle bireysel araştırmanın kısa bir
tarihçesi verilmiş ve nitel bir yöntem olarak nasıl geliştiği anlatılmıştır. Daha sonra bireysel
araştırmanın özellikleri ve diğer nitel araştırma yöntemlerinden ayrılan yönleri farklı bireysel
araştırma örnekleriyle kısaca açıklanmıştır. Makalenin son bölümünde ise bireysel araştırmanın
öğretmen eğitiminde nasıl kullanılabileceği tartışılmıştır. 

Anahtar Kelimeler

Bireysel araştırma yöntemi, öğretmen eğitimi, nitel araştırma

Kaynakça

• Alan, B. (2015). Continuous professional development for novice teachers of English. US-China Education Review B. 5(8), 527-534.
• Akinbode, A. (2013). Teaching as lived experience: The value of exploring the hidden and emotional side of teaching through reflective narratives. Studying Teacher Education: A journal of self- study of teacher education practices. 9(1), 62-73.
• Bandura, A. (1971). Social learning theory. New York. General Learning Press.
• Baskerville, D. & Goldblatt, H. (2009). Learning to be a critical friend: from Professional indifference through challenge to unguarded conversations. Cambridge Journal of Education. 39(2), 205-221. Brandenburg, R. (2008). Powerful pedagogy. Self-study of a teacher educator’s practice. Australia: Springer.
• Coia, L. & Taylor, M. (2008). Co/autoethnography: Exploring our teaching selves collaboratively. In Tidwell, D.L., Heston, M.L. & Fitzgerald, L.M. (Eds.), Research methods for the self-study of practice (pp. 3-16). Australia: Springer.
• Cardetti, F. & Orgnero, M. C. (2013). Improving teaching practice through interdisciplinary dialogue. Studying Teacher Education: A journal of self-study of teacher education practices. 9 (3), 251- 266.
• Connelly, F.M. & Clandinin, D.J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19 (5), 2-14.
• Clift, R.T., Brady, P., Mora, A. R., Choi, S.J. & Stegemoller, J. (2005). From self-study to collaborative self-study of collaboration. In Kosnik, C., Beck, C., Freese, A. R., & Samaras, A.P. (Eds.), Making a difference in teacher education through self-study (pp. 85-100). Netherlands. Springer.
• Costa, A. & Kallick, B. (1993). Through the lens of a critical friend. Educational Leadership, 51 (2), 49-51.
• Dyson, M. (2007). My story in a profession of stories: Auto ethnography - an empowering methodology for educators. Australian Journal of Teacher Education. 32 (1), 36-48.
• Dünya Bankası Raporu, (2011). Türkiye’de temel eğitimde kalite ve eşitliğin geliştirilmesi: Zorluklar ve seçenekler. Rapor No: 54131TR.
• Ellis, C., Adams, E.T. & Bochner, P.A. (2010). Autoethnography: An Overview [40 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 12(1), Art.10.
• East, K., Fitzgerald, L.M. & Heston, M.L. (2009). Talking teaching and learning: Using dialogue in self-study. In Tidwell, D.L., Heston, M.L. & Fitzgerald, L.M. (Eds.), Research methods for the self-study of practice (pp. 55-72). Australia: Springer.
• Glesne, C. (2011). Becoming qualitative researchers (4th ed.). Boston: Pearson.
• Griffiths, M., Malcolm. H. & Williamson, Z. (2009). Faces and spaces doing research. In Tidwell, D.L., Heston, M.L. & Fitzgerald, L.M. (Eds.), Research methods for the self-study of practice (pp. 101-118). Australia: Springer.
• Haigh, N. (2005): Everyday conversation as a context for professional learning and Development. International Journal for Academic Development, 10 (1), 3-16.
• Hamilton, L.M. & Pinnegar, S. (2009). Creating representations. Using collage in self-study. In Tidwell, D.L., Heston, M.L. & Fitzgerald, L.M. (Ed.), Research methods for the self-study of practice (pp. 155-170). Australia: Springer.
• Kaplan, J.S. (2002). A journey towards self-understanding: Reflections on a teacher educators’ methodology. Journeys of Hope: Risking Self-Study in a DiverseWorld. Proceedings of the Third International Conference on Self-Study of Teacher Education Practices, Herstmonceux Castle, East Sussex, UK. (pp. 31-35).
• Kitchen, J. (2008). Passages: Improving teacher education through narrative self-study. In Tidwell, D.L., Heston, M.L. & Fitzgerald, L.M. (Ed.), Research methods for the self-study of practice (pp. 35-51). Australia: Springer.
• Koster, B. & van den Berg, B. (2014). Increasing professional self-understanding: Self-study research by teachers with the help of biography, core reflection and dialogue. Studying Teacher Education: A journal of self-study of teacher education practices, 10 (1), 86-100.
• Kuzmik, J. J. & Bloom, L. R. (2008). “Split at the roots”: Epistemological and ontological challenges/tensions/possibilities and the methodology of self-study research. Pathways to change in teacher education: Dialogue, diversity and self-study. Proceedings of the Seventh International Conference on Self-Study of Teacher Education Practices, Herstmonceux Castle, East Sussex, England (pp. 207–212).
• Loughran, J.J. (2005). Series editor introduction. In Kosnik, C., Beck, C., Freese, A. R., & Samaras, A.P. (Eds.), Making a difference in teacher education through self-study (pp. ix-xi). Netherlands: Springer.
• Lyons, N. H, Carmel. & Freidus, H. (2013). Reflective inquiry as transformative self-study for professional education and learning. Studying Teacher Education, 9 (2), 163–174.
• Mitchell, C., Weber, S. & Pithouse, K. (2009). Facing the public: Using photography for self-study and social action. In Tidwell, D.L., Heston, M.L. & Fitzgerald, L.M. (Eds.), Research methods for the self-study of practice (pp. 119-134). Australia: Springer.
• Patton, M.Q. (2014). Nitel araştırma ve değerlendirme yöntemleri. 3. Baskıdan Çeviri. Bütün, M & Demir, S. B. (Edt.), Ankara: Pegem Akademi.
• Pinnegar, S. & Hamilton, L.M. (2009). Self-study of practice as a genre of qualitative research. Theory, methodology and practice. Dordrecht: Springer.
• Placier, P., Pinnegar, S., Hamilton, L.M. & Guilfoyle, K. (2005). Exploring the concept of dialogue in the self-tudy of teaching practices. In Kosnik, C., Beck, C., Freese, A. R., & Samaras, A.P. (Eds.). Making a difference in teacher education through self-study (pp. 51-64). Netherlands: Springer.
• Placier, P., Cockrell, S.K., Burgoyne, S., Welch, S., Neville, H. & Eferakorho, J. (2005). Theatre of the oppressed as an instructional practice. In Kosnik, C., Beck, C., Freese, A. R., & Samaras, A.P. (Eds.). Making a difference in teacher education through self-study (pp. 131-146). Netherlands: Springer.
• Rosa T.C.C. & Chan, E.Y. (2009). Teaching and learning through narrative inquiry. In Tidwell, D.L., Heston, M.L. & Fitzgerald, L.M. (Eds.), Research methods for the self-study of practice (pp. 17- 34). Australia: Springer.
• Russell, T. (2005). How 20 years of self-study changed my teaching. In Kosnik, C., Beck, C., Freese, A. R., & Samaras, A.P. (Eds.), Making a difference in teacher education through self-study (pp. 3-19). Netherlands: Springer.
• Samaras, A.P. & Freese, A. R. (2009). Looking Back and Looking Forward. An Historical Overview of Self Study School. In Lassonde A. C., Galman, S. & Kosnik, C (Eds.), Self-Study Research Methodologies for Teacher Educators (pp. 3-20). Rotterdam: Sense Publishers.
• Samaras, A.P. (2011). Self-study teacher research. Improving your practice through collaborative inquiry. CA: Sage Publications.
• Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the profession. San Francisco. CA: Jossey-Bass.
• Tidwell, D. & Manke, M. P. (2009). Making meaning of practice through visual metaphor. In Tidwell, D.L., Heston, M.L. & Fitzgerald, L.M. (Eds.), Research methods for the self-study of practice (pp. 135-153). Australia: Springer.
• Tidwell, D. L. Heston, M. L. & Fitzgerald, L. M. (Eds.) (2009). Research methods for the self-study of practice. Australia: Springer.
• Vygotsky, L. S. (1978). Mind in society: The development of higher mental processes. Cambridge, MA: Harvard University Press.
• Wall, S. (2006). An autoethnography on learning about autoethnography. International Journal of Qualitative Methods, 5 (2), Article 9.
• Yıldırım, A. (2011). Öğretmen eğitiminde çatışma alanları ve yeniden yapılanma. Uluslararası eğitim programları ve öğretim çalışmaları dergisi. 1 (1), 1-18.
• Zeichner, K. (2005). Foreword. In Kosnik, C., Beck, C., Freese, A. R., & Samaras, A.P. (Eds.), Making a difference in teacher education through self-study (pp. xiii-xv). Netherlands: Springer.