Araştırma Makalesi
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Exploring the Lesson Study Experience of EFL Instructors at Higher Education: A Pilot Study

Yıl 2018, Cilt: 6 Sayı: 3, 313 - 340, 30.11.2018

Öz

This study aims to present the findings of a pilot Lesson Study implementation at a Turkish foundation university which took place between May and June, 2016 with the participation of three EFL instructors. Since an in-depth analysis of a group of instructors was required in order to have a comprehensive understanding of how the model was implemented, what issues and challenges were experienced and what lessons were learned by participant instructors, the study was designed as a qualitative phenomenological case study. Data obtained through interviews were subsequently coded and interpreted through content analysis. Results showed that issues with Lesson Study were mainly about feelings of anxiety, workload, conceptualizing the model and performing the model; however, results also revealed that it could contribute to professional development of instructors in certain aspects such as collaborative lesson planning, delivering less teacher-fronted lessons, focusing more on students and improving time management skills.

Kaynakça

  • Akbaba Dağ, S. (2014). Mikroöğretim ders imecesi modeli ile sınıf öğretmeni adaylarının kesir öğretim bilgilerinin geliştirilmesine yönelik bir uygulama. (Doktora Tezi). Dumlupınar Üniversitesi, Kütahya.
  • Aydoğan Yenmez, A. (2012). An investigation of in-service secondary mathematics teachers’ evolving knowledge through professional development activities based on modeling perspective. (Doktora Tezi). ODTÜ, Ankara.
  • Baki, M., & Arslan, S. (2010). Ders İmecesinin sınıf öğretmeni adaylarının matematik dersinin planlama bilgilerine etkisinin incelenmesi. Turkish Journal of Computer and Mathematics Education, 6(2), 209-229.
  • Baki, M. (2012). Sınıf öğretmeni adaylarının matematiği öğretme bilgilerinin gelişiminin incelenmesi: Bir ders imecesi (lesson study) çalışması. (Doktora Tezi). Karadeniz Teknik Üniversitesi, Trabzon.
  • Borko, H., Jacobs, J., & Koellner, K. (2010). Contemporary approaches to teacher professional development. International Encyclopedia of Education, 7, 548-556.
  • Budak, İ., Budak, A., Bozkurt, İ., & Kaygın, B. (2011). Matematik öğretmen adaylarıyla bir ders araştırması uygulaması. New World Sciences Academy, 6(2), 1606-1617.
  • Bütün, M. (2015). Öğretmenlik uygulaması dersinde ders imecesi modelinin uygulama sürecinin değerlendirilmesi: Sorunlar ve çözüm önerileri. Adıyaman Üniversitesi Eğitim Bilimleri Dergisi, 5(2), 136-167.
  • Cerbin, B. (2011). Lesson study. Using classroom inquiry to improve teaching and learning in higher education. Virginia: Stylus Publishing.
  • Cerbin, W., & Kopp, B. (2006). Lesson study as a model for building pedagogical knowledge and improving teaching. International Journal of Teaching and Learning in Higher Education, 18(3), 250– 257.
  • Corbin, J., & Strauss, A. (2015). Basics of qualitative research: techniques and procedures for developing grounded theory. (4th ed.). Los Angeles: Sage.
  • Coşkun, A. (2017). The application of lesson study in teaching English as a foreign language. İnonu University Journal of the Faculty of Education, 18(1), 151-162.
  • Creswell, J. W. (2013). Educational research: planning, conducting, and evaluating quantitative and qualitative research. Boston: Pearson.
  • Darling-Hammond, L., & McLaughlin, M. W. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, 76(8), 597–604.
  • Diaz-Maggioli, G. (2004). Teacher centered professional development. Virginia: Association for Supervision and Curriculum Development.
  • Dudley, P. (2014). Lesson study: A handbook. Retrieved from http://lessonstudy.co.uk/wpcontent/uploads/2012/03/new-handbook-revisedMay14.pdf
  • Eraslan, A. (2008). Japanese lesson study: Can it work in Turkey? Eğitim ve Bilim, 33(149), 62-67. Erbilgin, E. (2013). Sınıf öğretmeni adaylarının ders araştırması hakkındaki görüşleri. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 21, 69-83.
  • Fernandez, C., & Yoshida, M. (2004). Lesson study: A Japanese approach to improving mathematics teaching and learning. New Jersey: Lawrence Erlbaum.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). New York: Mc Graw Hill.
  • Gök, S. Ö. (2016). Lesson study in ELT. TESOL Quarterly, 40(1), 235-257.
  • Hancock, D. R., & Algozzine, R. (2006). Doing case study research: A practical guide for beginning researchers. New York: Teachers College Press.
  • Howell, J. B., & Saye, J. W. (2016). Using lesson study to develop a shared professional teaching knowledge culture among 4th grade social studies teachers. The Journal of Social Studies Research, 40(2016) 25-37.
  • Kanbolat, O. (2015). Matematik öğretmeni adaylarıyla yürütülen ders imecesinde dış uzmanların paylaşım içerikleri ve rolleri. (Doktora Tezi). Karadeniz Teknik Üniversitesi, Trabzon.
  • Lewis, C. (2000). Lesson study: The core of Japanese professional development. Paper presented at Special Interest Group on Research in Mathematics Education at American Educational Research Association New Orleans, LA. Retrieved from http://files.eric.ed.gov/fulltext/ED444972.pdf
  • Lewis, C., & Hurd, J. (2011). Lesson study step by step: How teacher learning communities improve instruction. Portsmouth: Heinemann.
  • Lewis, C., & Tsuchida, I. (1998). A lesson is like a swiftly flowing river: How research lessons improve Japanese education. Improving Schools, 2(1), 48-56.
  • Marshall, C., & Rossman, G. B. (2011). Designing qualitative research. Los Angeles: SAGE.
  • Merriam, B. S. (2009). Qualitative research: A guide to design and implementation. San Francisco: Jossey-Bass.
  • Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook. (3rd ed.). Los Angeles: Sage. Ministry of National Education (MONE), (2017a). Öğretmen Strateji Belgesi. 2017-2023. Retrieved from http://oygm.meb.gov.tr /meb_iys_dosyalar/2017_07/26174415_Strateji_Belgesi_RG-Ylan-26.07.2017.pdf.
  • Ministry of National Education (MONE), (2017b). Öğretmen yetiştirme ve geliştirme genel müdürlüğü: Hizmet içi eğitim planları. Retrieved from http://oygm.meb.gov.tr/www/icerik_goruntule.php?KNO=28 .
  • Murata, A. (2011). Introduction: Conceptual overview of lesson study. In L. C., Hart, A. Alston & A. Murata (Ed.). Lesson study research and practice in mathematics education. New York: Springer.
  • Ono, Y., & Ferreira, J. (2010). A case study of continuing teacher professional development through lesson study in South Africa. South African Journal of Education, 30, 59-74.
  • Patton, M. Q. (2015). Qualitative research and evaluation methods. (4th ed.). Los Angeles: Sage.
  • Rhine, S. (1998). The role of research and teachers' knowledge base in professional development. Educational Researcher, 27(5), 27 31.
  • Richards, J. C., & Farrell, T. S. C., (2005). Professional development for language teachers: Strategies for teacher learning. Cambridge University Press.
  • Stepanek, J., Appel, G., Leong, M., Turner Mangan, M., & Mitchell, M. (2007). Leading lesson study: A practical guide for teachers and facilitators. Thousand Oaks, CA: Corwin Press.
  • Teaching and Learning International Survey (TALIS), (2009). Creating effective teaching and learning environments: First results from TALIS. Paris: OECD Publishing.
  • Weeks, D.J., & Stepanek, J. (2001). Lesson study: Teachers learning together. Northwest Teacher, 2(2).
  • Yin, R. K. (2014). Case study research: Design and methods. Los Angeles: Sage.
  • Yoshida, M. (1999). Lesson study: An ethnographic investigation of school-based teacher development in Japan. (Doktora Tezi). University of Chicago, Illinois.
  • Yoshida, M., & Jackson, W. C. (2011). Ideas for developing mathematical pedagogical content knowledge through lesson study. L. C., Hart, A. Alston ve A. Murata (Ed.). Lesson study research and practice in mathematics education. New York: Springer.
  • Zepeda, S. J. (2012). Professional development: What works. New York: Routledge.

Yükseköğretimde Görev Yapan İngilizce Okutmanlarının Ders İmecesi Deneyimlerinin Araştırılması: Pilot Çalışma

Yıl 2018, Cilt: 6 Sayı: 3, 313 - 340, 30.11.2018

Öz

Bu çalışma Türkiye’de bir vakıf üniversitesinde görev yapan üç İngilizce okutmanının katılımıyla Mayıs-Haziran 2016 tarihinde gerçekleştirilen pilot Ders İmecesi uygulamasının sonuçlarını paylaşmayı amaçlamaktadır. Ders İmecesi uygulayan okutmanların modeli nasıl uyguladıkları, uygulama sürecinde karşılaştıkları zorlukların neler olduğu ve modelin okutmanların mesleki gelişimlerine yansımalarının neler olduğunun araştırıldığı bu çalışma nitel ve fenomenolojik bir durum çalışması olarak desenlenmiştir. Görüşme yoluyla toplanan veriler kodlanmış ve içerik analizine tabii tutulmuştur. Çalışmanın sonuçları okutmanların kaygı, iş yükü ve modelin anlaşılması ve uygulanması konularında zorluklarla karşılaştıklarını, ancak modelin birlikte ders planlama, öğrenci merkezli ders anlatma, öğrencilere daha çok odaklanma ve zaman yönetimi becerilerini geliştirme noktalarında okutmanların mesleki gelişimlerine katkı sağlayan bir model olduğunu ortaya koymuştur.

Kaynakça

  • Akbaba Dağ, S. (2014). Mikroöğretim ders imecesi modeli ile sınıf öğretmeni adaylarının kesir öğretim bilgilerinin geliştirilmesine yönelik bir uygulama. (Doktora Tezi). Dumlupınar Üniversitesi, Kütahya.
  • Aydoğan Yenmez, A. (2012). An investigation of in-service secondary mathematics teachers’ evolving knowledge through professional development activities based on modeling perspective. (Doktora Tezi). ODTÜ, Ankara.
  • Baki, M., & Arslan, S. (2010). Ders İmecesinin sınıf öğretmeni adaylarının matematik dersinin planlama bilgilerine etkisinin incelenmesi. Turkish Journal of Computer and Mathematics Education, 6(2), 209-229.
  • Baki, M. (2012). Sınıf öğretmeni adaylarının matematiği öğretme bilgilerinin gelişiminin incelenmesi: Bir ders imecesi (lesson study) çalışması. (Doktora Tezi). Karadeniz Teknik Üniversitesi, Trabzon.
  • Borko, H., Jacobs, J., & Koellner, K. (2010). Contemporary approaches to teacher professional development. International Encyclopedia of Education, 7, 548-556.
  • Budak, İ., Budak, A., Bozkurt, İ., & Kaygın, B. (2011). Matematik öğretmen adaylarıyla bir ders araştırması uygulaması. New World Sciences Academy, 6(2), 1606-1617.
  • Bütün, M. (2015). Öğretmenlik uygulaması dersinde ders imecesi modelinin uygulama sürecinin değerlendirilmesi: Sorunlar ve çözüm önerileri. Adıyaman Üniversitesi Eğitim Bilimleri Dergisi, 5(2), 136-167.
  • Cerbin, B. (2011). Lesson study. Using classroom inquiry to improve teaching and learning in higher education. Virginia: Stylus Publishing.
  • Cerbin, W., & Kopp, B. (2006). Lesson study as a model for building pedagogical knowledge and improving teaching. International Journal of Teaching and Learning in Higher Education, 18(3), 250– 257.
  • Corbin, J., & Strauss, A. (2015). Basics of qualitative research: techniques and procedures for developing grounded theory. (4th ed.). Los Angeles: Sage.
  • Coşkun, A. (2017). The application of lesson study in teaching English as a foreign language. İnonu University Journal of the Faculty of Education, 18(1), 151-162.
  • Creswell, J. W. (2013). Educational research: planning, conducting, and evaluating quantitative and qualitative research. Boston: Pearson.
  • Darling-Hammond, L., & McLaughlin, M. W. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, 76(8), 597–604.
  • Diaz-Maggioli, G. (2004). Teacher centered professional development. Virginia: Association for Supervision and Curriculum Development.
  • Dudley, P. (2014). Lesson study: A handbook. Retrieved from http://lessonstudy.co.uk/wpcontent/uploads/2012/03/new-handbook-revisedMay14.pdf
  • Eraslan, A. (2008). Japanese lesson study: Can it work in Turkey? Eğitim ve Bilim, 33(149), 62-67. Erbilgin, E. (2013). Sınıf öğretmeni adaylarının ders araştırması hakkındaki görüşleri. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 21, 69-83.
  • Fernandez, C., & Yoshida, M. (2004). Lesson study: A Japanese approach to improving mathematics teaching and learning. New Jersey: Lawrence Erlbaum.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). New York: Mc Graw Hill.
  • Gök, S. Ö. (2016). Lesson study in ELT. TESOL Quarterly, 40(1), 235-257.
  • Hancock, D. R., & Algozzine, R. (2006). Doing case study research: A practical guide for beginning researchers. New York: Teachers College Press.
  • Howell, J. B., & Saye, J. W. (2016). Using lesson study to develop a shared professional teaching knowledge culture among 4th grade social studies teachers. The Journal of Social Studies Research, 40(2016) 25-37.
  • Kanbolat, O. (2015). Matematik öğretmeni adaylarıyla yürütülen ders imecesinde dış uzmanların paylaşım içerikleri ve rolleri. (Doktora Tezi). Karadeniz Teknik Üniversitesi, Trabzon.
  • Lewis, C. (2000). Lesson study: The core of Japanese professional development. Paper presented at Special Interest Group on Research in Mathematics Education at American Educational Research Association New Orleans, LA. Retrieved from http://files.eric.ed.gov/fulltext/ED444972.pdf
  • Lewis, C., & Hurd, J. (2011). Lesson study step by step: How teacher learning communities improve instruction. Portsmouth: Heinemann.
  • Lewis, C., & Tsuchida, I. (1998). A lesson is like a swiftly flowing river: How research lessons improve Japanese education. Improving Schools, 2(1), 48-56.
  • Marshall, C., & Rossman, G. B. (2011). Designing qualitative research. Los Angeles: SAGE.
  • Merriam, B. S. (2009). Qualitative research: A guide to design and implementation. San Francisco: Jossey-Bass.
  • Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook. (3rd ed.). Los Angeles: Sage. Ministry of National Education (MONE), (2017a). Öğretmen Strateji Belgesi. 2017-2023. Retrieved from http://oygm.meb.gov.tr /meb_iys_dosyalar/2017_07/26174415_Strateji_Belgesi_RG-Ylan-26.07.2017.pdf.
  • Ministry of National Education (MONE), (2017b). Öğretmen yetiştirme ve geliştirme genel müdürlüğü: Hizmet içi eğitim planları. Retrieved from http://oygm.meb.gov.tr/www/icerik_goruntule.php?KNO=28 .
  • Murata, A. (2011). Introduction: Conceptual overview of lesson study. In L. C., Hart, A. Alston & A. Murata (Ed.). Lesson study research and practice in mathematics education. New York: Springer.
  • Ono, Y., & Ferreira, J. (2010). A case study of continuing teacher professional development through lesson study in South Africa. South African Journal of Education, 30, 59-74.
  • Patton, M. Q. (2015). Qualitative research and evaluation methods. (4th ed.). Los Angeles: Sage.
  • Rhine, S. (1998). The role of research and teachers' knowledge base in professional development. Educational Researcher, 27(5), 27 31.
  • Richards, J. C., & Farrell, T. S. C., (2005). Professional development for language teachers: Strategies for teacher learning. Cambridge University Press.
  • Stepanek, J., Appel, G., Leong, M., Turner Mangan, M., & Mitchell, M. (2007). Leading lesson study: A practical guide for teachers and facilitators. Thousand Oaks, CA: Corwin Press.
  • Teaching and Learning International Survey (TALIS), (2009). Creating effective teaching and learning environments: First results from TALIS. Paris: OECD Publishing.
  • Weeks, D.J., & Stepanek, J. (2001). Lesson study: Teachers learning together. Northwest Teacher, 2(2).
  • Yin, R. K. (2014). Case study research: Design and methods. Los Angeles: Sage.
  • Yoshida, M. (1999). Lesson study: An ethnographic investigation of school-based teacher development in Japan. (Doktora Tezi). University of Chicago, Illinois.
  • Yoshida, M., & Jackson, W. C. (2011). Ideas for developing mathematical pedagogical content knowledge through lesson study. L. C., Hart, A. Alston ve A. Murata (Ed.). Lesson study research and practice in mathematics education. New York: Springer.
  • Zepeda, S. J. (2012). Professional development: What works. New York: Routledge.
Toplam 41 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

İlknur Bayram 0000-0001-8109-8051

Fatma Bıkmaz 0000-0002-7156-1425

Yayımlanma Tarihi 30 Kasım 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 6 Sayı: 3

Kaynak Göster

APA Bayram, İ., & Bıkmaz, F. (2018). Exploring the Lesson Study Experience of EFL Instructors at Higher Education: A Pilot Study. Eğitimde Nitel Araştırmalar Dergisi, 6(3), 313-340.
AMA Bayram İ, Bıkmaz F. Exploring the Lesson Study Experience of EFL Instructors at Higher Education: A Pilot Study. Derginin Amacı ve Kapsamı. Kasım 2018;6(3):313-340.
Chicago Bayram, İlknur, ve Fatma Bıkmaz. “Exploring the Lesson Study Experience of EFL Instructors at Higher Education: A Pilot Study”. Eğitimde Nitel Araştırmalar Dergisi 6, sy. 3 (Kasım 2018): 313-40.
EndNote Bayram İ, Bıkmaz F (01 Kasım 2018) Exploring the Lesson Study Experience of EFL Instructors at Higher Education: A Pilot Study. Eğitimde Nitel Araştırmalar Dergisi 6 3 313–340.
IEEE İ. Bayram ve F. Bıkmaz, “Exploring the Lesson Study Experience of EFL Instructors at Higher Education: A Pilot Study”, Derginin Amacı ve Kapsamı, c. 6, sy. 3, ss. 313–340, 2018.
ISNAD Bayram, İlknur - Bıkmaz, Fatma. “Exploring the Lesson Study Experience of EFL Instructors at Higher Education: A Pilot Study”. Eğitimde Nitel Araştırmalar Dergisi 6/3 (Kasım 2018), 313-340.
JAMA Bayram İ, Bıkmaz F. Exploring the Lesson Study Experience of EFL Instructors at Higher Education: A Pilot Study. Derginin Amacı ve Kapsamı. 2018;6:313–340.
MLA Bayram, İlknur ve Fatma Bıkmaz. “Exploring the Lesson Study Experience of EFL Instructors at Higher Education: A Pilot Study”. Eğitimde Nitel Araştırmalar Dergisi, c. 6, sy. 3, 2018, ss. 313-40.
Vancouver Bayram İ, Bıkmaz F. Exploring the Lesson Study Experience of EFL Instructors at Higher Education: A Pilot Study. Derginin Amacı ve Kapsamı. 2018;6(3):313-40.