Learning to Teach: Ethnomethodological Analysis of Pre-Service Teachers’ Instructional Decisions

Yıl 2020, Cilt: 8 Sayı: 3, 1029 - 1058, 28.07.2020

Raziye Sancar Deniz Deryakulu

Öz

In the research, it was aimed to determine how pre-service teachers establish the meaning regarding instructional decision making based on their first instructional experiences. The research was designed as ethnomethodological research by adopting a qualitative research approach. The study group of the research consists of 16 (9 female, 7 male) pre-service teachers who have never had any teaching experience before. The data sources were interviews and video recordings obtained from pre-service teachers' in-classroom teaching experiences. The meaning of pre-service teachers regarding instructional decision making; having (the personal characteristics, content knowledge, and teaching skills), doing (the close relationship and communication with the student, the teaching method, classroom management, and assessment method), and aiming of (reach-in student life and social life). Pre-service teachers' meaning-making about being a teacher should be combined with their teaching and learning process for successful teacher education.

Anahtar Kelimeler

Instructional decision, decision making, ethnomethodological research, teacher eduction

Öğretmeyi Öğrenmek: Öğretmen Adaylarının Öğretimsel Kararlarının Etnometodolojik Çözümlenmesi*

Öz

Araştırmada, öğretmen adaylarının, ilk öğretim deneyimlerinden hareketle öğretimsel karar almaya ilişkin anlamı nasıl kurduklarını belirlemek amaçlanmıştır. Araştırma, nitel araştırma yaklaşımı benimsenerek etnometodolojik araştırma deseni olarak tasarlanmıştır. Araştırmanın çalışma grubunu daha önce hiç öğretim deneyimi olmayan 16 (9 kadın, 7 erkek) öğretmen adayı oluşturmaktadır. Dört ay süren veri toplama sürecinde kullanılan veri kaynakları tekrarlı görüşmeler ve öğretmen adaylarının sınıf-içi öğretim deneyimlerinden elde edilen video kayıtlardır. Öğretmen adaylarının öğretimsel karar almaya ilişkin anlamı; öğretmenin sahip olması gerekenler, yapması gerekenler ve öğrenci yaşamında ve toplumsal yaşamda ulaşması gerekenler üzerinden açıkladıkları belirlenmiştir. Öğretim süreçlerinde başarılı olmak için, öğretmen adaylarının öğretmen olmaya ilişkin anlam yapılarının süreçle birleştirilmesi gerekmektedir.

Anahtar Kelimeler

Öğretimsel karar, karar alma, öğretmen eğitimi, etnometodolojik yaklaşım

Kaynakça

• Atal-Köysüren, D. A., & Deryakulu, D. (2017). Effects of changes in educational policies on the emotions of ICT teachers. Education and Science/Egitim ve Bilim, 42(190), 67-87. doi:10.15390/EB.2017.6991
• Attewell, P. (1974). Ethnomethodology since Garfinkel. Theory and Society, 1(2), 179-210.
• Averill, R., Drake, M., Anderson, D., & Anthony, G. (2016). The use of questions within in- the-moment coaching in initial mathematics teacher education: Enhancing participation, reflection, and co-construction in rehearsals of practice. Asia-Pacific Journal of Teacher Education, 44(5), 486-503. doi:10.1080/1359866X.2016.1169503
• Bergmann, J. R. (2004a). Ethnomethodology. In U. Flick, E.V. Kardorff, and I. Steinke (Eds.), A companion to qualitative research (pp. 72-80). London: Sage.
• Bergmann, J. R. (2004b). Harold Garfinkel and harvey sacks. In U. Flick, E. V. Kardorff, and I. Steinke (Eds.), A companion to qualitative research (pp. 29-34). London: Sage.
• Berliner, C. D. (1994). Expertise: The wonder of exemplary performances. In J. N. Mangieri and C. C. Block (Eds.), Creating powerful thinking in teachers and students (pp. 161–186). Fort Worth, TX: Holt, Rinehart & Winston.
• Blömeke, S., Busse, A., Kaiser, G., König, J., & Suhl, U. (2016). The relation between content-specific and general teacher knowledge and skills. Teaching and Teacher Education, 56, 35-46. doi:10.1016/j.tate.2016.02.003
• Borko, H., Shavelson, R. J., & Stern, P. (1981). Teachers’ decisions in the planning of reading instruction. Reading Research Quarterly, 449-466. doi: 10.2307/747411
• Boz, Y. ve Boz, N. (2008). Kimya ve matematik öğretmen adaylarının öğretmen olma nedenleri. Kastamonu Eğitim Dergisi, 16(1), 137-144. https://dergipark.org.tr/en/pub/kefdergi/issue/49101/626571 adresinden erişilmiştir.
• Brouwer, N., Besselink, E., & Oosterheert, I. (2017). The power of video feedback with structured viewing guides. Teaching and Teacher Education, 66, 60-73. doi:10.1016/j.tate.2017.03.013
• Brunvand, S. (2010). Best practices for producing video content for teacher education. Contemporary Issues in Technology and Teacher Education, 10(2), 247-256. Retrieved from https://www.citejournal.org/volume-10/issue-2-10/current-practice/best-practices-for- producing-video-content-for-teacher-education
• Clark, C. M., & Peterson, P. L. (1986). Teachers’ thought processes. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 255-296). New York, NY: Macmillan.
• Coulon, A. (2010). Etnometodoloji (Çev. Ü. Tatlıcan). İstanbul: Küre Yayınları.
• Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches. California, CA: Sage.
• Cuff, E. C., Sharrock, W. W., & Francis, D. W. (2006). Perspectives in sociology. New York: Routledge.
• Çapa, Y. ve Çil, N. (2000). Öğretmen adaylarının öğretmenlik mesleğine yönelik tutumlarının farklı değişkenler açısından incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 18, 69-73. Retrived from http://www.efdergi.hacettepe.edu.tr/shw_artcl- 1063.html
• Daniel, L. (2018). A methodology to investigate pre-service teachers’ content-related instructional decisions and teaching actions. Asia-Pacific Journal of Teacher Education, 46(5), 478-494. doi:10.1080/1359866X.2018.1444139
• Demiraslan Cevik, Y. (2013). How case methods are used to examine and enhance preservice teacher decision-making? Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education), Özel Sayı (1), 94-108. Retrived from http://www.efdergi.hacettepe.edu.tr/yonetim/icerik/makaleler/282-published.pdf
• Demiraslan Cevik, Y., & Andre, T. (2014). Studying the impact of three different instructional methods on preservice teachers’ decision-making. Research Papers in Education, 29(1), 44-68. doi:10.1080/02671522.2012.742923
• Durmuşçelebi, M., Yıldız, N. ve Saygı, E. (2017). Öğretmen adaylarının öğretmenlik mesleğine ilişkin tutumlarının bazı değişkenler açısından incelenmesi. OPUS Uluslararası Toplum Araştırmaları Dergisi, 7(12), 8-32. doi: 10.26466/opus.256553
• Eilam, B., & Poyas, Y. (2009). Learning to teach: Enhancing pre‐service teachers’ awareness of the complexity of teaching-learning processes. Teachers and Teaching: Theory and Practice, 15(1), 87-107. doi: 10.1080/13540600802661337
• Ertmer, P. A., & Stepich, D. A. (1999). Case-based instruction in post-secondary education: Developing students’ problem-solving expertise. ERIC ED 435 375.
• Francis, D., & Hester, S. (2004). An invitation to ethnomethodology: Language, society and interaction. London: Sage.
• Freeman, D. (1989). Teacher training, development, and decision making: A model of teaching and related strategies for language teacher education. TESOL Quarterly, 23(1), 27-45. doi:10.2307/3587506
• Frost, J. H. (2010). Looking through the lens of a teacher's life: The power of prototypical stories in understanding teachers' instructional decisions in mathematics. Teaching and Teacher Education, 26(2), 225-233. doi:10.1016/j.tate.2009.03.020
• Garfinkel, H. (2014). Etnometodolojide araştırmalar (Çev. Ü. Tatlıcan). Ankara: Heretik Yayınları.
• Glesne, C. (2015). Nitel araştırmaya giriş (5. baskı, Çev. A. Ersoy ve P. Yalçınoğlu). Ankara: Anı Yayıncılık.
• Hashweh, M. Z. (2005). Teacher pedagogical constructions: a reconfiguration of pedagogical content knowledge. Teachers and Teaching, 11(3), 273-292. doi: 10.1080/13450600500105502
• Heinz, M. (2015). Why choose teaching? An international review of empirical studies exploring student teachers’ career motivations and levels of commitment to teaching. Educational Research and Evaluation, 21(3), 258-297. doi: 10.1080/13803611.2015.1018278
• Johnson, H. L., Dunlap, J. C., Verma, G., McClintock, E., DeBay, D. J., & Bourdeaux, B. (2019). Video-based teaching playgrounds: Designing online learning opportunities to foster professional noticing of teaching practices. TechTrends, 63(2), 160-169. doi: 10.1007/s11528-018-0286-5
• Johnson, D. C., & Matthews, W. K. (2017). Experienced general music teachers' instructional decision making. International Journal of Music Education, 35(2), 189-201. doi:10.1177/0255761415620531
• Kabaklı Çimen, L. (2016). A Study on the prediction of the teaching profession attitudes by communication skills and professional motivation. Journal of education and training studies, 4(11), 21-38. doi:10.11114/jets.v4i11.1842
• Kartal, T. ve Taşdemir, A. (2012). Fen bilgisi öğretmen adaylarının öğretmenlik mesleğine ilişkin görüşleri. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 16(1), 137-144. http://194.27.225.117/index.php/efdergi/article/viewFile/907/1656 adresinden erişilmiştir.
• Kennedy, M. M. (2019). How we learn about teacher learning. Review of Research in Education, 43(1), 138-162. doi:10.3102/0091732X19838970
• Kennedy, M. M. (2010). Attribution error and the quest for teacher quality. Educational Researcher, 39(8), 591-598. doi: 10.3102/0013189X10390804
• Kılıç, A., Aydemir, S. ve Kazanç, S. (2019). Teknolojik pedagojik alan bilgisi (TPAB) temelli harmanlanmış öğrenme ortamının fen bilimleri öğretmen adaylarının TPAB ve sınıf içi uygulama becerilerine etkisi. Elementary Education Online, 18(3). doi:10.17051/ilkonline.2019.611493
• Korthagen, F. A. (2001). Linking practice and theory: The pedagogy of realistic teacher education. Mahwah, NJ: Lawrence Erlbaum Associates.
• Krauss, S., Brunner, M., Kunter, M., Baumert, J., Blum, W., Neubrand, M., & Jordan, A. (2008). Pedagogical content knowledge and content knowledge of secondary mathematics teachers. Journal of Educational Psychology, 100(3), 716-725. doi: 10.1037/0022-0663.100.3.716
• Kyriacou, C., Hultgren, A., & Stephens, P. (1999). Student teachers’ motivation to become a secondary school teacher in England and Norway. Teacher Development, 3(3), 373-381. doi:10.1080/13664539900200087
• Lincoln, Y. S., & Guba, E. G. (2013). The constructivist credo. California, CA: Left Coast Press.
• Loughran, J., Berry, A., & Mulhall, P. (2006). Understanding and developing scienceteachers’ pedagogical content knowledge. Rotterdam, NL: Sense Publishers.
• Magnusson, S. J., Borko, H., & Krajcik, J. S. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome, & N. Lederman (Eds.), Examining pedagogical content knowledge (pp. 95-132). Boston, MA: Kluwer Press
• Manuel, J., and Hughes, J. (2006). ‘It has always been my dream’: Exploring pre‐service teachers’ motivations for choosing to teach. Teacher Development, 10(1), 5-24. doi:10.1080/13664530600587311
• Merriam, S. B., (2009). Qualitative research: A guide to design and implementation. San Francisco: John Wiley & Sons.
• Merseth, K. K. (1991). The case for cases in teacher education. AACTE Publications, One Dupont Circle, Suite 610, Washington, DC 20036-2412.
• Meschede, N., Fiebranz, A., Möller, K., & Steffensky, M. (2017). Teachers’ professional vision, pedagogical content knowledge and beliefs: On its relation and differences between pre-service and in-service teachers. Teaching and Teacher Education, 66, 158- 170. doi:10.1016/j.tate.2017.04.010
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage.
• Page, A., & Jones, M. (2018). Rethinking teacher education for classroom behaviour management: Investigation of an alternative model using an online professional experience in an australian university. Australian Journal of Teacher Education, 43(11), 84-104. doi: 10.14221/ajte.2018v43n11.5
• Parker, W. C. (1984). Developing teachers’ decision making. The Journal of Experimental Education, 52(4), 220-226. Retrived from https://www.jstor.org/stable/20151558.
• Parmigiani, D. (2012). Teachers and decision-making processes: An Italian exploratory study on individual and collaborative decisions. Canadian Journal of Education, 35(1), 171-186. Retrived from https://www.jstor.org/stable/10.2307/canajeducrevucan.35.1.171.
• Parsons, S. A., Vaughn, M., Scales, R. Q., Gallagher, M. A., Parsons, A. W., Davis, S. G., ... and Allen, M. (2018). Teachers’ instructional adaptations: A research synthesis. Review of Educational Research, 88(2), 205-242. doi: 10.3102/0034654317743198
• Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri. (Çev. M. Bütün ve S. B. Demir). Ankara: Pegem Akademi.
• Payne, J. W., Bettman, J. R., & Johnson, E. J. (1988). Adaptive strategy selection in decision making. Journal of Experimental Ssychology: Learning, Memory, and Cognition, 14(3), 534-552. Retrived from https://apps.dtic.mil/dtic/tr/fulltext/u2/a170858.pdf.
• Pielmeier, M., Huber, S., & Seidel, T. (2018). Is teacher judgment accuracy of students’ characteristics beneficial for verbal teacher-student interactions in classroom? Teaching and Teacher Education, 76, 255-266. doi:10.1016/j.tate.2018.01.002
• Rich, P., & Hannafin, M. (2009). Scaffolded video self-analysis: Discrepancies between preservice teachers’ perceived and actual instructional decisions. Journal of Computing in Higher Education, 21(2), 128-145. doi: 10.1007/s12528-009-9018-3
• Salmon, D., Rossman, A., Kemeny, V., & Winter, J. (2008). Meaning-mechanics tensions in teacher decisions. Action in Teacher Education, 30(1), 50-63. doi:10.1080/01626620.2008.10463481
• Scales, R. Q., Wolsey, T. D., Lenski, S., Smetana, L., Yoder, K. K., Dobler, E., ... and Young, J. R. (2018). Are we preparing or training teachers? Developing professional judgment in and beyond teacher preparation programs. Journal of Teacher Education, 69(1), 7-21. doi: 10.1177/0022487117702584
• Schieble, M., Vetter, A., & Meacham, M. (2015). A discourse analytic approach to video analysis of teaching: Aligning desired identities with practice. Journal of Teacher Education, 66(3), 245-260. doi:10.1177/0022487115573264
• Sharpe, L., Hu, C., Crawford, L., Gopinathan, S., Swe Khine, M., Ngoh Moo, S., & Wong, A. (2003). Enhancing multipoint desktop video conferencing (MDVC) with lesson video clips: Recent developments in pre-service teaching practice in singapore. Teaching and Teacher Education, 19(5), 529-541. doi:10.1016/S0742-051X(03)00050-7
• Sharrock, W. (2001). Fundamentals of ethnomethodology. In G. Ritzer, and B. Smart (Eds.), Handbook of social theory (pp. 249-259). London: Sage.
• Shavelson, R. J. (1973). What is the basic teaching skill? Journal of Teacher Education, 24(2), 144-151. doi: 10.1177/002248717302400213
• Shavelson, R. J., Cadwell, J., & Izu, T. (1977). Teachers’ sensitivity to the reliability of information in making pedagogical decisions. American Educational Research Journal, 14(2), 83-97. doi: 10.2307/1162702
• Shavelson, R. J., & Stern, P. (1981). Research on teachers’ pedagogical thoughts, judgments, decisions, and behavior. Review of Educational Research, 51(4), 455-498. doi: 10.2307/1170362
• Sherin, M. G., & Han, S. Y. (2004). Teacher learning in the context of a video club. Teaching and Teacher Education, 20(2), 163-183. doi:10.1016/j.tate.2003.08.001
• Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. Retrived from www.jstor.org/stable/1175860
• Shulman, L. S., & Elstein, A. S. (1975). Studies of problem solving, judgment, and decision making: Implications for educational research. Review of Research in Education, 3, 3-42. doi: 10.2307/1167252
• Tural, G. ve Kabadayı, Ö. (2011). Pedagogical formation teacher candidates’ attitudes towards the teaching profession. Anadolu Journal of Educational Sciences International, 4(1), 1-12. doi:10.18039/ajesi.55861
• Wallace, R. A., & Wolf, A. (2013). Çağdaş sosyoloji kuramları (Çev. L. Elburuz ve M. Rami Ayas). İstanbul: Doğubatı Yayınları.
• Watt, H. M., & Richardson, P. W. (2007). Motivational factors influencing teaching as a career choice: Development and validation of the FIT-Choice scale. The Journal of Experimental Education, 75(3), 167-202. doi: 10.3200/JEXE.75.3.167-202
• Wolff, C. E., Jarodzka, H., & Boshuizen, H. P. A. (2017). See and tell: Differences between expert and novice teachers’ interpretations of problematic classroom management events. Teaching and Teacher Education, 66, 295-308. doi:10.1016/j.tate.2017.04.015
• Zimmerman, D. H. (1978). Ethnomethodology. The American Sociologist, 13(1), 6-15. Retrived from www.jstor.org/stable/27702306
• Zimmerman, D. H., & Wieder, D. L. (1970). Ethnomethodology and the problem of order. In J. D. Douglas (Ed.), Understanding everyday life (pp. 285-295). Cambridge, UK: Cambridge University Press.