Türkiye'deki İngilizce Öğretmenlerinin Mesleki Gelişimi Üzerine Yapılmış Lisansüstü Araştırmaların İncelenmesi

Öz

İngilizce öğretmenlerinin mesleki gelişimine yönelik lisansüstü araştırmaların odak noktalarını, kapsamını ve ortaya koyduğu sonuçları incelemek, gelecekteki araştırma gündemlerini yönlendirmek ve kanıta dayalı uygulamaları güçlendirmek açısından önem taşımaktadır. Bu araştırmanın amacı, Türkiye’de İngilizce öğretmenlerinin mesleki gelişimi üzerine yazılmış lisansüstü tezleri incelemek, alandaki eğilimleri belirlemek ve gelecekte yapılacak çalışmalara ışık tutmaktır. Nitel doküman analizi yöntemiyle yürütülen araştırmada, Yükseköğretim Kurulu Ulusal Tez Merkezi’nde erişilebilen 56’sı yüksek lisans ve 36’sı doktora tezi olmak üzere toplam 92 tez analiz edilmiştir. Bulgular, tezlerde ele alınan mesleki gelişim faaliyetlerinin öğretmenlerin sınıf içi uygulamalarına, mesleki gelişimlerine ve paydaş farkındalığına olumlu katkılar sağladığını ortaya koymaktadır. Ayrıca, bu faaliyetlerin öğretmen motivasyonunu artırdığı ve mesleki iş birliğini desteklediği belirlenmiştir. Tezlerin genelinde ortaya çıkan ortak örüntüler doğrultusunda, mesleki gelişim faaliyetlerinin öğretmenlerin bağlamsal ihtiyaçlarına uygun şekilde yapılandırılması, yansıtıcı uygulamaların teşvik edilmesi ve alanın derinlemesine anlaşılmasına katkı sağlayacak yeni araştırmaların yapılması önerilmektedir.

Anahtar Kelimeler

• ingilizce öğretmenleri
• mesleki gelişim
• lisansüstü tezler
• nitel analiz
• öğretmen eğitimi

An Analysis of Postgraduate Research on EFL Teachers’ Professional Development in Türkiye

Öz

Understanding the focus, scope, and outcomes of postgraduate theses on teacher professional development is essential for informing future research agendas and strengthening evidence-based practices in English language teaching. This study examines postgraduate theses focusing on the professional development of English teachers in Türkiye, identifies emerging trends, and offers insights for future research. Employing a qualitative document analysis approach, the study analyzed 92 theses accessed through the Turkish Council of Higher Education National Thesis Center, including 56 master’s theses and 36 doctoral dissertations. The findings reveal that professional development activities reported in these theses positively influenced teachers’ classroom practices, professional growth, and stakeholder awareness. In addition, such activities were found to enhance teacher motivation and foster professional collaboration. Based on the recurring patterns identified across the theses, the study highlights the importance of aligning professional development initiatives with teachers’ contextual needs, promoting reflective practices, and encouraging further research to deepen understanding of effective professional development in the field.

Anahtar Kelimeler

• english teachers
• professional development
• postgraduate theses
• qualitative analysis
• teacher education

Etik Beyan

Belge yüklemesi yapılmıştır

Kaynakça

1. Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27(1), 10–20. https://doi.org/10.1016/j.tate.2010.08.007
2. Atmaca, Ç., & Ekşi, G. (2023). Research trends in English language teaching: A twenty-year review of master’s theses and doctoral dissertations. Educational Academic Research, 48, 14–26. https://doi.org/10.5152/AUJKKEF.2023.1035961
3. Behbudova, A. (2023). Methodology and scope of graduate theses completed between 2012 and 2022 on the use of intelligent technologies in foreign language education in Türkiye (Publication No. 773876) [Master’s thesis, Ondokuz Mayıs University]. Turkish Council of Higher Education, National Thesis Center.
4. Borg, S. (2018). Evaluating the impact of professional development. RELC Journal, 49(2), 195–216. https://doi.org/10.1177/0033688218784371
5. Buendía, X. P., & Macías, D. F. (2019). The professional development of English language teachers in Colombia: A review of the literature. Colombian Applied Linguistics Journal, 21(1), 98–111. https://doi.org/10.14483/22487085.12966
6. Cansel İskender, Y., & Atar, C. (2023). A meta-synthesis of research on in-service EFL teachers’ needs for INSET programs in Türkiye. I-Manager’s Journal on English Language Teaching, 13(4), 23–29. https://doi.org/10.26634/jelt.13.4.20152
7. Carter, N. B. (2012). Master’s-level research in second language teaching and learning in Canada (2008–2010): Paradigms, methods, and analyses [Doctoral dissertation, Carleton University]. Carleton University Institutional Repository.
8. Cesur, K., Muhammed, K. Ö. K., & Aydın, Ç. (2018). Content analysis of abstracts on ELT research available in the Turkish JournalPark academic platform. ELT Research Journal, 7(2), 58–77.

9. Danijela, M. (2018). The teacher’s role and professional development. International Journal of Cognitive Research in Science, Engineering and Education, 6(2), 33–45. https://doi.org/10.5937/ijcrsee1802033M
10. Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://doi.org/10.54300/122.311
11. Demir, Ç. (2020). Holistic analysis of postgraduate theses on foreign language teaching in Türkiye with an actor–network perspective (1987–2017). Efe Akademi Yayınları.
12. DiPaola, M., & Wagner, C. A. (2018). Improving instruction through supervision, evaluation, and professional development (2nd ed.). IAP.
13. Doğan, C. (2016). Promoting continuous professional development for English language instructors within a higher education context (Publication No. 441406) [Doctoral dissertation, Çukurova University]. Turkish Council of Higher Education, National Thesis Center.
14. Dogan, C., & Kirkgoz, Y. (2022). Promoting continuous professional development of English teachers through action research. International Journal of Educational Reform, 31(3), 246–277. https://doi.org/10.1177/10567879211062224
15. Doruk, E. (2021). Eğitimin sosyal ve tarihi temelleri alanında yapılan lisansüstü tezler (2002–2019) üzerine bir içerik analizi (Publication No. 686067) [Master’s thesis, Gazi University]. Turkish Council of Higher Education, National Thesis Center.
16. Guskey, T. R. (2009). Closing the knowledge gap on effective professional development. Educational Horizons, 87(4), 224–233.
17. Gürsoy, E., & Özcan, E. N. (2021). Finding and minding the gaps for language education in Türkiye: A content analysis of doctoral dissertations in ELT programs (2010–2020). Journal of Language and Linguistic Studies, 17(Special Issue 2), 830–847. https://doi.org/10.17263/jlls.904072
18. Hoş, R., & Topal, H. (2013). The current status of English as a foreign language teachers’ professional development in Türkiye: A systematic review of the literature. Educational Research and Reviews, 8(13), 1090–1097. https://doi.org/10.5897/ERR2013.1474
19. Johnson, C. C., & Marx, S. (2009). Transformative professional development: A model for urban science education reform. Journal of Science Teacher Education, 20(2), 113–134. https://doi.org/10.1007/s10972-009-9127-x
20. Karadeniz, E. (2022). A meta-analysis of master’s theses on English language teaching between 2010 and 2020 (Publication No. 750016) [Master’s thesis, İstanbul Aydın University]. Turkish Council of Higher Education, National Thesis Center.
21. Kennedy, M. M. (2016). How does professional development improve teaching? Review of Educational Research, 86(4), 945–980. https://doi.org/10.3102/0034654315626800
22. Kırmızı, O. (2012). Research trends in MA ELT programs in Türkiye. Procedia – Social and Behavioral Sciences, 46, 4687–4691. https://doi.org/10.1016/j.sbspro.2012.06.319
23. Öcel, M., & Bergil, A. S. (2023). The postgraduate theses in ELT between 2019 and 2021: A methodological comparison. Participatory Educational Research, 10(2), 43–63. https://doi.org/10.17275/per.23.28.10.2
24. Özmen, K. S., Cephe, P. T., & Kınık, B. (2016). Trends in doctoral research on English language teaching in Türkiye. Educational Sciences: Theory and Practice, 16(5), 1737–1759.
25. Parker, G. (2015). Teachers’ autonomy. Research in Education, 93, 19–33. https://doi.org/10.7227/RIE.0008
26. Ramos, R. (2016). Considerations on the role of teacher autonomy. Colombian Applied Linguistics Journal, 18(1), 183–202. https://doi.org/10.14483/22487085.10510
27. Reeve, J., & Cheon, S. H. (2021). Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice. Educational Psychologist, 56(1), 54–77. https://doi.org/10.1080/00461520.2020.1862657
28. Solak, E. (2014). The content analysis of research papers on foreign language education in Türkiye. International Journal of English and Education, 3(3), 167–178.
29. Tafazoli, D. (2021). CALL teachers’ professional development amid the COVID-19 outbreak: A qualitative study. CALL-EJ, 22(2), 4–13.
30. Taşdemir, H., & Karaman, A. C. (2022). Professional development practices of English language teachers: A synthesis of studies published between 2006 and 2020. Review of Education, 10(1), Article e3350. https://doi.org/10.1002/rev3.3350
31. Thurlings, M., & Brok, P. D. (2017). Learning outcomes of teacher professional development activities: A meta-study. Educational Review, 69(5), 554–576. https://doi.org/10.1080/00131911.2017.1281226
32. Villegas-Reimers, E. (2003). Teacher professional development: An international review of the literature. UNESCO International Institute for Educational Planning.
33. Yağız, O., Aydın, B., & Akdemir, A. S. (2016). ELT research in Türkiye: A content analysis of selected features of published articles. Journal of Language and Linguistic Studies, 12(2), 117–134.
34. Yurtseven, N., & Bademcioğlu, M. (2016). Teachers’ professional development: A content analysis of research trends. Journal of Education and Training Studies, 4(6), 214–233. https://doi.org/10.11114/jets.v4i6.1475
35. Yurtseven Yılmaz, H., & Sever, S. (2021). A professional development analysis for Turkish language teachers: What did they expect? What have they found? Journal of Pedagogical Research, 5(1), 88–113. https://doi.org/10.33902/JPR.2021067243