Tracing Pre-Service Teachers’ Research Literacy Across Coursework and Practicum: A Qualitative Case Study

Öz

This qualitative case study explores the development of teacher research literacy among pre-service English language teachers in a Turkish university context. The study was conducted in a Faculty of Education and followed 26 third-year pre-service teachers (PSTs)during a research methods course (Phase I), along with a purposively selected subgroup of five PSTs in Phase II during their subsequent practicum (Phase II). Drawing on the Teacher Research Literacy (TRL) framework, data were collected through reflective journals, research artefacts, and practicum narratives, and analyzed using reflexive thematic analysis. Findings indicate that while PSTs developed foundational research knowledge and conceptual awareness during coursework, the transfer of this knowledge into practicum contexts was uneven and often limited. Participants consistently valued research at a conceptual level; however, its enactment was constrained by institutional expectations, time pressures, and the prioritization of teaching performance over inquiry-oriented practices. The study highlights the need for stronger integration between research-oriented coursework and school-based practice,emphasizing the importance of sustained, practice-based opportunities for developing research literacy in teacher education programs.

Anahtar Kelimeler

• research literacy
• pre-service teachers
• teacher education
• practicum
• research engagement

Öğretmen Adaylarının Araştırma Okuryazarlığının Ders ve Öğretmenlik Uygulaması Süreçlerinde İzlenmesi: Nitel Bir Durum Çalışması

Öz

: Bu nitel durum çalışması, Türkiye’de bir üniversite bağlamında İngilizce öğretmeni adaylarının araştırma okuryazarlığının nasıl geliştiğini incelemektedir. Çalışma, bir eğitim fakültesinde yürütülmüş olup araştırma yöntemleri dersini alan 26 üçüncü sınıf öğretmen adayını (Aşama I) ve öğretmenlik uygulaması sürecinde yer alan amaçlı örnekleme ile seçilmiş beş öğretmen adayını (Aşama II) kapsamaktadır. Öğretmen Araştırma Okuryazarlığı (Teacher Research Literacy – TRL) çerçevesine dayanan çalışmada veriler yansıtıcı günlükler, araştırma ürünleri ve uygulama sürecine ilişkin anlatılar aracılığıyla toplanmış ve yansıtıcı tematik analiz yöntemiyle çözümlenmiştir. Bulgular, öğretmen adaylarının ders sürecinde temel araştırma bilgisi ve kavramsal farkındalık geliştirdiklerini ancak bu bilginin öğretmenlik uygulaması bağlamına aktarımının sınırlı ve düzensiz olduğunu göstermektedir. Katılımcılar araştırmayı kavramsal düzeyde değerli bulmuşlardır fakat bu bilginin uygulamaya geçirilmesi kurumsal beklentiler, zaman baskısı ve öğretim performansının sorgulayıcı uygulamalara göre önceliklendirilmesi gibi etkenler tarafından kısıtlanmaktadır. Çalışma, öğretmen eğitimi programlarında araştırma odaklı dersler ile okul temelli uygulamalar arasında daha güçlü bir bütünleşmeye ihtiyaç olduğunu ortaya koymakta ve araştırma okuryazarlığının geliştirilmesi için uygulamaya dayalı, süreklilik gösteren öğrenme fırsatlarının önemini vurgulamaktadır.

Anahtar Kelimeler

• araştırma okuryazarlığı
• öğretmen adayları
• öğretmen eğitimi
• öğretmenlik uygulaması
• araştırma ile etkileşim

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