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Yansıtıcı Öğretim ve İşbirliği: Türkiye`deki İngilizce Öğretmenlerinin Mesleki Öğrenmesinin Önündeki Engeller

Yıl 2023, Cilt: 43 Sayı: 3, 2205 - 2236, 30.12.2023
https://doi.org/10.17152/gefad.1288635

Öz

Bu pilot çalışma, Türkiye'deki İngiliz dili öğretmenlerinin (ELT) mesleki öğrenimini (PL) araştırmaktadır. Bu çalışmada özellikle de yansıtıcı öğretim ve işbirlikçi aktivitenin öğretmenlerin sınıf içi öğretimlerinin değişiminde nasıl bir rol oynadığına ve ELT öğretmenlerinin PL`lerini etkileyen faktörlere bakılmıştır. Üç İngilizce öğretmeni ile anlatı röportajı, kritik olaylar ve yarı yapılandırılmış görüşmeler yoluyla görüşülmüş ve PL'ye karşı farklı tutumlarını özetleyen iki ifade göze çarpmıştır; "ne olursa olsun denerim" ve "eğer olursa denersem". Bir öğretmen, koşullar ne olursa olsun PL'yi sürdürmek için yüksek düzeyde motivasyon göstererek birinci kategorideyken, diğer iki öğretmen motivasyon eksikliğinden ötürü ve yalnızca belirli durumlarda motive hissederek ikinci kategoriyi oluşturmuştur. Öğretmenlerin çalıştıkları okul bağlamlarının, sınıf içi öğretimlerini değiştirebilmek için kendilerinde hissettikleri gücü etkilediği tespit edildiğinden, bireysel ve toplu öğrenme fırsatlarının sağlanması tüm öğretmenler için çok kritik görünmektedir.

Kaynakça

  • Bandura, A. (2006). Toward a Psychology of Human Agency. Perspectives on Psychological Science, 1(2), 164-180. https://doi.org/10.1111/j.1745-6916.2006.00011.x
  • BERA (2018). Ethical guidelines for educational research. British Educational Research Association.
  • Biesta, G., & Tedder, M. (2007). Agency and Learning in the Lifecourse: Towards an Ecological Perspective. Studies in the Education of Adults, 39(2), 132-149. https://doi.org/10.1080/02660830.2007.11661545
  • Bishop, A. G., Brownell, M. T., Klingner, J. K., Leko, M. M., & Galman, S. A. C. (2010). Differences in Beginning Special Education Teachers: The Influences of Personal Attributes, Preparation, and School Environment on Classroom Reading Practices. Learning Disability Quarterly, 33(2), 75-92. https://doi.org/10.1177/073194871003300202
  • Burn, K., Mutton, T., & Hagger, H. (2010). Strengthening and Sustaining Professional Learning in the Second Year of Teaching. Oxford Review of Education, 36(6), 639-659. https://doi.org/10.1080/03054985.2010.501140
  • Clarke, D., & Hollingsworth, H. (2002). Elaborating a Model of Teacher Professional Growth. Teaching and Teacher Education, 18, 947–967. https://doi.org/10.1016/S0742-051X(02)00053-7
  • Cohen, L., Manion, L., & Morrison, K. (2005). Research Methods in Education, 5th edn. London: Routledge.
  • Coskun, A., & Daloglu, A. (2010). Evaluating an English language teacher education program through Peacock’s model. Australian Journal of Teacher Education, 35, 24-42. doi: 10.14221/ajte.2010v35n6.2
  • Denton, D. (2011). Reflection and Learning: Characteristics, Obstacles, and Implications. Educational Philosophy and Theory, 43(8), 838-852. https://doi.org/10.1111/j.1469-5812.2009.00600.x
  • Dewey, J. (1933). How We Think. Henry Regnery.
  • Easton, L. B. (2008). From Professional Development to Professional Learning. The Phi Delta Kappan, 89(10), 755-761. https://doi.org/10.1177/003172170808901014
  • Eret Orhan, E. (2017). What do Teacher Candidates in Turkey Think About Their Teacher Education? A Qualitative Study. Education and Science, 42(189), 197-216. https://doi.org/10.15390/EB.2017.4661
  • Farrell, T. S. C. (2014). “I feel like I`ve plateaued professionally … gone a little stale”: mid- career reflections in a teacher discussion group. Reflective Practice, 15(4), 504-517. doi: 10.1080/14623943.2014.900029
  • Fazio, X. (2009). Teacher Development Using Group Discussion and Reflection. Reflective Practice, 10(4), 529-541. https://doi.org/10.1080/14623940903138407
  • Gömleksiz, M. N. (1999). Training Foreign Language Teachers, Problems and Solutions. Firat University Journal of Social Science, 9(1), 79-101.
  • Gungor, M. N. (2016). Turkish Pre-service Teachers` Reflective Practices in Teaching English to Young Learners. Australian Journal of Teacher Education 41(2), 137-151. https://doi.org/10.14221/ajte.2016v41n2.9
  • Hagger, H., & McIntyre, D. (2006). Learning Teaching from Teachers: Realising the Potential of School-based Teacher Education. OUP.
  • Hargreaves, A. (1997). From Reform to Renewal: A New Deal for a New Age. In A.
  • Hargreaves & R. Evans (Eds.), Beyond Educational Reform: Bringing Teachers Back in (pp. 105–125). Open University Press.
  • Hewitt-Taylor, J. (2001). Use of constant comparative analysis in qualitative research. Nursing Standard, 15(42), 39-42. doi: 10.7748/ns2001.07.15.42.39.c3052
  • Hodkinson, H., & Hodkinson, P. (2005). Improving Schoolteachers` Workplace Learning. Research Papers in Education, 20(2), 109-131. https://doi.org/10.1080/02671520500077921
  • Jaeger, E. L. (2013). Teacher Reflection: Supports, Barriers, and Results. Issues in Teacher Education, 22(1), 89-104.
  • King, F. (2016). Teacher Professional Development to Support Teacher Professional Learning: Systemic Factors from Irish Case Studies. Teacher Development, 20(4), 574-594. https://doi.org/10.1080/13664530.2016.1161661
  • Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice-Hall.
  • McKinsey Report (2007). How the World’s Best Performing School Systems Come out on Top. McKinsey & Company.
  • Murugaiah, P., Azman, H., Thang, S. M., & Krish, P. (2012). Teacher Learning via Communities of Practice: A Malaysian Case Study. International Journal of Pedagogies and Learning, 7(2), 162-174. https://doi.org/10.5172/ijpl.2012.7.2.162
  • Nergis, A. (2011). Foreign language teacher education in Turkey: A historical overview. Procedia Social and Behavioral Sciences. 15, 181-185. doi: 10.1016/j.sbspro.2011.03.070
  • Odabasi Cimer, S., & Cimer, A. (2012). Issues Around Incorporating Reflection in Teacher Education in Turkey. Journal of Turkish Science Education, 9(1), 17-30.
  • Ozdemir, S., Bulbul, M., & Acar, M. (2010). Challenges Associated with Administrative and Professional Accountability in the Turkish Educational System. State and administration in a changing world, 271-282. Retrieved from https://papers.ssrn.com/sol3/papers.cfm?abstract_id=1992399
  • Prilla, M., Degeling, M., & Herrmann, T. (2012). Collaborative Reflection at Work: Supporting Informal Learning at a Healthcare Workplace [Paper presentation]. International Conference on Support Group Work, Florida, USA.
  • Roberts, J. (2006). Limits to Communities of Practice. Journal of Management Studies, 43(3), 623-639. https://doi.org/10.1111/j.1467-6486.2006.00618.x
  • Robson, C. (2011). Real World Research, 3rd edn. UK: John Wiley and Sons, Ltd, Publication.
  • Saldaña, J. (2016). The Coding Manual for Qualitative Researchers. 3rd ed. London: SAGE.
  • Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. Basic Books.
  • Servage, L. (2008). Critical and Transformative Practices in Professional Learning Communities. Teacher Education Quarterly, 35(1), 63-77.
  • Smith, W. M. (2012). Exploring Relationships among Teacher Change and Uses of Contexts.Mathematics Education Research Journal, 24(3), 301-321. https://doi.org/10.1007/s13394-012-0053-4
  • Tezgiden Cakcak, S. Y. (2015). Preparing teacher candidates as passive technicians, reflective practitioners or transformative intellectuals (Unpublished doctoral dissertation, Middle East Technical University, Ankara, Turkey). Retrieved from https://open.metu.edu.tr/bitstream/handle/11511/24751/index.pdf?sequence=1
  • Thomas, G. (2013). How to Do Your Research Project: A guide for students in education and applied social sciences. London: SAGE Publications.
  • Tokoz Goktepe, F. (2015). A Critical Analysis of Foreign Language Teacher Education Practices in Turkey. International Journal of Languages` Education and Teaching, 3(1), 128-143.
  • Wenger, E. (2000). Communities of Practice and Social Learning Systems. Organization, 7(2), 225-246. https://doi.org/10.1177/135050840072002
  • Yin, R. K. (2014). Case Study Research Design and Methods, 5th edn. USA: SAGE Publications.
  • Zmuda, A., Kuklis, R., & Kline, E. (2004). Transforming Schools: Creating a Culture of Continuous Improvement. Association for Supervision & Curriculum Development (ASCD).

Reflection and Collaboration: Barriers to Turkish ELT Teachers` Professional Learning

Yıl 2023, Cilt: 43 Sayı: 3, 2205 - 2236, 30.12.2023
https://doi.org/10.17152/gefad.1288635

Öz

This pilot study explores the professional learning (PL) of English Language teaching (ELT) teachers in Turkiye, how reflection and collaborative activity play a role in implementing change, and the factors affecting ELT teachers` pursuit of PL. Three ELT teachers were interviewed through narrative interviews, critical incidents and semi structured interviews. Two phrases stood out which encapsulate the different attitudes towards PL - I try no matter what and I try if. While one teacher seems to belong to the first category by showing a high level of motivation to pursue PL regardless of the circumstances, the other two teachers appear to belong to the second category by lacking motivation and feeling motivated only in certain circumstances. As the contexts the teachers were working in were found to affect the power they felt in themselves to bring change, providing individual and collective learning opportunities seems to be very critical for all teachers.

Kaynakça

  • Bandura, A. (2006). Toward a Psychology of Human Agency. Perspectives on Psychological Science, 1(2), 164-180. https://doi.org/10.1111/j.1745-6916.2006.00011.x
  • BERA (2018). Ethical guidelines for educational research. British Educational Research Association.
  • Biesta, G., & Tedder, M. (2007). Agency and Learning in the Lifecourse: Towards an Ecological Perspective. Studies in the Education of Adults, 39(2), 132-149. https://doi.org/10.1080/02660830.2007.11661545
  • Bishop, A. G., Brownell, M. T., Klingner, J. K., Leko, M. M., & Galman, S. A. C. (2010). Differences in Beginning Special Education Teachers: The Influences of Personal Attributes, Preparation, and School Environment on Classroom Reading Practices. Learning Disability Quarterly, 33(2), 75-92. https://doi.org/10.1177/073194871003300202
  • Burn, K., Mutton, T., & Hagger, H. (2010). Strengthening and Sustaining Professional Learning in the Second Year of Teaching. Oxford Review of Education, 36(6), 639-659. https://doi.org/10.1080/03054985.2010.501140
  • Clarke, D., & Hollingsworth, H. (2002). Elaborating a Model of Teacher Professional Growth. Teaching and Teacher Education, 18, 947–967. https://doi.org/10.1016/S0742-051X(02)00053-7
  • Cohen, L., Manion, L., & Morrison, K. (2005). Research Methods in Education, 5th edn. London: Routledge.
  • Coskun, A., & Daloglu, A. (2010). Evaluating an English language teacher education program through Peacock’s model. Australian Journal of Teacher Education, 35, 24-42. doi: 10.14221/ajte.2010v35n6.2
  • Denton, D. (2011). Reflection and Learning: Characteristics, Obstacles, and Implications. Educational Philosophy and Theory, 43(8), 838-852. https://doi.org/10.1111/j.1469-5812.2009.00600.x
  • Dewey, J. (1933). How We Think. Henry Regnery.
  • Easton, L. B. (2008). From Professional Development to Professional Learning. The Phi Delta Kappan, 89(10), 755-761. https://doi.org/10.1177/003172170808901014
  • Eret Orhan, E. (2017). What do Teacher Candidates in Turkey Think About Their Teacher Education? A Qualitative Study. Education and Science, 42(189), 197-216. https://doi.org/10.15390/EB.2017.4661
  • Farrell, T. S. C. (2014). “I feel like I`ve plateaued professionally … gone a little stale”: mid- career reflections in a teacher discussion group. Reflective Practice, 15(4), 504-517. doi: 10.1080/14623943.2014.900029
  • Fazio, X. (2009). Teacher Development Using Group Discussion and Reflection. Reflective Practice, 10(4), 529-541. https://doi.org/10.1080/14623940903138407
  • Gömleksiz, M. N. (1999). Training Foreign Language Teachers, Problems and Solutions. Firat University Journal of Social Science, 9(1), 79-101.
  • Gungor, M. N. (2016). Turkish Pre-service Teachers` Reflective Practices in Teaching English to Young Learners. Australian Journal of Teacher Education 41(2), 137-151. https://doi.org/10.14221/ajte.2016v41n2.9
  • Hagger, H., & McIntyre, D. (2006). Learning Teaching from Teachers: Realising the Potential of School-based Teacher Education. OUP.
  • Hargreaves, A. (1997). From Reform to Renewal: A New Deal for a New Age. In A.
  • Hargreaves & R. Evans (Eds.), Beyond Educational Reform: Bringing Teachers Back in (pp. 105–125). Open University Press.
  • Hewitt-Taylor, J. (2001). Use of constant comparative analysis in qualitative research. Nursing Standard, 15(42), 39-42. doi: 10.7748/ns2001.07.15.42.39.c3052
  • Hodkinson, H., & Hodkinson, P. (2005). Improving Schoolteachers` Workplace Learning. Research Papers in Education, 20(2), 109-131. https://doi.org/10.1080/02671520500077921
  • Jaeger, E. L. (2013). Teacher Reflection: Supports, Barriers, and Results. Issues in Teacher Education, 22(1), 89-104.
  • King, F. (2016). Teacher Professional Development to Support Teacher Professional Learning: Systemic Factors from Irish Case Studies. Teacher Development, 20(4), 574-594. https://doi.org/10.1080/13664530.2016.1161661
  • Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice-Hall.
  • McKinsey Report (2007). How the World’s Best Performing School Systems Come out on Top. McKinsey & Company.
  • Murugaiah, P., Azman, H., Thang, S. M., & Krish, P. (2012). Teacher Learning via Communities of Practice: A Malaysian Case Study. International Journal of Pedagogies and Learning, 7(2), 162-174. https://doi.org/10.5172/ijpl.2012.7.2.162
  • Nergis, A. (2011). Foreign language teacher education in Turkey: A historical overview. Procedia Social and Behavioral Sciences. 15, 181-185. doi: 10.1016/j.sbspro.2011.03.070
  • Odabasi Cimer, S., & Cimer, A. (2012). Issues Around Incorporating Reflection in Teacher Education in Turkey. Journal of Turkish Science Education, 9(1), 17-30.
  • Ozdemir, S., Bulbul, M., & Acar, M. (2010). Challenges Associated with Administrative and Professional Accountability in the Turkish Educational System. State and administration in a changing world, 271-282. Retrieved from https://papers.ssrn.com/sol3/papers.cfm?abstract_id=1992399
  • Prilla, M., Degeling, M., & Herrmann, T. (2012). Collaborative Reflection at Work: Supporting Informal Learning at a Healthcare Workplace [Paper presentation]. International Conference on Support Group Work, Florida, USA.
  • Roberts, J. (2006). Limits to Communities of Practice. Journal of Management Studies, 43(3), 623-639. https://doi.org/10.1111/j.1467-6486.2006.00618.x
  • Robson, C. (2011). Real World Research, 3rd edn. UK: John Wiley and Sons, Ltd, Publication.
  • Saldaña, J. (2016). The Coding Manual for Qualitative Researchers. 3rd ed. London: SAGE.
  • Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. Basic Books.
  • Servage, L. (2008). Critical and Transformative Practices in Professional Learning Communities. Teacher Education Quarterly, 35(1), 63-77.
  • Smith, W. M. (2012). Exploring Relationships among Teacher Change and Uses of Contexts.Mathematics Education Research Journal, 24(3), 301-321. https://doi.org/10.1007/s13394-012-0053-4
  • Tezgiden Cakcak, S. Y. (2015). Preparing teacher candidates as passive technicians, reflective practitioners or transformative intellectuals (Unpublished doctoral dissertation, Middle East Technical University, Ankara, Turkey). Retrieved from https://open.metu.edu.tr/bitstream/handle/11511/24751/index.pdf?sequence=1
  • Thomas, G. (2013). How to Do Your Research Project: A guide for students in education and applied social sciences. London: SAGE Publications.
  • Tokoz Goktepe, F. (2015). A Critical Analysis of Foreign Language Teacher Education Practices in Turkey. International Journal of Languages` Education and Teaching, 3(1), 128-143.
  • Wenger, E. (2000). Communities of Practice and Social Learning Systems. Organization, 7(2), 225-246. https://doi.org/10.1177/135050840072002
  • Yin, R. K. (2014). Case Study Research Design and Methods, 5th edn. USA: SAGE Publications.
  • Zmuda, A., Kuklis, R., & Kline, E. (2004). Transforming Schools: Creating a Culture of Continuous Improvement. Association for Supervision & Curriculum Development (ASCD).

Ayrıntılar

Birincil Dil İngilizce
Konular Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi
Bölüm Makaleler
Yazarlar

Zeynep BÜTÜN IKWUEGBU 0000-0001-5472-1178

Yayımlanma Tarihi 30 Aralık 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 43 Sayı: 3

Kaynak Göster

APA BÜTÜN IKWUEGBU, Z. (2023). Reflection and Collaboration: Barriers to Turkish ELT Teachers` Professional Learning. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 43(3), 2205-2236. https://doi.org/10.17152/gefad.1288635
AMA BÜTÜN IKWUEGBU Z. Reflection and Collaboration: Barriers to Turkish ELT Teachers` Professional Learning. GEFAD. Aralık 2023;43(3):2205-2236. doi:10.17152/gefad.1288635
Chicago BÜTÜN IKWUEGBU, Zeynep. “Reflection and Collaboration: Barriers to Turkish ELT Teachers` Professional Learning”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 43, sy. 3 (Aralık 2023): 2205-36. https://doi.org/10.17152/gefad.1288635.
EndNote BÜTÜN IKWUEGBU Z (01 Aralık 2023) Reflection and Collaboration: Barriers to Turkish ELT Teachers` Professional Learning. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 43 3 2205–2236.
IEEE Z. BÜTÜN IKWUEGBU, “Reflection and Collaboration: Barriers to Turkish ELT Teachers` Professional Learning”, GEFAD, c. 43, sy. 3, ss. 2205–2236, 2023, doi: 10.17152/gefad.1288635.
ISNAD BÜTÜN IKWUEGBU, Zeynep. “Reflection and Collaboration: Barriers to Turkish ELT Teachers` Professional Learning”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 43/3 (Aralık 2023), 2205-2236. https://doi.org/10.17152/gefad.1288635.
JAMA BÜTÜN IKWUEGBU Z. Reflection and Collaboration: Barriers to Turkish ELT Teachers` Professional Learning. GEFAD. 2023;43:2205–2236.
MLA BÜTÜN IKWUEGBU, Zeynep. “Reflection and Collaboration: Barriers to Turkish ELT Teachers` Professional Learning”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, c. 43, sy. 3, 2023, ss. 2205-36, doi:10.17152/gefad.1288635.
Vancouver BÜTÜN IKWUEGBU Z. Reflection and Collaboration: Barriers to Turkish ELT Teachers` Professional Learning. GEFAD. 2023;43(3):2205-36.