Akademisyenlerin Öğretimsel Bariyerlere Yönelik Atıflarının Pedagojik-Epistemolojik İnanç Sistemleri Bağlamında İncelenmesi

Yıl 2017, Sayı: 2, 333 - 352, 01.08.2017

Yılmaz Soysal Hatice Tanık

Öz

Bu çalışmada bir vakıf üniversitesinde görev alan iki akademisyenin öğretimsel süreçlerinde karşılaştıkları bariyerler ve bu bariyerlere yönelik atıfsal akıl yürütmeleri, onların öğrenme, öğretme ve bilgiye yönelik inançları çerçevesinde incelenmiştir. Çalışma nitel bir perspektifte yürütülmüştür. Nitel veri toplama ve analiz süreçleri ile bariyer-atıf arasındaki karşılıklı belirleyici ilişkinin, akademisyenlerin pedagojik-epistemolojik inançlarından nasıl etkilendiği açıklanmaya çalışılmıştır. İki farklı görüşme protokolü ile veriler toplanmış, tümevarımcı ve yorumlamacı bir şekilde veriler analiz edilmiştir. Katılımcıların pedagojik-epistemolojik inançlarının yönelimi öğrenenmerkezli; öğretmen-merkezli ya da ayrıksılığı bariyer-atıf ilişkisinin bahsi geçen inanç sistemleri bağlamında incelenmesine izin vermiştir. Daha öğrenen-merkezli olan akademisyenin öğretimsel bariyerlere yönelik atıflarının daha içe yönelimli kendi pedagojik yetkinlikleri ile ilgili , kontrol edilebilir ve geçici/sürekli olmayan şekilde olduğu tespit edilmiştir. Öte yandan, daha öğretmen-merkezli öğretimsel süreçlerin etkililiğine inanan katılımcı akademisyenin ise daha dışa dönük, kendi kontrolünün dışında olan ve bariyerlerin kalıcılığını ya da sürekli olduğunu vurgulayan atıfsal akıl yürütmeye sahip olduğu tespit edilmiştir. Çalışmanın temel çıktıları yükseköğretim bağlamında psikolojik atıf teorisi ve öğretimsel pedagojik-epistemolojik inançlar lenslerle değerlendirilmiş ve önerilerde bulunulmuştur

Anahtar Kelimeler

Pedagojik inanç sistemleri, Öğretimsel bariyerler, Atıf teorisi, Akademisyen, Öğrenilmiş çaresizlik

Exploration of Scholars’ Attributions of Instructional Barriers in the Context of Pedagogical-Epistemological Belief Systems

Öz

In this study, two academics’ who have been employed in a private university teaching barriers and accompanied attributional reasoning were examined in the context of their belief systems with regards to learning, teaching and knowledge. This study was conducted with a basic qualitative perspective. By means of qualitative data gathering and analysis, it was aimed at estimating how the relation between teaching barriers and attributional reasoning was influenced by pedagogical-epistemological belief systems of scholars. Qualitative data was collected through two different semi-structured interview protocols and gathered data was analyzed with an inductive and interpretivist manner. The scholars’ beliefs systems’ divergences teacher-centered vs. learner-centered allowed to explore the presumable relation of barrier-attribution in the context of pedagogical-epistemological belief systems. It was found out that the scholar who has adopted the more learner-centered modes of teaching favors more internally-oriented, controllable and non-stable attributional styles in illustrating her barrier-attribution relation. In contrast, it was also detected that the scholar who has held more teacher-centered teaching beliefs is liable to make attributions to overly external, non-controllable and stable factors in illuminating her barrier-attribution relation. Major outcomes of the study are evaluated by means of psychological i.e., attribution theory and instructional pedagogical-epistemological beliefs lenses and suggestions are offered in the context of higher education

Anahtar Kelimeler

Pedagogical belief systems, Instructional barriers, Theory of attribution, Academics, Learned helplessness

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