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

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

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

Kaynakça

  • Albaili, M. A. (1998). Goal orientations, cognitive strategies and academic achievement among United Arab Emirates college students. Educational Psychology, 18,195–203.
  • Akşit, N. (2007). Educational reform in Turkey. International Journal of Educational Development, 27, 129-137.
  • Anderson, R. D. (1996). Study of curriculum reform. Washington: U.S. Government Printing Office.
  • Anderson, R. D. (2002). Reforming science teaching: what research says about inquiry? Journal of Science Teacher Education, 13(1), 1-12.
  • Keys, C. W., & Bryan, L. A. (2001). Co-constructing inquiry-based science with teachers: essential research for lasting reform. Journal of Research in Science Teaching, 38(69), 631-345.
  • Kielborn, T. L., & Gilmer, P. J. (1999). Meaningful science: Teachers doing inquiry teaching science. Tallahassee, Fl: SERVE.
  • Kim, J. W. (2004). Education reform policies and classroom teaching in South Korea. International Studies in Sociology of Education, 14(2), 125-145.
  • Koç, Y., Işıksal, M., & Bulut, S. (2007). Elementary school curriculum reform in Turkey. International Education Journal, (8)1, 30-39.
  • Ladewski, B.J., Krajcik, J.S., & Harvey, C.L. (1994). A middle grade science teacher’s emerging understanding of project-based instruction. The Elementary School Journal, 94(5), 499-515.
  • Lederman, N. G. (1992). Students’ and teachers’ conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29(4), 331–359.
  • Levitt, K. E. (2001). An analysis of elementary teachers’ beliefs regarding the teaching and learning of science. Science Education, 86, 1-22.
  • Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.
  • Maor, D. & Taylor, (1995) P.C. Teacher epistemology and scientific inquiry in computerized classroom environments. Journal of Research in Science Teaching, 32(8), 839-854.
  • Mavropoulou, S., & Padeliadu, S. (2002). Teachers’ causal attributions for behavior problems in relation to perceptions of control. Educational Psychology, 22, 191-202.
  • Mellado, V., Bermejo, M. L., Blanco, L. J., & Ruiz, C. (2007). The classroom practice of a prospective secondary biology teacher and his conceptions of the nature of science and of teaching and learning science. International Journal of Science and Mathematics Education, 6, 37–62.
  • McPherson, M. B., & Young, S. L. (2004): What students think when teachers get upset: Fundamental attribution error and student-generated reasons for teacher anger? Communication Quarterly, 52(4), 357-369.
  • Merriam, S. B. (1998). Qualitative research and case study applications in education: Revised and expanded from case study research in education. San Francisco: Jossey-Bass.
  • Mezulis, A.H., Abramson, L.Y., Hyde, J.S., & Hankin, B.L. (2004). Is there a universal positivity bias in attributions? A meta-analytic review of individual, developmental, and cultural differences in the self-serving attributional bias. Psychological Bulletin, 130(5), 711-747.
  • Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: A sourcebook of new methods (2nd ed). Thousand Oaks, CA: Sage Publication.
  • Miller, D. T., & Ross, M. (1975). Self-serving biases in the attribution of causality: Fact or fiction? Psychological Bulletin, 82, 213- 225.
  • Milli Eğitim Bakanlığı [MEB]. (2004a). Müfredat Geliştirme Süreci: Program Geliştirme Modeli Çerçevesinde Yapılan Çalışmalar. Ankara, Türkiye: MEB
  • Milli Eğitim Bakanlığı [MEB]. (2004b). Tebliğler Dergisi (MEB Resmi Bülteni), 67(2562). Ankara, Türkiye: MEB
  • Milli Eğitim Bakanlığı [MEB] (2004c) Tebliğler Dergisi (MEB Resmi Bülteni), 67(2563), Ankara, Türkiye: MEB
  • Soodak, L. C., & Podell, D. M. (1994). Teachers’ thinking about difficult-to-teach students. Journal of Educational Research, 88, 44-51.
  • Simmons, P. E., Emory, A., Carter, T., Coker, T., Finnegan, B., Crockett, D., Richardson L., Yager R., Craven J., Tillotson J., Brunkhorst H., Twiest M., Hossain K., Gallagher J., Duggan Haas D., Parker J., Cajas F., Alshannag Q., McGlamery S., Krockover J., Adams P., Spector B., Laporta T., James B., Rearden K., & Labuda, K. (1999). Beginning teachers: beliefs and classroom actions. Journal of Research in Science Teaching, 36(8), 930–954.
  • Şişman, M. (2009). Öğretmen yeterliliklerini yeniden düşünmek. Türk Yurdu Dergisi, 29, 37-41. http://turkyurdu.com.tr/2257/ ogretmenyeterliliklerini-yeniden-dusunmek.html
  • Tobin, K., & Tippins, D. J. (1996). Metaphors as seeds for conceptual change and the implementation of science teaching. Science Education, 80(6), 711–730.
  • Tuzgöl Dost, M., & Cenkseven, F. (2007). Devlet ve vakıf üniversitelerinde çalışan öğretim elemanlarının mesleki sorunları. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 16(2), 203-218.
  • Türer, A. (2006). Türkiye’de öğretmen yetiştirme ve sorunlar (teacher training and its issues in Turkey). Abece Dergisi, 235- 236. http://w3.balikesir.edu.tr/~aturer/ogretmenyetistirme
  • Walker, M. D. (2007). Teaching inquiry-based science - a guide for middle and high school teachers. LaVergne, TN: Lightning Source.
  • Watt, H. M. G., & Richardson, P. W. (2008). Motivations, perceptions and aspirations concerning teaching as a career for different types of beginning teachers. Learning and Instruction, 18, 408- 428.
  • Watt, H. M. G., & Richardson, P. W. (2011). Teachers’ profiles of professional engagement and career development in Australia and the U.S. Paper presented at the European Association for Research on Learning and Instruction (EARLI) International Conference, Exeter, UK.
  • Welch, W. Y., Klopfer, L. E., Aikenhead, G. L., & Robinson, J. T. (1981). The role of inquiry in science education: analysis and foundations. Science Education, 65, 33-50.
  • Weiner, B., & Kukla, A. (1970). An attributional analysis of achievement motivation. Journal of Personality and Social Psychology, 15, 1-20.
  • Weiner, B. (1985). An attribution theory of achievement motiviation and emotion. Psychological Review, 92, 548-573.
  • Weiner, B. (1992). Human motivation: Metaphors, theories and research. Newbury Park, CA: Sage. In Hamilton.
  • Weiner, B. (1994). Integrating social and personal theories of achievement striving. Review of Educational Research, 64, 557-573.
  • Weiner, B. (2000). Intrapersonal and interpersonal theories of motivation from an attributional perspective. Educational Psychology Review, 12(1), 1-14.
  • Weiner, B. (2005). Motivation from an attributional perspective and the social psychology of perceived competence. In A. J. Elliot and C. S. Dweck (Eds.), Handbook of Competence and Motivation (pp. 73-84). New York: Guilford.
  • Weiner, B. (2010). The development of an attribution-based theory of motivation: a history of ideas. Educational Psychologist, 45, 28-36.
  • Yoon, H.-G., & Kim, M. (2010). Collaborative reflection through dilemma cases of science practical work during practicum. International Journal of Science Education, 32(3), 283-301.
  • Yoon, H., Joung, Y. J., & Kim, M. (2011). The Challenges of Science Inquiry Teaching for Pre-Service Teachers in Elementary Classrooms: Difficulties on and under the Scene. Research in Science Education, 42, 589-608.
  • Zimmerman, B. (2000). Self-efficacy: an essential motive to learn. Contemporary Educational Psychology, 25, 82-91.
  • Yılmaz, K. (2010). Lisans düzeyinde sosyal bilgiler eğitiminde karşılaşılan sorunlar ve çözüm öneriler: öğretim elemanlarının görüşleri. Türk Eğitim Bilimleri Dergisi, 8(2), 297-332.

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

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

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

Kaynakça

  • Albaili, M. A. (1998). Goal orientations, cognitive strategies and academic achievement among United Arab Emirates college students. Educational Psychology, 18,195–203.
  • Akşit, N. (2007). Educational reform in Turkey. International Journal of Educational Development, 27, 129-137.
  • Anderson, R. D. (1996). Study of curriculum reform. Washington: U.S. Government Printing Office.
  • Anderson, R. D. (2002). Reforming science teaching: what research says about inquiry? Journal of Science Teacher Education, 13(1), 1-12.
  • Keys, C. W., & Bryan, L. A. (2001). Co-constructing inquiry-based science with teachers: essential research for lasting reform. Journal of Research in Science Teaching, 38(69), 631-345.
  • Kielborn, T. L., & Gilmer, P. J. (1999). Meaningful science: Teachers doing inquiry teaching science. Tallahassee, Fl: SERVE.
  • Kim, J. W. (2004). Education reform policies and classroom teaching in South Korea. International Studies in Sociology of Education, 14(2), 125-145.
  • Koç, Y., Işıksal, M., & Bulut, S. (2007). Elementary school curriculum reform in Turkey. International Education Journal, (8)1, 30-39.
  • Ladewski, B.J., Krajcik, J.S., & Harvey, C.L. (1994). A middle grade science teacher’s emerging understanding of project-based instruction. The Elementary School Journal, 94(5), 499-515.
  • Lederman, N. G. (1992). Students’ and teachers’ conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29(4), 331–359.
  • Levitt, K. E. (2001). An analysis of elementary teachers’ beliefs regarding the teaching and learning of science. Science Education, 86, 1-22.
  • Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.
  • Maor, D. & Taylor, (1995) P.C. Teacher epistemology and scientific inquiry in computerized classroom environments. Journal of Research in Science Teaching, 32(8), 839-854.
  • Mavropoulou, S., & Padeliadu, S. (2002). Teachers’ causal attributions for behavior problems in relation to perceptions of control. Educational Psychology, 22, 191-202.
  • Mellado, V., Bermejo, M. L., Blanco, L. J., & Ruiz, C. (2007). The classroom practice of a prospective secondary biology teacher and his conceptions of the nature of science and of teaching and learning science. International Journal of Science and Mathematics Education, 6, 37–62.
  • McPherson, M. B., & Young, S. L. (2004): What students think when teachers get upset: Fundamental attribution error and student-generated reasons for teacher anger? Communication Quarterly, 52(4), 357-369.
  • Merriam, S. B. (1998). Qualitative research and case study applications in education: Revised and expanded from case study research in education. San Francisco: Jossey-Bass.
  • Mezulis, A.H., Abramson, L.Y., Hyde, J.S., & Hankin, B.L. (2004). Is there a universal positivity bias in attributions? A meta-analytic review of individual, developmental, and cultural differences in the self-serving attributional bias. Psychological Bulletin, 130(5), 711-747.
  • Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: A sourcebook of new methods (2nd ed). Thousand Oaks, CA: Sage Publication.
  • Miller, D. T., & Ross, M. (1975). Self-serving biases in the attribution of causality: Fact or fiction? Psychological Bulletin, 82, 213- 225.
  • Milli Eğitim Bakanlığı [MEB]. (2004a). Müfredat Geliştirme Süreci: Program Geliştirme Modeli Çerçevesinde Yapılan Çalışmalar. Ankara, Türkiye: MEB
  • Milli Eğitim Bakanlığı [MEB]. (2004b). Tebliğler Dergisi (MEB Resmi Bülteni), 67(2562). Ankara, Türkiye: MEB
  • Milli Eğitim Bakanlığı [MEB] (2004c) Tebliğler Dergisi (MEB Resmi Bülteni), 67(2563), Ankara, Türkiye: MEB
  • Soodak, L. C., & Podell, D. M. (1994). Teachers’ thinking about difficult-to-teach students. Journal of Educational Research, 88, 44-51.
  • Simmons, P. E., Emory, A., Carter, T., Coker, T., Finnegan, B., Crockett, D., Richardson L., Yager R., Craven J., Tillotson J., Brunkhorst H., Twiest M., Hossain K., Gallagher J., Duggan Haas D., Parker J., Cajas F., Alshannag Q., McGlamery S., Krockover J., Adams P., Spector B., Laporta T., James B., Rearden K., & Labuda, K. (1999). Beginning teachers: beliefs and classroom actions. Journal of Research in Science Teaching, 36(8), 930–954.
  • Şişman, M. (2009). Öğretmen yeterliliklerini yeniden düşünmek. Türk Yurdu Dergisi, 29, 37-41. http://turkyurdu.com.tr/2257/ ogretmenyeterliliklerini-yeniden-dusunmek.html
  • Tobin, K., & Tippins, D. J. (1996). Metaphors as seeds for conceptual change and the implementation of science teaching. Science Education, 80(6), 711–730.
  • Tuzgöl Dost, M., & Cenkseven, F. (2007). Devlet ve vakıf üniversitelerinde çalışan öğretim elemanlarının mesleki sorunları. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 16(2), 203-218.
  • Türer, A. (2006). Türkiye’de öğretmen yetiştirme ve sorunlar (teacher training and its issues in Turkey). Abece Dergisi, 235- 236. http://w3.balikesir.edu.tr/~aturer/ogretmenyetistirme
  • Walker, M. D. (2007). Teaching inquiry-based science - a guide for middle and high school teachers. LaVergne, TN: Lightning Source.
  • Watt, H. M. G., & Richardson, P. W. (2008). Motivations, perceptions and aspirations concerning teaching as a career for different types of beginning teachers. Learning and Instruction, 18, 408- 428.
  • Watt, H. M. G., & Richardson, P. W. (2011). Teachers’ profiles of professional engagement and career development in Australia and the U.S. Paper presented at the European Association for Research on Learning and Instruction (EARLI) International Conference, Exeter, UK.
  • Welch, W. Y., Klopfer, L. E., Aikenhead, G. L., & Robinson, J. T. (1981). The role of inquiry in science education: analysis and foundations. Science Education, 65, 33-50.
  • Weiner, B., & Kukla, A. (1970). An attributional analysis of achievement motivation. Journal of Personality and Social Psychology, 15, 1-20.
  • Weiner, B. (1985). An attribution theory of achievement motiviation and emotion. Psychological Review, 92, 548-573.
  • Weiner, B. (1992). Human motivation: Metaphors, theories and research. Newbury Park, CA: Sage. In Hamilton.
  • Weiner, B. (1994). Integrating social and personal theories of achievement striving. Review of Educational Research, 64, 557-573.
  • Weiner, B. (2000). Intrapersonal and interpersonal theories of motivation from an attributional perspective. Educational Psychology Review, 12(1), 1-14.
  • Weiner, B. (2005). Motivation from an attributional perspective and the social psychology of perceived competence. In A. J. Elliot and C. S. Dweck (Eds.), Handbook of Competence and Motivation (pp. 73-84). New York: Guilford.
  • Weiner, B. (2010). The development of an attribution-based theory of motivation: a history of ideas. Educational Psychologist, 45, 28-36.
  • Yoon, H.-G., & Kim, M. (2010). Collaborative reflection through dilemma cases of science practical work during practicum. International Journal of Science Education, 32(3), 283-301.
  • Yoon, H., Joung, Y. J., & Kim, M. (2011). The Challenges of Science Inquiry Teaching for Pre-Service Teachers in Elementary Classrooms: Difficulties on and under the Scene. Research in Science Education, 42, 589-608.
  • Zimmerman, B. (2000). Self-efficacy: an essential motive to learn. Contemporary Educational Psychology, 25, 82-91.
  • Yılmaz, K. (2010). Lisans düzeyinde sosyal bilgiler eğitiminde karşılaşılan sorunlar ve çözüm öneriler: öğretim elemanlarının görüşleri. Türk Eğitim Bilimleri Dergisi, 8(2), 297-332.
Toplam 44 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Research Article
Yazarlar

Yılmaz Soysal Bu kişi benim

Hatice Tanık Bu kişi benim

Yayımlanma Tarihi 1 Ağustos 2017
Yayımlandığı Sayı Yıl 2017 Sayı: 2

Kaynak Göster

APA Soysal, Y., & Tanık, H. (2017). Akademisyenlerin Öğretimsel Bariyerlere Yönelik Atıflarının Pedagojik-Epistemolojik İnanç Sistemleri Bağlamında İncelenmesi. Yükseköğretim Ve Bilim Dergisi(2), 333-352.
AMA Soysal Y, Tanık H. Akademisyenlerin Öğretimsel Bariyerlere Yönelik Atıflarının Pedagojik-Epistemolojik İnanç Sistemleri Bağlamında İncelenmesi. J Higher Edu Sci. Ağustos 2017;(2):333-352.
Chicago Soysal, Yılmaz, ve Hatice Tanık. “Akademisyenlerin Öğretimsel Bariyerlere Yönelik Atıflarının Pedagojik-Epistemolojik İnanç Sistemleri Bağlamında İncelenmesi”. Yükseköğretim Ve Bilim Dergisi, sy. 2 (Ağustos 2017): 333-52.
EndNote Soysal Y, Tanık H (01 Ağustos 2017) Akademisyenlerin Öğretimsel Bariyerlere Yönelik Atıflarının Pedagojik-Epistemolojik İnanç Sistemleri Bağlamında İncelenmesi. Yükseköğretim ve Bilim Dergisi 2 333–352.
IEEE Y. Soysal ve H. Tanık, “Akademisyenlerin Öğretimsel Bariyerlere Yönelik Atıflarının Pedagojik-Epistemolojik İnanç Sistemleri Bağlamında İncelenmesi”, J Higher Edu Sci, sy. 2, ss. 333–352, Ağustos 2017.
ISNAD Soysal, Yılmaz - Tanık, Hatice. “Akademisyenlerin Öğretimsel Bariyerlere Yönelik Atıflarının Pedagojik-Epistemolojik İnanç Sistemleri Bağlamında İncelenmesi”. Yükseköğretim ve Bilim Dergisi 2 (Ağustos 2017), 333-352.
JAMA Soysal Y, Tanık H. Akademisyenlerin Öğretimsel Bariyerlere Yönelik Atıflarının Pedagojik-Epistemolojik İnanç Sistemleri Bağlamında İncelenmesi. J Higher Edu Sci. 2017;:333–352.
MLA Soysal, Yılmaz ve Hatice Tanık. “Akademisyenlerin Öğretimsel Bariyerlere Yönelik Atıflarının Pedagojik-Epistemolojik İnanç Sistemleri Bağlamında İncelenmesi”. Yükseköğretim Ve Bilim Dergisi, sy. 2, 2017, ss. 333-52.
Vancouver Soysal Y, Tanık H. Akademisyenlerin Öğretimsel Bariyerlere Yönelik Atıflarının Pedagojik-Epistemolojik İnanç Sistemleri Bağlamında İncelenmesi. J Higher Edu Sci. 2017(2):333-52.