ARAŞTIRMA YÖNTEMLERİ DERSİNİN İNGİLİZCE ÖĞRETMEN ADAYLARININ ARAŞTIRMA TUTUMLARI ÜZERİNDEKİ ETKİSİ

Yıl 2020, Sayı: 54, 233 - 257, 29.04.2020

Kutay Uzun

Öz

Araştırma becerileri öğretmen eğitiminin bileşenlerinden biri
olarak görülmektedir. Ancak, araştırma yöntemlerinin öğretilmesi ve öğretim
pratiklerinin araştırma tutumu üzerindeki etkileri öğretmen eğitiminin az
çalışılan alanları arasındadır. Bu nedenle, bu çalışma Türkiye’de bir devlet
üniversitenin İngilizce Öğretmenliği bölümünün ikinci yılında zorunlu olarak
verilen bir araştırma yöntemleri dersinin etkilerini değerlendirmeyi
amaçlamaktadır. Dersin araştırma tutumlarını etkileme biçimlerini ve 46 adet
ikinci sınıf İngilizce Öğretmenliği öğrencisi tarafından nasıl algılandığını
incelemek amacıyla gömülü karma desen kullanılmıştır. Araştırmaya yönelik
tutumların dersin öncesinde ve sonrasında ölçülmesi için psikometrik bir
ölçekten yararlanılmıştır. Öğrencilerin dersi değerlendirmesi için ise açık
uçlu bir anket kullanılmıştır. Sonuçlar, dersin sonunda öğrencilerin araştırma
tutumlarında azalma olduğunu göstermektedir. Çalışmanın bulguları, araştırmaya
karşı olumlu tutum geliştirilebilmesi için ders saatinin artırılması ve ev
ödevlerinin azaltılması gerekliliğini ortaya çıkarmıştır.

Anahtar Kelimeler

Araştırma Tutumu, İngilizce Öğretmen Adayları, Araştırma Öğretimi, Öğretmen Eğitimi

THE EFFECT OF A RESEARCH METHODS COURSE ON THE ATTITUDES TOWARDS RESEARCH AMONG PRE-SERVICE ENGLISH TEACHERS

Öz

Research skills are considered to be an integral part of
teacher education. However, how to teach research and how teaching practices
influence attitudes towards research are underresearched areas within the field
of teacher education. Therefore, this study aimed to evaluate the effects of a
compulsory research methods course given in the second year of an English
Language Teaching (ELT) department at a public university in Turkey. An
embedded mixed methods design was used to find out how the course influenced
research attitudes and how it was perceived by 46 2nd year undergraduate
students of ELT. A psychometric scale was used to measure attitudes towards
research before and after the course. An open-ended questionnaire was also
utilized for the evaluation of the course by the participants. The results
indicated a decreasing trend in the attitudes towards research. The findings
imply that increasing the course hours and decreasing the number of take-home
tasks are needed for more positive attitudes towards research among the participants.

Anahtar Kelimeler

Attitudes Towards Research, Pre-Service English Teachers, Teaching Research, Teacher Education

Kaynakça

• Afdal, H. W., & Spernes, K. (2018). Designing and redesigning research-based teacher education. Teaching and Teacher Education, 74, 215–228. doi:10.1016/j.tate.2018. 05.011
• Albarracín, D., Wang, W., Li, H., & Noguchi, K. (2008). Structure of attitudes: Judgments, memory, and implications for change. In W. D. Crano & R. Prislin, Attitudes and attitude change (pp. 19-40), New York, NY: Psychology Press.
• Barahona, M. (2018). Trends in Teacher Development Programs. In J. Liontas (Eds.), The TESOL Encyclopedia of English Language Teaching (pp. 1-14). New York: John Wiley & Sons, Inc. Retrieved from www.researchgate.net.
• Burns, A. (2009). Action research in second language teacher education. In Burns, A. and Richards, J.C. (Eds.), Cambridge guide to second language teacher education (pp. 289–297), New York: Cambridge University Press.
• Creswell, J. W. (2014). Research design qualitative, quantitative and mixed methods approaches (4th ed.). Thousand Oaks, CA: Sage.
• Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(2), 291-309.
• Darling-Hammond, L., & Bransford, J. D. (Eds.). (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco: Jossey-Bass
• Earley, M. A. (2014). A Synthesis of the Literature on Research Methods Education. Teaching in Higher Education, 19(3), 242-253.
• Golombek, P. (1998). A study of language teachers’ personal practical knowledge. TESOL Quarterly, 32(3), 447–464.
• Greiff, S., Wüstenberg, S., Csapó, B., Demetriou, A., Hautamäki, J., Graesser, A.C. & Martin, R. (2014). Domain-general problem solving skills and education in the 21st century. Educational Research Review, 13(1), 74-83.
• Guilbert, D., Lane, R., & Van Bergen, P. (2015). Understanding student engagement with research: a study of pre-service teachers’ research perceptions, research experience, and motivation. Asia-Pacific Journal of Teacher Education, 44(2), 172–187. doi:10.1080/1359866x.2015.1070118
• Hadley, G. (Ed.). (2003). Action research in action. Singapore: SEAMEO Regional English Language Centre.
• Henson, R. K. (2001). The effects of participation in teacher research on teacher efficacy. Teaching and Teacher Education, 17(7), 819-836. doi: 10.1016/S0742-051X(01)00033-6
• Higher Education Council (2007). In Y. Kavak, A. Aydın & S. Akbaba-Altun (Eds.), Öğretmen yetiştirme ve eğitim fakülteleri (1982-2007) [EN: Teacher Training and Faculties of Education (1982-2007)]. Ankara: Meteksan AŞ. Retireved from https://www.yok.gov.tr/Documents/Yayinlar/Yayinlarimiz/ogretmen-yetistirme-ve-egitim-fakulteleri.pdf
• Hordern, J. (2015). Teaching, teacher formation, and specialised professional practice, European Journal of Teacher Education, 38(4), 431-444. doi: 10.1080/02619768. 2015.1056910
• Jain, Y., & Sidhu, G. K. (2011). Relationship betweenanxiety, attitudeandmotivation of tertiary students in learning English as a Second Language. Procedia – Social and Behavioral Sciences, 90(2013), 114-123. doi: 10.1016/j.sbspro.2013.07.072
• Jyrhämä, R., Kynäslahti, H., Krokfors, L., Byman, R. Maaranen, K. & Kansanen, P. (2008). The appreciation and realisation of research-based teacher education: Finnish students' experiences of teacher education. European Journal of Teacher Education, 2(4), 369–382.
• Kitchen, M., & Jeurissen, M. (2004). Developing a culture of teachers as researchers. Many Voices, 22, 16–20.
• Laher, S., Israel, N., & Pitman, M. (2007). Teaching research and statistics at undergraduate level: The RDA tutorial programme. South African Journal of Psychology, 37(2), 368-374. doi: 10.1177/008124630703700213
• Lankshear, C., & Knobel, M. (2004). A Handbook for Teacher Research: From Design to Implementation. London: Open University Press.
• Lombard, K., & Kloppers, M. (2015). Undergraduate student teachers’ views and experiences of a compulsory course in research methods. South African Journal of Education, 35(1), 1-14.
• Niemi, H., & Nevgi, A. (2014). Research studies and active learning promoting professional competences in Finnish teacher education. Teaching and Teacher Education, 43, 131-142
• Pajares, F. (1992). Teachers’ Beliefs and Educational Research: Cleaning up Messy Construct. Review of Educational Research, 62(3), 307–332.
• Papanastasiou, E. C. (2005). Factor structure of the “attitude towards research” scale. Statistics in Educational Research Journal, 4(1). 16-26.
• Rokeach, M. (1969). Beliefs, attitudes, and values: A theory of organization and change. San Francisco: Josey-Bass.
• Rubie-Davies, C. (2015). Teachers’ instructional beliefs and the classroom climate. In H. Fives & M. Gill (Eds.), International handbook of research on teachers’ beliefs (pp. 266–283). London- New York: Routledge.
• Sayer, P. (2005). An intensive approach to building conversation skills. ELT Journal, 59(1), 14–22.
• Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
• Schulze, S. (2009) Teaching research methods in a distance education context: Concerns and challenges. South African Journal of Higher Education, 23(5), 992–1008.
• Sever, I., Öncül, B., & Ersoy, A. (2019). Using Flipped Learning to Improve Scientific research skills of teacher candidates. Universal Journal of Educational Research, 7(2), 521-535. doi: 10.13189/ujer.2019.070225.
• Smith, K., & Sela, O. (2005). Action research as a bridge between pre‐service teacher education and in‐service professional development for students and teacher educators. European Journal of Teacher Education, 28(3), 293–310. doi:10.1080/02619760500269418
• Tabachnick, B. G. & Fidell, L. S. (2014). Using Multivariate Statistics. England: Pearson Education Limited.
• Taber, K. S., 2016. The use of Cronbach’s alpha when developing and reporting research instruments in science education. Research in Science Education, 48(6), 1273–1296.
• Toom, A., Kynäslahti, H., Krokfors, L., Jyrhämä, R., Byman, R., Stenberg, K. Maaranen, K. & Kansanen, P. (2010). Experiences of a research-based approach to teacher education: suggestions for future policies. European Journal of Teacher Education, 45(2), 331–344.
• Van der Linden, W., Bakx, A., Ros, A., Beijaard, D., & van den Bergh, L. (2015). The development of student teachers’ research knowledge, beliefs and attitude. Journal of Education for Teaching, 41(1), 4–18. doi:10.1080/02607476.2014.992631
• Wallace, M.J. (1991). Training foreign language teachers. Cambridge: Cambridge University Press.
• Yasar Ekici, F. (2017). Examination of the attitudes of preschool teacher candidates and teacher candidates in other branches towards scientific research in terms of some variables. European Journal of Educational Research, 6(1), 1-13. doi: 10.12973/eu-jer.6.1.1
• Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college-and university-based teacher education. Journal of Teacher Education, 61(1-2), 89-99.