Araştırma Makalesi
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Who am I in my story of teaching?: Confronting puzzle of practice through narrative inquiry

Yıl 2019, Cilt 1, Sayı 1, 31.12.2019

Öz

This paper showcases an episode during which I embraced my inquirer self as an attempt to confront my puzzle of practice that had long became the basis of my uncertainty towards my own teaching. Chronologically, the paper is of seven parts. The first part depicts my initial intention of revisiting my teaching practice as means of unpacking my frames of reference that were the basis of my puzzle of practice. Part two describes how I employed narrative inquiry as my main research design, while incorporating the elements of self-study and autoethnography that served as the powerful mechanism for my research. Two main field texts were gathered during this particular phase of my fieldwork: my teaching/research journal and my students’ learning journals that were analysed and transformed into research texts. The next three parts of this paper illustrate how I re-story the time when I re-experienced my teaching and critically re-examined my teaching approach and strategies with the help of my students’ feedback in seeing my practice through a different lens. These parts also accentuate the struggle I faced with in my effort to transform my teaching practice - from a “teacher-focused strategy” or a “teacher-directed”, into one that promoted “student-centred” learning approach. In part six of this paper, I attempt to answer the question of “Who am I in my story of teaching?” by reflecting on the three main lessons learned throughout my research journey. Finally, in hindsight, it came to my knowledge that in searching the possible answer to my puzzle of practice, what I needed most is to continuously make my frames of reference more open, reflective, and emotionally able to change. 

Kaynakça

  • Boud, D., Cohen, R., & Walker, D. (1993). Introduction: Understanding learning from experience. In D. Boud, R. Cohen & D. Walker (Eds.), Using Experience for Learning (pp. 1-17). The Society for Research into Higher Education & Open University Press.
  • Brookfield, S. D. (1995). Becoming a Critically Reflective Teacher. John Wiley & Sons.
  • Brookfield, S. D. (2000). Transformative learning as ideology critique. In J. Mezirow & Associates (Eds.), Learning As Transformation: Critical Perspectives On A Theory In Progress (pp. 125-150). Jossey-Bass.
  • Connelly, F. M., & Clandinin, D. J. (1988). Teachers as curriculum planners: Narratives of experience. University of Columbia.
  • Connelly, F. M., & Clandinin, D. J. (1999). Knowledge, context, and identity. In F.M. Connelly & D.J. Clandinin (Eds.), Shaping A Professional Identity: Stories of Educational Practice (1-8). Columbia University.
  • Etherington, K. (2004). Becoming a Reflexive Researcher: Using Our Selves in Research. Jessica Kingsley Publishers.
  • Khairiyah Mohd. Yusof, Mohd. Kamaruddin Abd. Hamid, Mohd. Ariffin Abu Hassan, Mimi Haryani Hassim, Syed Ahmad Helmi Syed Hassan & Zaidatun Tasir (2005a). Outcomes of Problem-Based Learning (PBL) Implementation from Students’ Perspectives. Paper presented at the Proceedings of the 2005 Regional Conference on Engineering Education, December 12-13, 2005.
  • Khairiyah Mohd. Yusof, Zaidatun Tasir, Jamalludin Harun & Syed Ahmad Helmi (2005b). Promoting problem-based learning (PBL) in engineering courses at the Universiti Teknologi Malaysia. Global Journal of Engineering Education, 9(2), 175-184.
  • Kreber, C. (2001). Learning experientially through case studies? A conceptual analysis. Teaching in Higher Education, 6(2), 217-228.
  • Kreber, C., & Cranton, P. A. (2000). Exploring the scholarship of teaching. The Journal of Higher Education, 71(4), 476-495.
  • Kozhevnikov, M., Hegarty, M., & Mayer, R. E. (2002). Revising the visualizer-verbalizer dimension: evidence for two types of visualizers. Cognition and Instruction, 20(1), 47-77.
  • Lim, K.H.. (2003a). Budi as the Malay mind. IIAS Newsletter, 31(July), 31.
  • Lim, K. H. (2003b). Budi as the Malay mind: A philosophical study of Malay ways of reasoning and emotion in peribahasa. University of Hamburg, Hamburg Germany.
  • Lindblom-Ylanne, S., Trigwell, K., Nevgi, A., & Ashwin, P. (2006). How approaches to teaching are affected by discipline and teaching context. Studies in Higher Education, 31(3), 285-298.
  • Mayer, R. E., & Massa, L. J. (2003). Three facets of visual and verbal learners: cognitive ability, cognitive style, and learning preference. Journal of Educational Psychology, 95(4), 833-846.
  • Mezirow, J. (1997). Transformative learning: theory to practice. New Directions for Adult and Continuing Education, (74), 5-12.
  • Mezirow, J. (2000). Learning to think like an adult: core concepts of transformation theory. In J.Mezirow & Associates (Eds.), Learning As Transformation: Critical Perspectives On A Theory In Progress (3-33). Jossey-Bass.
  • Mezirow, J. (2003). Transformative learning as discourse. Journal of Transformative Education, 1(58), 58-63.
  • Moon, J.A. (2006). Learning Journals: A Handbook for Reflective Practice and Professional Development. Routledge.
  • Niemi, H. (2002). Active learning - a cultural change needed in teacher education and schools. Teaching and Teacher Education, 18, 763-780.
  • Ramsden, P. (2003). Learning to Teach in Higher Education (2 ed.). RoutledgeFalmer.
  • Russel, T., & Munby, H. (1991). Reframing: the role of experience in developing teachers’ professional knowledge. In D. A. Schon (Ed.), The Reflective Turn: Case Studies In and On Educational Practice (164-187). New York: Teachers College: Columbia University.
  • Samah, N. A. (2011). Seeing with new eyes: insights from an inquisitive journey. In S. Trahar (Ed.), The Doctorate: International Stories Of The UK Experience (63-69). EsCalate.
  • Samah, N. A. (2012). Embracing practitioner research in higher education: a story from a doctoral journey. In Lokman Mohd. Tahir & Hamdan Said (Eds.), Educational İssues, Research and Policies (153-174). Penerbit UTM Press.
  • Samah, N. A. (2013). Seeing with new eyes: becoming a narrative inquirer in higher education practice. In S. Trahar (Ed.), Contextualising Narrative Inquiry: Developing Methodological Approaches for Local Contexts (89-107). Routledge.
  • Samah, N. A. (2018). Battling bad weather along the way: Meaning making in narrative inquiry and its challenges. International Journal of Business & Society. 19(2), 205-218.
  • Ujang, Z. (2009). Mewarisi Perjuangan, Menjayakan Transformasi, Memacu Kegemilangan (Siri Perutusan Naib Canselor). Penerbit UTM Press.

Who am I in my story of teaching?: Confronting puzzle of practice through narrative inquiry

Yıl 2019, Cilt 1, Sayı 1, 31.12.2019

Öz

Bu makale, öğretimime yönelik belirsizliğimin temeli haline gelen uygulamamla yüzleşmek için  sürdürdüğüm bir iç sorgulamayı ele almaktadır. Kronolojik olarak, çalışma yedi bölümden oluşmaktadır. İlk bölüm, öğretme pratiğimi tekrar gözden geçirme niyetimi, uygulama bulmacamın temeli olan referans çerçevelerimi çözme aracı olarak ele alıyor. İkinci bölüm, araştırmalarım için güçlü bir mekanizma görevi gören kendi kendine çalışma ve otoetnografi öğelerini birleştirirken, ana araştırma tasarımım olarak anlatı araştırmasını nasıl kullandığımı açıklamaktadır. Çalışmanın bu aşamasında iki veri kaynağı incelendi: öğretim / araştırma günlüğüm ve analiz edilen ve araştırma metinlerine dönüştürülen öğrencilerimin öğrenme günlükleri. Bu makalenin sonraki üç bölümü, öğretimimi yeniden deneyimlediğim, öğretim yaklaşımımı ve stratejilerimi, öğrencilerimin uygulamamı farklı bir mercekten görme konusundaki geri bildirimleriyle eleştirel olarak yeniden incelediğim zamanı göstermektedir. Bu bölümler ayrıca öğretmenlik pratiğimi “öğretmen odaklı bir stratejiden” ya da “öğretmen odaklı” bir yaklaşımdan “öğrenci merkezli” öğrenme yaklaşımına dönüştürme çabamda karşılaştığım mücadeleyi ifade etmektedir. Bu makalenin altıncı bölümünde, araştırma yolculuğum boyunca öğrendiğim üç ana dersi düşünerek “Öğretme hikayemde ben kimim?” sorusunu yanıtlamaya çalışıyorum. Son olarak, geçmişte, en çok ihtiyaç duyduğum şeyin, referans çerçevelerimi sürekli açık tutmam gerektiğini, uygulamalarıma yönelik sorgulama yapmam gerektiğini ve duygusal olarak değişim yapmayı öğrendiğimi ele almaktayım.

Kaynakça

  • Boud, D., Cohen, R., & Walker, D. (1993). Introduction: Understanding learning from experience. In D. Boud, R. Cohen & D. Walker (Eds.), Using Experience for Learning (pp. 1-17). The Society for Research into Higher Education & Open University Press.
  • Brookfield, S. D. (1995). Becoming a Critically Reflective Teacher. John Wiley & Sons.
  • Brookfield, S. D. (2000). Transformative learning as ideology critique. In J. Mezirow & Associates (Eds.), Learning As Transformation: Critical Perspectives On A Theory In Progress (pp. 125-150). Jossey-Bass.
  • Connelly, F. M., & Clandinin, D. J. (1988). Teachers as curriculum planners: Narratives of experience. University of Columbia.
  • Connelly, F. M., & Clandinin, D. J. (1999). Knowledge, context, and identity. In F.M. Connelly & D.J. Clandinin (Eds.), Shaping A Professional Identity: Stories of Educational Practice (1-8). Columbia University.
  • Etherington, K. (2004). Becoming a Reflexive Researcher: Using Our Selves in Research. Jessica Kingsley Publishers.
  • Khairiyah Mohd. Yusof, Mohd. Kamaruddin Abd. Hamid, Mohd. Ariffin Abu Hassan, Mimi Haryani Hassim, Syed Ahmad Helmi Syed Hassan & Zaidatun Tasir (2005a). Outcomes of Problem-Based Learning (PBL) Implementation from Students’ Perspectives. Paper presented at the Proceedings of the 2005 Regional Conference on Engineering Education, December 12-13, 2005.
  • Khairiyah Mohd. Yusof, Zaidatun Tasir, Jamalludin Harun & Syed Ahmad Helmi (2005b). Promoting problem-based learning (PBL) in engineering courses at the Universiti Teknologi Malaysia. Global Journal of Engineering Education, 9(2), 175-184.
  • Kreber, C. (2001). Learning experientially through case studies? A conceptual analysis. Teaching in Higher Education, 6(2), 217-228.
  • Kreber, C., & Cranton, P. A. (2000). Exploring the scholarship of teaching. The Journal of Higher Education, 71(4), 476-495.
  • Kozhevnikov, M., Hegarty, M., & Mayer, R. E. (2002). Revising the visualizer-verbalizer dimension: evidence for two types of visualizers. Cognition and Instruction, 20(1), 47-77.
  • Lim, K.H.. (2003a). Budi as the Malay mind. IIAS Newsletter, 31(July), 31.
  • Lim, K. H. (2003b). Budi as the Malay mind: A philosophical study of Malay ways of reasoning and emotion in peribahasa. University of Hamburg, Hamburg Germany.
  • Lindblom-Ylanne, S., Trigwell, K., Nevgi, A., & Ashwin, P. (2006). How approaches to teaching are affected by discipline and teaching context. Studies in Higher Education, 31(3), 285-298.
  • Mayer, R. E., & Massa, L. J. (2003). Three facets of visual and verbal learners: cognitive ability, cognitive style, and learning preference. Journal of Educational Psychology, 95(4), 833-846.
  • Mezirow, J. (1997). Transformative learning: theory to practice. New Directions for Adult and Continuing Education, (74), 5-12.
  • Mezirow, J. (2000). Learning to think like an adult: core concepts of transformation theory. In J.Mezirow & Associates (Eds.), Learning As Transformation: Critical Perspectives On A Theory In Progress (3-33). Jossey-Bass.
  • Mezirow, J. (2003). Transformative learning as discourse. Journal of Transformative Education, 1(58), 58-63.
  • Moon, J.A. (2006). Learning Journals: A Handbook for Reflective Practice and Professional Development. Routledge.
  • Niemi, H. (2002). Active learning - a cultural change needed in teacher education and schools. Teaching and Teacher Education, 18, 763-780.
  • Ramsden, P. (2003). Learning to Teach in Higher Education (2 ed.). RoutledgeFalmer.
  • Russel, T., & Munby, H. (1991). Reframing: the role of experience in developing teachers’ professional knowledge. In D. A. Schon (Ed.), The Reflective Turn: Case Studies In and On Educational Practice (164-187). New York: Teachers College: Columbia University.
  • Samah, N. A. (2011). Seeing with new eyes: insights from an inquisitive journey. In S. Trahar (Ed.), The Doctorate: International Stories Of The UK Experience (63-69). EsCalate.
  • Samah, N. A. (2012). Embracing practitioner research in higher education: a story from a doctoral journey. In Lokman Mohd. Tahir & Hamdan Said (Eds.), Educational İssues, Research and Policies (153-174). Penerbit UTM Press.
  • Samah, N. A. (2013). Seeing with new eyes: becoming a narrative inquirer in higher education practice. In S. Trahar (Ed.), Contextualising Narrative Inquiry: Developing Methodological Approaches for Local Contexts (89-107). Routledge.
  • Samah, N. A. (2018). Battling bad weather along the way: Meaning making in narrative inquiry and its challenges. International Journal of Business & Society. 19(2), 205-218.
  • Ujang, Z. (2009). Mewarisi Perjuangan, Menjayakan Transformasi, Memacu Kegemilangan (Siri Perutusan Naib Canselor). Penerbit UTM Press.

Ayrıntılar

Birincil Dil İngilizce
Konular Psikoloji
Bölüm Araştırma Makaleleri
Yazarlar

Narina SAMAH> (Sorumlu Yazar)
Universiti Teknologi Malaysia
0000-0002-5274-3880
Malaysia

Destekleyen Kurum Universiti Teknologi Malaysia
Teşekkür Thank you for giving me the opportunity to publish in this journal.
Yayımlanma Tarihi 31 Aralık 2019
Yayınlandığı Sayı Yıl 2019, Cilt 1, Sayı 1

Kaynak Göster

APA Samah, N. (2019). Who am I in my story of teaching?: Confronting puzzle of practice through narrative inquiry . Nitel Sosyal Bilimler , 1 (1) , . Retrieved from https://dergipark.org.tr/tr/pub/nsb/issue/51274/659914