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Design-Based Self-Study; Is One’s Philosophy of Education Fixed?/ Tasarım Temelli Öz Araştırması: Eğitim Felsefesi Sabit midir?

Yıl 2021, Cilt 3, Sayı 2, 191 - 212, 31.12.2021
https://doi.org/10.47105/nsb.915992

Öz

Educational philosophies pertain to teachers’ perceptions, beliefs, and values about teaching and learning. They are teachers’ reference points for instructional effectiveness. In this study, I examined my own case to manage a dissatisfying incongruence between my educational philosophies and instructional practices. For this purpose, I employed self-study methodology with design-based research methods and analyzed instructional instances which reflected a divergence from my dominant philosophies via thematic analysis. I realized that I applied different educational philosophies at different stages of the class. For syllabus design, I employed traditional philosophies to meet departmental expectations. However, I taught the class mostly via Progressivism and Reconstructionism for pre-service teachers’ professional development. The fact that I could not reflect my educational philosophies satisfactorily created an instructional dissatisfaction; therefore, I made instructional changes throughout the class to manage it. Initially realizing pre-service teachers’ traditional perceptions of teaching, I taught by Reconstructionism and Existentialism to broaden their perspective. However, pre-service teachers’ class participation was low and to assess their internalization of content, I adopted Progressivism. As pre-service teachers analyzed a language teaching class, I also recognized their traditional beliefs about learning. This realization led me to examine the context of the study. For a long time, the Turkish education system reflected characteristics of Perennialism and Essentialism. It is only recently that Progressivism was adopted. In this context, Existential and Reconstructionist teaching would not be effective, and I diverted to Essentialism, Progressivism, and Reconstructionism. Therefore, I could teach for my students’ learning habits, professional development, and workforce demands. On the last weeks, Existentialist and Progressivist principles were vivid in my class because I value training autonomous, well-educated, and critical thinkers. I could not teach this class as I would ideally do because of my course design as well as characteristics of the context and stakeholders, yet met course objectives.

Kaynakça

  • Aksu, M., Engin Demir, C., Daloglu, A., Yildirim, S., & Kiraz, E. (2010). Who are the future teachers in Turkey? Characteristics of enterting student teachers. International Journal of Educational Development, 30, 91–101.
  • Allen, J., Park Rogers, M., & Borowski, R. (2016). “I am out of my comfort zone”: Self-study of the struggle of adapting to the professional identity of a teacher educator. Studying Teacher Education, 12(3), 320–332. https://doi.org/10.1080/17425964.2016.1228048
  • Altinkurt, Y., Yılmaz, K., & Oğuz, A. (2012). Educational beliefs of primary and secondary school teachers. Ondokuz Mayis Univ. Egitim Fakultesi, 31, 1–19. https://doi.org/10.7822/egt174
  • Apps, J. W. (1973). Toward a working philosophy of adult education. Syracuse University.
  • Atai, M. R., & Mazlum, F. (2012). Iranian teachers ’ views on educational philosophies of Dewey, Rousseau, and Aristotle. The 1st Conference on Language Learning & Teaching: An Interdisciplinary Approach (LLT -IA), October, 1–12.
  • Aubusson, P., Griffin, J., & Steele, F. (2010). A Design-based self-study of the development of student reflection. Studying Teacher Education, 6(2), 201–216. https://doi.org/10.1080/17425964.2010.495905
  • Barab, S., & Squire, K. (2004). Design-based research: Putting a stake in the ground. Journal of the Learning Sciences, 13(1), 1–14. https://doi.org/10.1207/s15327809jls1301_1
  • Bas, G. (2015). Correlation between teachers’ philosophy of education beliefs and their teaching-learning conceptions. Egitim ve Bilim, 40(182), 111–126. https://doi.org/10.15390/EB.2015.4811
  • Berry, A. (2004). Self-study in teaching about teaching. In J. Loughran, M. L. Hamilton, V. LaBoskey, & T. Russel (Eds.), International handbook of self-study of teaching and teacher education practices (Vol 2, pp. 1295–1331). Kluwer Academic.
  • Berry, A., & Russell, T. (2013). Seeking congruence in teacher education practices through self-study. In Studying Teacher Education (Vol. 9, Issue 3, pp. 201–202). Taylor & Francis. https://doi.org/10.1080/17425964.2013.845482
  • Bicer, B. (2013). Philosophy group teacher candidates’ preferences with regard to educational philosophies of teaching and learning activities. Anthropologist, 16(3), 427–434. https://doi.org/10.1080/09720073.2013.11891368
  • Bingol, U., & Kinay, I. (2018). Türkçe öğretmen adaylarinin benimsedikleri eğitim felsefelerinin çeşitli değişkenlere göre değerlendirilmesi (Ziya Gökalp Eğitim Fakültesi örneği). Elektronik Sosyal Bilimler Dergisi, 68, 1636–1647.
  • Bullock, S. M. (2009). Learning to think like a teacher educator: Making the substantive and syntactic structures of teaching explicit through self-study. Teachers and Teaching: Theory and Practice, 15(2), 291–304. https://doi.org/10.1080/13540600902875357
  • Bullough Jr., R. V. (2008). Teaching and reconsidering the social foundations of education: A self-study. Studying Teacher Education, 4(1), 5–15. https://doi.org/10.1080/17425960801976206
  • Chiu-Ching, R. T., & Chan, E. Y. (2009). Teaching and learning through narrative inquiry. In D. L. Tidwell, M. L. Heston, & L. M. Fitzgerald (Eds.), Research Methods for the Self-Study of Practice (V.9) (pp. 17–33).
  • Cohen, L. M. (1999). Section III-Philosophical perspectives in education. http://oregonstate.edu/instruct/ed416/PP3.html
  • Collingridge, D. S., & Gantt, E. E. (2008). The quality of qualitative research. American Journal of Medical Quality, 23(5), 389–395. https://doi.org/10.1177/1062860608320646
  • Collins, A., Joseph, D., & Bielaczyc, K. (2004). Design research: Theoretical and methodological Issues. Journal of the Learning Sciences, 13(1), 15–42. https://doi.org/10.1207/s15327809jls1301_2
  • Conti, G. J. (2007). Identifying your educational philosophy: development of the philosophies held by ınstructors of lifelong-learners (PHIL). MPAEA Journal of Adult Education, 36(1), 19–35. http://www.conti-creations.com/phil_guide.pdf
  • Dede, C. (2005). Why design-based research ıs both ımportant and difficult. Educational Technology, 45(1), 5–8.
  • Deryakulu, D., & Atal-Köysüren, D. (2018). The relationship between Turkish pre-service ICT teachers’ educational philosophies and occupational anxieties. Educational Research for Policy and Practice, 17(1), 33–52. https://doi.org/10.1007/s10671-017-9214-2
  • Dinkelman, T. (2003). Self-study in teacher education: A means and ends tool for promoting reflective teaching. Journal of Teacher Education, 54(1), 6–18. https://doi.org/10.1177/0022487102238654
  • Doğanay, A., & Sarı, M. (2003). İlköğretim öğretmenlerinin sahip oldukları eğitim felsefelerine ilişkin algıların değerlendirilmesi--öğretmenlerin eğitim felsefeleri. Türk Eğitim Bilimleri Dergisi, 1(3), 321–337.
  • Donnell, K. (2010). Learning to teach: A self-study of a new teacher educator’s introductory education course. Studying Teacher Education, 6(3), 227–234. https://doi.org/10.1080/17425964.2010.518493
  • Duman, B. (2008). Öğrencilerin benimsedikleri eğitim felsefeleriyle kullanıldıkları öğrenme strateji ve öğrenme stillerinin karşılaştırılması. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 17(1), 203–224.
  • Duman, B., & Ulubey, Ö. (2008). Öğretmen adaylarının benimsedikleri eğitim felsefelerinin öğretim teknolojilerini ve interneti kullanma düzeylerine etkisi ile ilgili görüşleri. Muğla Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 20, 95–114.
  • Ekiz, D. (2005). Sınıf öğretmeni adaylarının eğitim felsefesi akımlarına ilişkin eğilimlerinin karşılaştırılması. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 19, 1–11.
  • Ekiz, D. (2007). Öğretmen adaylarının eğitim felsefesi akımları hakkında görüşlerinin farklı programlar açısından incelenmesi. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 24, 1–12.
  • Erlandson, D. A., Harris, E. L., Skipper, B. L., & Allen, S. D. (1993). Doing naturalistic inquiry: A guide to methods. Sage.
  • Fries, C. H. (2012). Teaching style preferences and educational philosophy of teacher education faculty at a state university. Oklahoma State University, Oklahoma.
  • Garbett, D., & Ovens, A. (2012). Being a teacher educator: Exploring issues of authenticity and safety through self-study. Australian Journal of Teacher Education, 37(3). https://doi.org/10.14221/ajte.2012v37n3.3
  • Golombek, P. (1998). A study of Language teachers’ personal practical knowledge. TESOL Quarterly, 32(3), 447–464. https://doi.org/10.4324/9781351129367-20
  • Goodell, J. E. (2006). Using critical incident reflections: A self-study as a mathematics teacher educator. Journal of Mathematics Teacher Education, 9(3), 221–248. https://doi.org/10.1007/s10857-006-9001-0
  • Hamilton, M. L., & Pinnegar, S. (1998). Conclusion: The value and the promise of self-study. In M. L. Hamilton, S. Pinnegar, T. Russell, J. Loughran, & V. K. LaBoskey (Eds.), Reconceptualizing teaching practice: Self-study in teacher education (pp. 235–246). Falmer.
  • Hordvik, M., MacPhail, A., & Ronglan, L. T. (2020). Developing a pedagogy of teacher education using self-study: A rhizomatic examination of negotiating learning and practice. Teaching and Teacher Education, 88, 102969. https://doi.org/10.1016/j.tate.2019.102969
  • Kitchen, J. (2020). Attending to the Concerns of Teacher Candidates in a Social Justice Course: A Self-Study of a Teacher Educator. Studying Teacher Education, 16(1), 6–25. https://doi.org/10.1080/17425964.2019.1691134
  • Leung, L. (2015). Validity, reliability, and generalizability in qualitative research. Journal of Family Medicine and Primary Care, 4(3), 324–327.
  • Loughran, J. (2005). Researching Teaching about Teaching: Self-Study of Teacher Education Practices. Studying Teacher Education, 1(1), 5–16. https://doi.org/10.1080/17425960500039777
  • McDonough, S. (2017). Taking a return to school: Using self-study to learn about teacher educators practices. Studying Teacher Education, 13(3), 241–256. https://doi.org/10.1080/17425964.2017.1365700
  • McDonough, S., & Brandenburg, R. (2012). Examining assumptions about teacher educator identities by self-study of the role of mentor of pre-service teachers. Studying Teacher Education, 8(2), 169–182. https://doi.org/10.1080/17425964.2012.692990
  • Mosier, R. H. (1951). The educational philosophy of reconstructionism. Journal of Educational Sociology, 25(2), 86–96.
  • Russell, T. (2018). A teacher educator’s lessons learned from reflective practice. European Journal of Teacher Education, 41(1), 4–14. https://doi.org/10.1080/02619768.2017.1395852
  • Sacli Uzunoz, F. (2016). The philosophical dispositions of pre-servıce teachers and teacher educators. Educational Research and Reviews, 11(1), 30–36. https://doi.org/10.5897/err2015.2506
  • Sadler, D. M., & Zittleman, K. R. (2008). Teachers, schools, and society: A brief introduction to education. McGraw.
  • Scott, S. U. E. M., Chovanec, D. M., & Young, B. (1994). Philosophy-in-action in university teaching. Canadian Journal of Higher Education, 24(3), 1–25.
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  • Terzi, A. R., & Uyangör, N. (2017). An analysis of the relationship between scientific epistemological beliefs and educational philosophies: A Research on formation teacher candidates. Universal Journal of Educational Research, 5(12), 2171–2177. https://doi.org/10.13189/ujer.2017.051206
  • Tidwell, D. L., Heston, M. L., & Fitzgerald, L. M. (2009). Introduction. In D. L. Tidwell, M. L. Heston, & L. M. Fitzgerald (Eds.), Research Methods for the Self-Study of Practice (V.9) (pp. xiii–xxii). Springer. https://doi.org/10.1007/978-1-4020-9514-6_5
  • Yılmaz, K., Altınkurt, Y., & Çokluk, Ö. (2011). Eğitim inançları ölçeği’nin geliştirilmesi: Geçerlik ve güvenirlik çalışması. Kuram ve Uygulamada Egitim Bilimleri, 11(1), 335–350. Zheng, L. (2015). A systematic literature review of design-based research from 2004 to 2013. Journal of Computers in Education, 2(4), 399–420. https://doi.org/10.1007/s40692-015-0036-z
  • Zinn, L. (2004). Exploring your philosophical orientation. In M. W. Galbraith (Ed.), Adult learning methods (3rd ed., pp. 39–74). Kreiger Publishing Company.

Design-Based Self-Study; Is One’s Philosophy of Education Fixed?/ Tasarım Temelli Öz Araştırması: Eğitim Felsefesi Sabit midir?

Yıl 2021, Cilt 3, Sayı 2, 191 - 212, 31.12.2021
https://doi.org/10.47105/nsb.915992

Öz

Eğitim felsefesi, öğretmenlerin öğretme ve öğrenmeye dair algıları, inançları ve değerleri ile ilgilidir. Bunlar, öğretim etkinliği için öğretmenlerin referans noktalarıdır. Bu çalışmada, eğitim felsefem ve öğretim uygulamalarım arasındaki rahatsız edici bir uyuşmazlığı yönetmek için kendi durumumu inceledim. Bu amaçla, tasarım temelli araştırma yöntemleriyle öz araştırma metodolojisini kullandım ve baskın felsefelerimi yansıtmayan öğretim durumlarını tematik analiz yoluyla inceledim. Bulgularım, dersin farklı aşamalarında farklı eğitim felsefeleri uyguladığımı ortaya koydu. Bölüm beklentilerini karşılamaya yönelik hazırlanan öğretim programı geleneksel felsefeleri yansıtırken, öğretim uygulamaları öğretmen adaylarının mesleki gelişimlerini desteklemek içim İlerlemecilik ve Yeniden Yapılandırmacılıktan etkilenmiştir. Eğitim felsefelerimi tatmin edici bir şekilde yansıtamamam, öğretim açısından kişisel bir memnuniyetsizlik yarattı ve bu memnuniyetsizliğimi gidermek için ders boyunca öğretime dair değişiklikler yaptım. Başlangıçta öğretmen adaylarının geleneksel öğretim anlayışını fark ettiğimden onların bakış açılarını genişletmek amacıyla Yeniden Kurmacılık ve Varoluşçuluğu kullandım. Fakat bu dersler boyunca öğretmen adaylarının derse katılım oldukça düşüktü ve ders içeriğini kavrayışlarını değerlendirmek için İlerlemeciliği benimsedim. Öğretmen adaylarının öğretim analizini inceledikten sonra, onların öğrenmeyle ilgili geleneksel inançlarını da fark ettim. Bu farkındalık beni çalışmanın bağlamını incelemeye yöneltti. Uzun bir süre Türk eğitim sistemi Daimicilik ve Esasicilik özelliklerini yansıtmıştır. İlerlemecilik ise son zamanlarda benimsenmiştir. Bu bağlamda, Varoluşçu ve Yeniden Kurmacı öğretimin etkili olamayacağını görüp Esasicilik, İlerlemecilik ve Yeniden Kurmacılık ilkelerine yönelerek öğretim yaptım. Böylelikle öğrencilerimin öğrenme alışkanlıklarına hitap ederek, mesleki gelişimlerini iş gücü taleplerine cevap verebilecekleri şekilde destekledim. Özerk, iyi eğitimli ve eleştirel düşünen öğretmenlerin yetiştirilmesine değer verdiğimden son haftalarda Varoluşçu ve İlerlemeci öğretim uygulamalarına ağırlık verdim. Öğretim tasarımımın yanında bağlam ve paydaşların özellikleri gibi dış etkenler nedeniyle bu dersi ideal olarak kabul ettiğim şekilde öğretemedim.

Kaynakça

  • Aksu, M., Engin Demir, C., Daloglu, A., Yildirim, S., & Kiraz, E. (2010). Who are the future teachers in Turkey? Characteristics of enterting student teachers. International Journal of Educational Development, 30, 91–101.
  • Allen, J., Park Rogers, M., & Borowski, R. (2016). “I am out of my comfort zone”: Self-study of the struggle of adapting to the professional identity of a teacher educator. Studying Teacher Education, 12(3), 320–332. https://doi.org/10.1080/17425964.2016.1228048
  • Altinkurt, Y., Yılmaz, K., & Oğuz, A. (2012). Educational beliefs of primary and secondary school teachers. Ondokuz Mayis Univ. Egitim Fakultesi, 31, 1–19. https://doi.org/10.7822/egt174
  • Apps, J. W. (1973). Toward a working philosophy of adult education. Syracuse University.
  • Atai, M. R., & Mazlum, F. (2012). Iranian teachers ’ views on educational philosophies of Dewey, Rousseau, and Aristotle. The 1st Conference on Language Learning & Teaching: An Interdisciplinary Approach (LLT -IA), October, 1–12.
  • Aubusson, P., Griffin, J., & Steele, F. (2010). A Design-based self-study of the development of student reflection. Studying Teacher Education, 6(2), 201–216. https://doi.org/10.1080/17425964.2010.495905
  • Barab, S., & Squire, K. (2004). Design-based research: Putting a stake in the ground. Journal of the Learning Sciences, 13(1), 1–14. https://doi.org/10.1207/s15327809jls1301_1
  • Bas, G. (2015). Correlation between teachers’ philosophy of education beliefs and their teaching-learning conceptions. Egitim ve Bilim, 40(182), 111–126. https://doi.org/10.15390/EB.2015.4811
  • Berry, A. (2004). Self-study in teaching about teaching. In J. Loughran, M. L. Hamilton, V. LaBoskey, & T. Russel (Eds.), International handbook of self-study of teaching and teacher education practices (Vol 2, pp. 1295–1331). Kluwer Academic.
  • Berry, A., & Russell, T. (2013). Seeking congruence in teacher education practices through self-study. In Studying Teacher Education (Vol. 9, Issue 3, pp. 201–202). Taylor & Francis. https://doi.org/10.1080/17425964.2013.845482
  • Bicer, B. (2013). Philosophy group teacher candidates’ preferences with regard to educational philosophies of teaching and learning activities. Anthropologist, 16(3), 427–434. https://doi.org/10.1080/09720073.2013.11891368
  • Bingol, U., & Kinay, I. (2018). Türkçe öğretmen adaylarinin benimsedikleri eğitim felsefelerinin çeşitli değişkenlere göre değerlendirilmesi (Ziya Gökalp Eğitim Fakültesi örneği). Elektronik Sosyal Bilimler Dergisi, 68, 1636–1647.
  • Bullock, S. M. (2009). Learning to think like a teacher educator: Making the substantive and syntactic structures of teaching explicit through self-study. Teachers and Teaching: Theory and Practice, 15(2), 291–304. https://doi.org/10.1080/13540600902875357
  • Bullough Jr., R. V. (2008). Teaching and reconsidering the social foundations of education: A self-study. Studying Teacher Education, 4(1), 5–15. https://doi.org/10.1080/17425960801976206
  • Chiu-Ching, R. T., & Chan, E. Y. (2009). Teaching and learning through narrative inquiry. In D. L. Tidwell, M. L. Heston, & L. M. Fitzgerald (Eds.), Research Methods for the Self-Study of Practice (V.9) (pp. 17–33).
  • Cohen, L. M. (1999). Section III-Philosophical perspectives in education. http://oregonstate.edu/instruct/ed416/PP3.html
  • Collingridge, D. S., & Gantt, E. E. (2008). The quality of qualitative research. American Journal of Medical Quality, 23(5), 389–395. https://doi.org/10.1177/1062860608320646
  • Collins, A., Joseph, D., & Bielaczyc, K. (2004). Design research: Theoretical and methodological Issues. Journal of the Learning Sciences, 13(1), 15–42. https://doi.org/10.1207/s15327809jls1301_2
  • Conti, G. J. (2007). Identifying your educational philosophy: development of the philosophies held by ınstructors of lifelong-learners (PHIL). MPAEA Journal of Adult Education, 36(1), 19–35. http://www.conti-creations.com/phil_guide.pdf
  • Dede, C. (2005). Why design-based research ıs both ımportant and difficult. Educational Technology, 45(1), 5–8.
  • Deryakulu, D., & Atal-Köysüren, D. (2018). The relationship between Turkish pre-service ICT teachers’ educational philosophies and occupational anxieties. Educational Research for Policy and Practice, 17(1), 33–52. https://doi.org/10.1007/s10671-017-9214-2
  • Dinkelman, T. (2003). Self-study in teacher education: A means and ends tool for promoting reflective teaching. Journal of Teacher Education, 54(1), 6–18. https://doi.org/10.1177/0022487102238654
  • Doğanay, A., & Sarı, M. (2003). İlköğretim öğretmenlerinin sahip oldukları eğitim felsefelerine ilişkin algıların değerlendirilmesi--öğretmenlerin eğitim felsefeleri. Türk Eğitim Bilimleri Dergisi, 1(3), 321–337.
  • Donnell, K. (2010). Learning to teach: A self-study of a new teacher educator’s introductory education course. Studying Teacher Education, 6(3), 227–234. https://doi.org/10.1080/17425964.2010.518493
  • Duman, B. (2008). Öğrencilerin benimsedikleri eğitim felsefeleriyle kullanıldıkları öğrenme strateji ve öğrenme stillerinin karşılaştırılması. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 17(1), 203–224.
  • Duman, B., & Ulubey, Ö. (2008). Öğretmen adaylarının benimsedikleri eğitim felsefelerinin öğretim teknolojilerini ve interneti kullanma düzeylerine etkisi ile ilgili görüşleri. Muğla Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 20, 95–114.
  • Ekiz, D. (2005). Sınıf öğretmeni adaylarının eğitim felsefesi akımlarına ilişkin eğilimlerinin karşılaştırılması. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 19, 1–11.
  • Ekiz, D. (2007). Öğretmen adaylarının eğitim felsefesi akımları hakkında görüşlerinin farklı programlar açısından incelenmesi. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 24, 1–12.
  • Erlandson, D. A., Harris, E. L., Skipper, B. L., & Allen, S. D. (1993). Doing naturalistic inquiry: A guide to methods. Sage.
  • Fries, C. H. (2012). Teaching style preferences and educational philosophy of teacher education faculty at a state university. Oklahoma State University, Oklahoma.
  • Garbett, D., & Ovens, A. (2012). Being a teacher educator: Exploring issues of authenticity and safety through self-study. Australian Journal of Teacher Education, 37(3). https://doi.org/10.14221/ajte.2012v37n3.3
  • Golombek, P. (1998). A study of Language teachers’ personal practical knowledge. TESOL Quarterly, 32(3), 447–464. https://doi.org/10.4324/9781351129367-20
  • Goodell, J. E. (2006). Using critical incident reflections: A self-study as a mathematics teacher educator. Journal of Mathematics Teacher Education, 9(3), 221–248. https://doi.org/10.1007/s10857-006-9001-0
  • Hamilton, M. L., & Pinnegar, S. (1998). Conclusion: The value and the promise of self-study. In M. L. Hamilton, S. Pinnegar, T. Russell, J. Loughran, & V. K. LaBoskey (Eds.), Reconceptualizing teaching practice: Self-study in teacher education (pp. 235–246). Falmer.
  • Hordvik, M., MacPhail, A., & Ronglan, L. T. (2020). Developing a pedagogy of teacher education using self-study: A rhizomatic examination of negotiating learning and practice. Teaching and Teacher Education, 88, 102969. https://doi.org/10.1016/j.tate.2019.102969
  • Kitchen, J. (2020). Attending to the Concerns of Teacher Candidates in a Social Justice Course: A Self-Study of a Teacher Educator. Studying Teacher Education, 16(1), 6–25. https://doi.org/10.1080/17425964.2019.1691134
  • Leung, L. (2015). Validity, reliability, and generalizability in qualitative research. Journal of Family Medicine and Primary Care, 4(3), 324–327.
  • Loughran, J. (2005). Researching Teaching about Teaching: Self-Study of Teacher Education Practices. Studying Teacher Education, 1(1), 5–16. https://doi.org/10.1080/17425960500039777
  • McDonough, S. (2017). Taking a return to school: Using self-study to learn about teacher educators practices. Studying Teacher Education, 13(3), 241–256. https://doi.org/10.1080/17425964.2017.1365700
  • McDonough, S., & Brandenburg, R. (2012). Examining assumptions about teacher educator identities by self-study of the role of mentor of pre-service teachers. Studying Teacher Education, 8(2), 169–182. https://doi.org/10.1080/17425964.2012.692990
  • Mosier, R. H. (1951). The educational philosophy of reconstructionism. Journal of Educational Sociology, 25(2), 86–96.
  • Russell, T. (2018). A teacher educator’s lessons learned from reflective practice. European Journal of Teacher Education, 41(1), 4–14. https://doi.org/10.1080/02619768.2017.1395852
  • Sacli Uzunoz, F. (2016). The philosophical dispositions of pre-servıce teachers and teacher educators. Educational Research and Reviews, 11(1), 30–36. https://doi.org/10.5897/err2015.2506
  • Sadler, D. M., & Zittleman, K. R. (2008). Teachers, schools, and society: A brief introduction to education. McGraw.
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Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim, Bilimsel Disiplinler
Bölüm Araştırma Makaleleri
Yazarlar

Nesrin OZTURK> (Sorumlu Yazar)
IZMIR DEMOCRACY UNIVERSITY
0000-0002-7334-8476
Türkiye

Yayımlanma Tarihi 31 Aralık 2021
Yayınlandığı Sayı Yıl 2021, Cilt 3, Sayı 2

Kaynak Göster

APA Ozturk, N. (2021). Design-Based Self-Study; Is One’s Philosophy of Education Fixed?/ Tasarım Temelli Öz Araştırması: Eğitim Felsefesi Sabit midir? . Nitel Sosyal Bilimler , 3 (2) , 191-212 . DOI: 10.47105/nsb.915992