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Self-Study as a Professional Development Model: A Conceptual Analysis

Yıl 2023, , 1767 - 1806, 29.12.2023
https://doi.org/10.37217/tebd.1331479

Öz

“Self-study” focuses on educators’ critical, in-depth, and systematic examination of their practices, thereby improving or transforming themselves as professionals. Educators’ dilemmas, concerns, and tensions in practice or their teaching understandings, beliefs, and ideals constitute the main reasons for initiating self-study. In this respect, educators regard self-study as a “pedagogical inquiry” into their practices. The primary purpose of this study is to contribute to a better understanding of the self-study methodology by conducting a comprehensive literature review on this research approach. In line with this general purpose, this study examines the current literature on self-study within the framework of the following seven questions: (1) How is self-study conceptualized? (2) How did self-study emerge historically? (3) Who are the educators contributing to the birth and conceptualization of self-study? (4) What are the defining characteristics of self-study? (5) How can self-study be taught and learned? (6) What are the essential criticisms of self-study? (7) What differentiates self-study from other qualitative research designs? This study will likely guide researchers new to self-study, those educators aspiring to teach it to their students, and the experienced self-study researchers supporting their colleagues applying it.

Kaynakça

  • Alan, B. (2016). Öğretmen eğitiminde nitel bir araştırma yöntemi olarak bireysel araştırma. Eğitimde Nitel Araştırmalar Dergisi, 4(1), 7-25. http://dx.doi.org/10.14689/issn.2148-2624.1.4c1s1m
  • Alan, B. (2019). Re-discovery of the self through personal experience methods: A narrative self-study. Journal of Qualitative Research in Education, 7(2), 470-494. https://enadonline.com/index.php/enad/article/view/1399 sayfasından erişilmiştir.
  • Alan, B., Sariyev, H. & Odabasi, H. F. (2021). Critical friendship in self-study. Journal of Qualitative Research in Education, 25, 316-334. https://enadonline.com/index.php/enad/article/view/1099 sayfasından erişilmiştir.
  • Allender, J. S. (2004). Humanistic research in self-study: A history of transformation. J. J. Loughran vd. (Ed.), International handbook of self-study of teaching and teacher education practices içinde (s. 483-515). Dordrecht: Kluwer Academic.
  • Austin, T. & Senese, J. C. (2004). Self-study in school teaching: Teachers’ perspectives. J. J. Loughran vd. (Ed.), International handbook of self-study of teaching and teacher education practices içinde (s. 1231-1258). Dordrecht: Kluwer Academic.
  • Avşar, H. (2022). Hayal gücünün sınıf öğretmenliği mesleğinde kullanılmasına ilişkin bir öz inceleme. (Yüksek lisans tezi). https://tez.yok.gov.tr/ sayfasından erişilmiştir.
  • Avşar, H. & Saban, A. (2023). Hayal gücünün sınıf öğretmenliği mesleğinde kullanılmasına ilişkin bir öz-inceleme. Eğitim ve Bilim, 48(215), 143-171. http://egitimvebilim.ted.org.tr/index.php/EB/article/view/11958 sayfasından erişilmiştir.
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  • Gregory, K. H., Diacopoulos, M. M., Branyon, A. & Butler, B. M. (2017). From skepticism to scholarship: Learning and living self-study research in a doctoral seminar. Studying Teacher Education, 13(3), 257-274. https://doi.org/10.1080/17425964.2017.1365702
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  • LaBoskey, V. K. (2004a). The methodology of self-study and its theoretical underpinnings. J. J. Loughran vd. (Ed.), International handbook of self-study of teaching and teacher education practices içinde (s. 817-869). Dordrecht: Kluwer Academic.
  • LaBoskey, V. K. (2004b). Moving the methodology of self-study research and practice forward: Challenges and opportunities. J. J. Loughran vd. (Ed.), International handbook of self-study of teaching and teacher education practices içinde (s. 1169-1184). Dordrecht: Kluwer Academic.
  • Lighthall, F. F. (2004). Fundamental features and approaches of the S-STEP enterprise. J. J. Loughran vd. (Ed.), International handbook of self-study of teaching and teacher education practices içinde (s. 193-245). Dordrecht: Kluwer Academic.
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Bir Mesleki Gelişim Modeli Olarak Bireysel Araştırma: Kavramsal Bir Analiz

Yıl 2023, , 1767 - 1806, 29.12.2023
https://doi.org/10.37217/tebd.1331479

Öz

“Bireysel araştırma”, eğitimcilerin kendi mesleki uygulamalarını eleştirel, derinlemesine ve sistematik bir biçimde incelemeleri ve bu sayede de kendilerini mesleki açıdan geliştirmeleri veya dönüştürmeleri üzerine odaklanmaktadır. Eğitimcilerin uygulamada yaşadıkları ikilemler, endişeler ve gerilimler ya da sahip oldukları öğretim anlayışları, inançları ve idealleri, bireysel araştırmanın başlatılmasına neden olan temel unsurları oluşturmaktadır. Bu yönüyle bireysel araştırma, eğitimcilerin kendi uygulamalarına ilişkin “pedagojik sorgulama” yapmaları olarak ele alınmaktadır. Bu çalışmanın temel amacı, bireysel araştırma hakkında kapsamlı bir alanyazın incelemesi gerçekleştirerek bu araştırma yaklaşımının daha iyi anlaşılmasına katkıda bulunmaktır. Bu genel amaç doğrultusunda, bireysel araştırmaya ilişkin güncel alanyazın aşağıdaki yedi soru çerçevesinde derinlemesine analiz edilmiştir: (1) Bireysel araştırma nasıl kavramsallaştırılmaktadır? (2) Bireysel araştırma tarihsel süreç içinde nasıl ortaya çıkmıştır? (3) Bireysel araştırmanın doğuşuna ve kavramsallaştırılmasına katkı getiren eğitimciler kimlerdir? (4) Bireysel araştırmanın tanımlayıcı özellikleri nelerdir? (5) Bireysel araştırma nasıl öğretilebilir ve öğrenilebilir? (6) Bireysel araştırmaya getirilen temel eleştiriler nelerdir? (7) Bireysel araştırmayı diğer nitel araştırma desenlerinden farklı kılan nedir? Bu çalışmanın, bireysel araştırmada yeni olan araştırmacılara, onu öğrencilerine öğretmek isteyen eğitimcilere ve onun uygulanmasında meslektaşlarına destek sunan deneyimli bireysel araştırmacılara faydalı olacağı düşünülmektedir.

Kaynakça

  • Alan, B. (2016). Öğretmen eğitiminde nitel bir araştırma yöntemi olarak bireysel araştırma. Eğitimde Nitel Araştırmalar Dergisi, 4(1), 7-25. http://dx.doi.org/10.14689/issn.2148-2624.1.4c1s1m
  • Alan, B. (2019). Re-discovery of the self through personal experience methods: A narrative self-study. Journal of Qualitative Research in Education, 7(2), 470-494. https://enadonline.com/index.php/enad/article/view/1399 sayfasından erişilmiştir.
  • Alan, B., Sariyev, H. & Odabasi, H. F. (2021). Critical friendship in self-study. Journal of Qualitative Research in Education, 25, 316-334. https://enadonline.com/index.php/enad/article/view/1099 sayfasından erişilmiştir.
  • Allender, J. S. (2004). Humanistic research in self-study: A history of transformation. J. J. Loughran vd. (Ed.), International handbook of self-study of teaching and teacher education practices içinde (s. 483-515). Dordrecht: Kluwer Academic.
  • Austin, T. & Senese, J. C. (2004). Self-study in school teaching: Teachers’ perspectives. J. J. Loughran vd. (Ed.), International handbook of self-study of teaching and teacher education practices içinde (s. 1231-1258). Dordrecht: Kluwer Academic.
  • Avşar, H. (2022). Hayal gücünün sınıf öğretmenliği mesleğinde kullanılmasına ilişkin bir öz inceleme. (Yüksek lisans tezi). https://tez.yok.gov.tr/ sayfasından erişilmiştir.
  • Avşar, H. & Saban, A. (2023). Hayal gücünün sınıf öğretmenliği mesleğinde kullanılmasına ilişkin bir öz-inceleme. Eğitim ve Bilim, 48(215), 143-171. http://egitimvebilim.ted.org.tr/index.php/EB/article/view/11958 sayfasından erişilmiştir.
  • Batchelor, K. & Sander, S. A. (2017). Down the rabbit hole: Using the matrix to reflect on teacher education. Studying Teacher Education, 13(1), 68-86. https://doi.org/10.1080/17425964.2017.1286577
  • Berry, A. (2004). Self-study in teaching about teaching. J. J. Loughran vd. (Ed.), International handbook of self-study of teaching and teacher education practices içinde (s. 1295-1332). Dordrecht: Kluwer Academic.
  • Berry, A. (2007). Reconceptualizing teacher educator knowledge as tensions: Exploring the tension between valuing and reconstructing experience. Studying Teacher Education, 3(2), 117-134. https://doi.org/10.1080/17425960701656510
  • Berry, A. (2009). Professional self-understanding as expertise in teaching about teaching. Teachers and Teaching: Theory and Practice, 15(2), 305-318. https://doi.org/10.1080/13540600902875365
  • Berry, A. (2020). S-STTEP: Standing on a threshold of opportunity. J. Kitchen vd. (Ed.), International handbook of self-study of teaching and teacher education practices (2. b.) içinde (s. 3-14). Dordrecht: Springer.
  • Boeije, H. (2002). A purposeful approach to the constant comparative method in the analysis of qualitative interviews. Quality & Quantity, 36, 391-409. https://doi.org/10.1023/A:1020909529486
  • Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
  • Bullough, R. V. & Pinnegar, S. (2001). Guidelines for quality in autobiographical forms of self-study research. Educational Researcher, 30(3), 13-21. https://www.jstor.org/stable/3594469 sayfasından erişilmiştir.
  • Butler, B. M. & Branyon, A. (2020). Who does self-study and why? J. Kitchen vd. (Ed.), International handbook of self-study of teaching and teacher education practices (2. b.) içinde (s. 135-176). Dordrecht: Springer.
  • Clandinin, J. & Connelly, M. (1996). Teachers’ professional knowledge landscapes: Teacher stories, stories of teacher, school stories, stories of schools. Educational Researcher, 25(3), 24-30. https://www.jstor.org/stable/1176665 sayfasından erişilmiştir.
  • Clarke, A. & Erickson, G. (2004a). The nature of teaching and learning in self-study. J. J. Loughran vd. (Ed.), International handbook of self-study of teaching and teacher education practices içinde (s. 41-67). Dordrecht: Kluwer Academic.
  • Clarke, A. & Erickson, G. (2004b). Self-study: The fifth commonplace. Australian Journal of Education, 48(2), 199-211. https://doi.org/10.1177/00049441040480
  • Cochran-Smith, M. & Lytle, S. (1999a). The teacher research movement: A decade later. Educational Researcher, 28(7), 15-25. https://www.jstor.org/stable/1176137 sayfasından erişilmiştir.
  • Cochran-Smith, M. & Lytle, S. L. (1999b). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24(1), 249-305. https://www.jstor.org/stable/1167272 sayfasından erişilmiştir.
  • Cochran-Smith, M. & Lytle, S. L. (2004). Practitioner inquiry, knowledge, and university culture. J. J. Loughran vd. (Ed.), International handbook of self-study of teaching and teacher education practices içinde (s. 601-649). Dordrecht: Kluwer Academic.
  • Costa, A. L. & Kallick, B. (1993). Through the lens of a critical friend. Educational Leadership, 51(2), 49-51. https://eric.ed.gov/?id=EJ470569 sayfasından erişilmiştir.
  • Craig, C. J. (2008). Joseph Schwab, self-study of teaching and teacher education practices proponent? A personal perspective. Teaching and Teacher Education, 24(8), 1993-2001. https://doi.org/10.1016/j.tate.2008.05.008
  • Craig, C. J. & Curtis, G. A. (2020). Theoretical roots of self-study research. J. Kitchen vd. (Ed.), International handbook of self-study of teaching and teacher education practices (2. b.) içinde (s. 57-96). Dordrecht: Springer.
  • Diacopoulos, M. M., Gregory, K. H., Branyon, A. & Butler, B. M. (2021). Learning and living self-study research: Guidelines to the self-study journey. Studying Teacher Education, 18(2), 175-196. https://doi.org/10.1080/17425964.2021.1992859
  • 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/10.1177/0022487102238
  • 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
  • Elijah, R. (2004). Voice in self-study. J. J. Loughran vd. (Ed.), International handbook of self-study of teaching and teacher education practices içinde (s. 247-271). Dordrecht: Kluwer Academic.
  • Elo, S., Kääriäinen, M., Kanste, Q., Pölkki, T., Utriainen, K. & Kyngäs, H. (2014). Qualitative content analysis: A focus on trustworthiness. SAGE Open, 4(1), 1-10. https://doi.org/10.1177/2158244014522
  • Ersu, Z. S. (2023). İlkokul birinci sınıf öğrencilerinin duygusal okuryazarlık becerilerinin geliştirilmesine yönelik bir eylem araştırması. (Doktora Tezi). https://tez.yok.gov.tr/ sayfasından erişilmiştir.
  • Feldman, A. (2002). Existential approaches to action research. Educational Action Research, 10(2), 233-252. https://doi.org/10.1080/09650790200200183
  • Feldman, A. (2003). Validity and quality in self-study. Educational Researcher, 32(3), 26-28. https://www.jstor.org/stable/3699831 sayfasından erişilmiştir.
  • Feldman, A., Paugh, P. & Mills, G. (2004). Self-study through action research. J. J. Loughran vd. (Ed.), International handbook of self-study of teaching and teacher education practices içinde (s. 943-977). Dordrecht: Kluwer Academic.
  • Fenstermacher, G. D. (1994). The knower and the known: The nature of knowledge in research on teaching. Review of Research in Education, 20(1), 3-56. https://www.jstor.org/stable/1167381 sayfasından erişilmiştir.
  • Fink, A. (2009). Conducting research literature reviews: From the internet to paper. Thousand Oaks: Sage.
  • Garbett, D., Fitzgerald, L. M. & Thomas, L. (2020). Tracing self-study research through biennial castle conferences at Herstmonceux. J. Kitchen vd. (Ed.), International handbook of self-study of teaching and teacher education practices (2. b.) içinde (s. 15-55). Dordrecht: Springer.
  • Gregory, K. H., Diacopoulos, M. M., Branyon, A. & Butler, B. M. (2017). From skepticism to scholarship: Learning and living self-study research in a doctoral seminar. Studying Teacher Education, 13(3), 257-274. https://doi.org/10.1080/17425964.2017.1365702
  • Guilfoyle, K., Hamilton, M. L., Pinnegar, S. & Placier, P. (2004). The epistemological dimensions and dynamics of professional dialogue in self-study. J. J. Loughran vd. (Ed.), International handbook of self-study of teaching and teacher education practices içinde (s. 1109-1167). Dordrecht: Kluwer Academic.
  • Hamilton, M. L. (2005). Researcher as teacher: Lessons modeled by a well-remembered scholar. Studying Teacher Education, 1(1), 85-102. https://doi.org/10.1080/17425960500040122
  • Hamilton, M. L., Hutchinson, D. A. & Pinnegar, S. (2020). Quality, trustworthiness, and S-STTEP research. J. Kitchen vd. (Ed.), International handbook of self-study of teaching and teacher education practices (2. b.) içinde (s. 299-338). Dordrecht: Springer.
  • Hamilton, M. L. & Pinnegar, S. (1998). Conclusion: The value and the promise of self-study. M. L. Hamilton (Ed.), Reconceptualizing teaching practice: Self-Study in teacher education içinde (s. 235-246). London: Falmer Press.
  • Hamilton, M. L., Smith, L. & Worthington, K. (2008). Fitting the methodology with the research: An exploration of narrative, self-study, and auto-ethnography. Studying Teacher Education, 4(1), 17-28. https://doi.org/10.1080/17425960801976321
  • Hargreaves, A. (2000). Four ages of professionalism and professional learning. Teachers and Teaching: Theory and Practice, 6(2), 151-182. https://doi.org/10.1080/713698714
  • Kelchtermans, G. (2009). Who I am in how I teach is the message: Self‐understanding, vulnerability and reflection. Teachers and Teaching: Theory and Practice, 15(2), 257-272. https://doi.org/10.1080/13540600902875332
  • Kitchen, J., Berry, A., Bullock, S. M., Crowe, A. R., Taylor, M., Guðjónsdóttir, H. & Thomas, L. (Ed.) (2020). International handbook of self-study of teaching and teacher education practices (2. b.). Dordrecht: Springer.
  • Korthagen, F. & Vasalos, A. (2005). Levels in reflection: Core reflection as a means to enhance professional growth. Teachers and Teaching: Theory and Practice, 11(1), 47-71. https://doi.org/10.1080/1354060042000337093
  • Kosnik, C. (2001). The effects of an inquiry-oriented teacher education program on a faculty member: Some critical incidents and my journey. Reflective Practice, 2(1), 65-80. https://doi.org/10.1080/14623940120035532
  • Kristinsdóttir, J. V., Jónsdóttir, S. R., Gísladóttir, K. R., Óskarsdóttir, E. & Guðjónsdóttir, H. (2020). Cultivating self-study: Developing a discourse to better understand a particular culture. J. Kitchen vd. (Ed.), International handbook of self-study of teaching and teacher education practices (2. b.) içinde (s. 1419-1437). Dordrecht: Springer.
  • LaBoskey, V. K. (2004a). The methodology of self-study and its theoretical underpinnings. J. J. Loughran vd. (Ed.), International handbook of self-study of teaching and teacher education practices içinde (s. 817-869). Dordrecht: Kluwer Academic.
  • LaBoskey, V. K. (2004b). Moving the methodology of self-study research and practice forward: Challenges and opportunities. J. J. Loughran vd. (Ed.), International handbook of self-study of teaching and teacher education practices içinde (s. 1169-1184). Dordrecht: Kluwer Academic.
  • Lighthall, F. F. (2004). Fundamental features and approaches of the S-STEP enterprise. J. J. Loughran vd. (Ed.), International handbook of self-study of teaching and teacher education practices içinde (s. 193-245). Dordrecht: Kluwer Academic.
  • Loughran, J. J. (2004). A history and context of self-study of teaching and teacher education practices. J. J. Loughran vd. (Ed.), International handbook of self-study of teaching and teacher education practices içinde (s. 7-39). Dordrecht: Kluwer Academic.
  • 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
  • Loughran, J. (2007). Researching teacher education practices: Responding to the challenges, demands, and expectations of self-study. Journal of Teacher Education, 58(1), 12-20. https://doi.org/10.1177/0022487106296
  • Loughran, J. J., Hamilton, M. L., LaBoskey, V. K. & Russell, T. (Ed.) (2004). International handbook of self-study of teaching and teacher education practices. Dordrecht: Kluwer Academic.
  • Lunenberg, M. & Samaras, A. P. (2011). Developing a pedagogy for teaching self-study research: Lessons learned across the Atlantic. Teaching and Teacher Education, 27(5), 841-850. https://doi.org/10.1016/j.tate.2011.01.008
  • Lyonsa, N. & Freidusb, H. (2004). The reflective portfolio in self-study: Inquiring into and representing a knowledge of practice. J. J. Loughran vd. (Ed.), International handbook of self-study of teaching and teacher education practices içinde (s. 1073-1107). Dordrecht: Kluwer Academic.
  • Mena, J. & Russell, T. (2017). Collaboration, multiple methods, trustworthiness: Issues arising from the 2014 International Conference on Self-Study of Teacher Education Practices. Studying Teacher Education, 13(1), 105-122. https://doi.org/10.1080/17425964.2017.1287694
  • Mishler, E. (1990). Validation in inquiry-guided research: The role of exemplars in narrative studies. Harvard Educational Review, 60(4), 415-443. https://doi.org/10.17763/haer.60.4.n4405243p6635752
  • Mueller, A. (2003). Looking back and looking forward: Always becoming a teacher educator through self-study. Reflective Practice, 4(1), 67-84. https://doi.org/10.1080/1462394032000053486
  • Ocak, M. A. (2021). Alanyazın incelemesi (2. b.). Ankara: Nobel Yayıncılık.
  • Pinnegar, S. & Daynes, J. G. (2007). Locating narrative inquiry historically: Thematics in the turn to narrative. D. J. Clandinin (Ed.), Handbook of narrative inquiry: Mapping a methodology içinde (s. 3-34). Thousand Oaks: Sage.
  • Pithouse, K., Mitchell, C. & Weber, S. (2009). Self‐study in teaching and teacher development: A call to action. Educational Action Research, 17(1), 43-62. https://doi.org/10.1080/09650790802667444
  • Reason, P. & Torbert, W. (2001). The action turn: Toward a transformational social science. Concepts and Transformation, 6(1), 1-37. http://hdl.handle.net/2345/4251 sayfasından erişilmiştir.
  • Ritter, J. (2017). Those who can do self-study, do self-study: But can they teach it? Studying Teacher Education, 13(1), 20-35. https://doi.org/10.1080/17425964.2017.1286579
  • Ritter, J. K. & Quiñones, S. (2020). Entry points for self-study: Where to begin. J. Kitchen vd. (Ed.), International handbook of self-study of teaching and teacher education practices (2. b.) içinde (s. 339-375). Dordrecht: Springer. Rüzgar, M. E. (2020). Anka kuşu veya sisifos: Schwab’tan sonra eğitim programları alanı. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 53(3), 1153-1179. https://dergipark.org.tr/en/download/article-file/1424779 sayfasından erişilmiştir.
  • Samaras, A. P. (2011). Self-study teacher research: Improving your practice through collaborative inquiry. Thousand Oaks: Sage Publications.
  • Sarıçelik, S. (2022). Bir ilkokul üçüncü sınıf öğretmeninin program uyarlama deneyimlerine ilişkin bir öz-inceleme. (Doktora Tezi Önerisi). Necmettin Erbakan Üniversitesi Eğitim Bilimleri Enstitüsü, Konya.
  • Schön, D. A. (1992). The theory of inquiry: Dewey’s legacy to education. Curriculum Inquiry, 22(2), 119-139. https://www.jstor.org/stable/1180029 sayfasından erişilmiştir.
  • Schön, D. A. (1995). The new scholarship requires a new epistemology. Change: The Magazine of Higher Learning, 27(6), 26-35. https://doi.org/10.1080/00091383.1995.10544673
  • Schwab, J. J. (1969). The practical: A language for curriculum. School Review, 78(1), 1-23. https://www.jstor.org/stable/1084049 sayfasından erişilmiştir.
  • Schwab, J. J. (1971). The practical arts of eclectic. School Review, 79(4), 493-542. https://www.jstor.org/stable/1084342 sayfasından erişilmiştir.
  • Schwab, J. J. (1973). The practical 3: Translation into curriculum. School Review, 81(4), 501-522. https://www.jstor.org/stable/1084423 sayfasından erişilmiştir.
  • Schwab, J. J. (1983). The practical 4: Something for curriculum professors to do. Curriculum Inquiry, 13(3), 239-265. https://www.jstor.org/stable/1179606 sayfasından erişilmiştir.
  • Schuck, S. & Russell, T. (2005). Self-study, critical friendship, and the complexities of teacher education. Studying Teacher Education, 1(2), 107-121. https://doi.org/10.1080/17425960500288291
  • Sowa, P. A. & Schmidt, C. (2020). Preparing teachers to teach for social justice: Mirrors and windows. J. Kitchen vd. (Ed.), International handbook of self-study of teaching and teacher education practices (2. b.) içinde (s. 545-564). Dordrecht: Springer.
  • Thomas, L. (2020). Introducing self-study in Quebec: The challenges of promoting s-step in the French language. J. Kitchen vd. (Ed.), International handbook of self-study of teaching and teacher education practices (2. b.) içinde (s. 1403-1417). Dordrecht: Springer.
  • Thomas, L. & Guðjónsdóttir, H. (2020). Self-study across languages and cultures. J. Kitchen vd. (Ed.), International handbook of self-study of teaching and teacher education practices (2. b.) içinde (s. 1325-1337). Dordrecht: Springer.
  • Tidwell, D. & Fitzgerald, L. (2004). Self-study as teaching. J. J. Loughran vd. (Ed.), International handbook of self-study of teaching and teacher education practices içinde (s. 69-102). Dordrecht: Kluwer Academic.
  • Tidwell, D. L. & Jónsdóttir, S. R. (2020). Methods and tools of self-study. J. Kitchen vd. (Ed.), International handbook of self-study of teaching and teacher education practices (2. b.) içinde (s. 377-426). Dordrecht: Springer.
  • Utku, Ö. (2019). How can a teacher become the better version of oneself? Anadolu Journal of Educational Sciences International, 9(2), 852-880. https://dergipark.org.tr/tr/download/article-file/746914 sayfasından erişilmiştir.
  • Vanassche, E. & Kelchtermans, G. (2015). The state of the art in self-study of teacher education practices: A systematic literature review. Professional Development in Education, 47(4), 508-528. https://doi.org/10.1080/00220272.2014.995712
  • Whitehead, J. (2000). How do I improve my practice? Creating and legitimating an epistemology of practice. Reflective Practice, 1(1), 91-104. https://doi.org/10.1080/713693129
  • Whitehead, J. (2004). What counts as evidence in self-studies of teacher education practices. J. J. Loughran vd. (Ed.), International handbook of self-study of teaching and teacher education practices içinde (s. 871-903). Dordrecht: Kluwer Academic.
  • Whitehead, J. (2019). Creating a living-educational-theory from questions of the kind, ‘how do I improve my practice?’. Educational Journal of Living Theories, 12(2), 1-19. https://doi.org/10.1080/0305764890190106
  • Zeichner, K. (1999). The new scholarship in teacher education. Educational Researcher, 28(9), 4-15. https://www.jstor.org/stable/1177196 sayfasından erişilmiştir.
  • Zeichner, K. (2007). Accumulating knowledge across self-studies in teacher education. Journal of Teacher Education, 58(1), 36-46. https://doi.org/10.1177/00224871062962
Toplam 88 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar (Diğer)
Bölüm Makaleler
Yazarlar

Ahmet Saban 0000-0003-0853-1853

Erken Görünüm Tarihi 18 Aralık 2023
Yayımlanma Tarihi 29 Aralık 2023
Gönderilme Tarihi 22 Temmuz 2023
Kabul Tarihi 5 Aralık 2023
Yayımlandığı Sayı Yıl 2023

Kaynak Göster

APA Saban, A. (2023). Bir Mesleki Gelişim Modeli Olarak Bireysel Araştırma: Kavramsal Bir Analiz. Türk Eğitim Bilimleri Dergisi, 21(3), 1767-1806. https://doi.org/10.37217/tebd.1331479

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