Examining The Relation Between Secondary School Teachers’ Beliefs About Their Own Learning and Their Instructional Practices

Öz

Ortaokul Öğretmenlerinin Kendi Öğrenmelerine Yönelik İnançları ve Sınıf - İçi Uygulamaları Arasındaki İlişkinin İncelenmesi

Öz

Bu olgubilim çalışmasının amacı, ortaokul öğretmenlerinin kendi öğrenmeleri hakkındaki inançları ile öğretim uygulamaları arasındaki ilişkiyi incelemektir. Veriler, amaçlı örnekleme ile seçilen 50 ortaokul öğretmeni ile yapılan yarı yapılandırılmış görüşmeler aracılığıyla toplanmıştır. Araştırma sonuçlarına göre, öğretmenler iki gruba ayrılmıştır: İlk grup (n= 33), kendi öğrenmeleri konusundaki inançlarına göre derslerini yürütmektedir, bunlardan 26 öğretmen öğrenen merkezli faaliyetler uygularken, 7 öğretmen, öğretmen merkezli uygulamalar işe koşmaktadır. İkinci grup öğretmen (n=17) kendi öğrenmeleri konusundaki inançları ve öğretim uygulamaları arasında bir uyumsuzluk sergilemiştir. Bu öğretmenlerden 5’inin öğretmen merkezli inançlara sahip olduğu, ancak öğretim programına dayalı beklentiler nedeniyle öğrenen merkezli öğretim uygulamalarının olduğu; 12 öğretmenin ise öğrenci merkezli yaklaşımlara uygun inançlarının olduğu ancak uygulamalarının, kalabalık sınıf mevcutları, motivasyon eksikliği, öğrencinin ilgisizliği veya motivasyon eksikliği, program yoğunluğu, sınırlı öğretim materyalleri, çoktan seçmeli sınavlar ve pedagojik alan bilgisi eksikliği gibi nedenler ile programa uygun olmadığı sonuçları ortaya çıkmıştır. Sonuçlar, öğretmenlerin öğrenen merkezli yaklaşımları uygulamalarına engel olan unsurlar ve bununla ilişkili olarak programa bağlılıkları hakkında değerli bilgiler sunmaktadır. Ayrıca, araştırma, öğretmenlerin öğrenen merkezli inançlar ve uygulamalar geliştirmeleri için fırsatlar sağlamak amacıyla öğretmen eğitimi programlarına ve hizmet-içi eğitim programlarına yeni bir yol önermeye yönelik potansiyele sahiptir.

Anahtar Kelimeler

• öğretmen uygulamaları
• öğretmen eğitimi
• olgubilim çalışması

Kaynakça

1. Ahonen, E., Pyhältö, K., Pietarinen, J. & Soini, T. (2014) Teachers’ professional beliefs about their roles and the pupils’ roles in the school. Teacher Development, 18(2), 177-197, DOI: 10.1080/13664530.2014.900818
2. Altinyelken, H. K. (2011). Student‐centred pedagogy in Turkey: Conceptualisations, interpretations and practices. Journal of Education Policy, 26(2), 137-160.
3. Apple, M. W. (1998). Work, Power, and Curriculum Reform: A Response to Theodore Lewis's “Vocational Education as General Education”. Curriculum Inquiry, 28(3), 339-360.
4. Baines, E., Blatchford, P., & Kutnick, P. (2003). Changes in grouping practices over primary and secondary school. International Journal of Educational Research, 39(1-2), 9-34.
5. Block, J. H., & Hazelip, K. (1995). Teachers’ beliefs and belief systems. In L. W. Anderson (Ed.), International encyclopedia of teaching and teacher education (2nd ed., pp. 25–28). New York: Pergamon Press.
6. Bolhuis, S., & Voeten, M. J. M. (2004). Teachers’ conception of student learning and own learning. Teachers and Teaching: Theory and Practice, 10(1), 77–98.
7. Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36, 81- 109.
8. Borg, S. & Alshumaimeri, Y. (2017). Language learner autonomy in a tertiary context: Teachers’ beliefs and practices. Language Teaching Research, https://doi.org/10.1177/1362168817725759.

9. Botvin, G. J. (2004). Advancing prevention science and practice: Challenges, critical issues, and future directions. Prevention Science, 5(1), 69-72.
10. Brauer, H., & Wilde, M. (2018). Do Science Teachers Distinguish Between Their own Learning and the Learning of Their Students?. Research in Science Education, 48(1), 105-1.
11. Cheung, A. C., & Man Wong, P. (2012). Factors affecting the implementation of curriculum reform in Hong Kong: Key findings from a large-scale survey study. International Journal of Educational Management, 26(1), 39-54.
12. Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage.
13. Evrim, E. A., Gökçe, K., & Enisa, M. (2009). Exploring the relationship between teacher beliefs and styles on classroom management in relation to actual teaching practices: a case study. Procedia-Social and Behavioral Sciences, 1(1), 612-617.
14. Farrell, T.S.C. (1999). The Reflective assignment: Unlocking pre-service English teachers' beliefs on grammar teaching. RELC Journal, 30(2), 1-17.
15. Fullan, M. (2007). The new meaning of educational change (5th ed.). New York: Teachers’ College Press.
16. Gelmez -Burakgazi, S. (2019). Programa Bağlılık: Kara Kutuyu Aralamak. Başkent University Journal of Education, 6(2), 236-249.
17. Granger, E. M., Bevis, T. H., Saka, Y., Southerland, S. A., Sampson, V., & Tate, R. L. (2012). The efficacy of student-centered instruction in supporting science learning. Science, 338(6103), 105-108.
18. Guskey, T. R. (1986). Staff development and the process of teacher change. Educational Researcher, 15 (5), 5–12.
19. Guskey, T. R. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin Press.
20. Guba, E. G. (1981). Criteria for assessing the trustworthiness of naturalistic inquiries. Ectj, 29(2), 75.
21. Holt-Reynolds, D. (1999). Good readers, good teachers?: Subject matter expertise as a challenge in learning to teach. Harvard Educational Review, 69(1), 29-51.
22. Kagan, D. M. (1992) Implication of research on teacher belief. Educational Psychologist, 27(1), 65-90, DOI: 10.1207/s15326985ep2701_6
23. Khader, F. R. (2012). Teachers’ pedagogical beliefs and actual classroom practices in social studies instruction. American International Journal of Contemporary Research, 2(1), 73-92.
24. Kizilaslan, A., Sozbilir, M., & Yasar, M. D. (2012). Inquiry Based Teaching in Turkey: A Content Analysis of Research Reports. International Journal of Environmental and Science
25. Education, 7(4), 599-617.
26. Kim, J. S. (2005). The effects of a constructivist teaching approach on student academic achievement, self-concept, and learning strategies. Asia pacific education review, 6(1), 7-19.
27. Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational psychologist, 41(2), 75-86.
28. Li, L. (2013). The complexity of language teachers’ beliefs and practice: One EFL teacher’s theories. The Language Learning Journal, 41(2), 175-191.
29. Lim, C. P., Tondeur, J. Nastiti, H. & Pagram, J. (2014). Educational innovations and pedagogical beliefs: The case of a professional development program for Indonesian teachers. Journal of Applied Research in Education, 18, 1 - 14.
30. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage Publications.
31. Mason, A. & Payant, C. (2018). Experienced teachers’ beliefs and practices toward communicative approaches in teaching English as a foreign language in rural Ukraine.
32. TESOL Journal, online first https://doi.org/10.1002/tesj.377
33. McAlpine, L., Weston, C. (2000). Reflection: Issues related to improving instructors’ teaching and students’ learning. Instructional Science, 28, 363-385.
34. McCombs, B. L. (2004). The case for learner-centered practices: Introduction and rationale for session. Paper presented at the annual meeting of the American Educational
35. Research Association, San Diego.
36. McCombs, B. L., & Whisler, J. S. (1997). The Learner-Centered Classroom and School: Strategies for Increasing Student Motivation and Achievement. CA: The Jossey-Bass Education Series.
37. McTighe, J., & Brown, J. (2005). Differentiated instruction and educational standards: Is détente possible? Theory Into Practice, 44, 234–244.
38. Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19, 317-328.
39. Ng, E. K. J., & Farrell, T.S.C. (2003). Do Teachers' Beliefs of Grammar Teaching Match their Classroom Practices? A Singapore Case Study. In D. Deterding. Brown A & Low E L (Eds. 2003) English in Singapore: Research on Grammar. Singapore (pp. 128-137): McGraw Hill, 128-137.
40. Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307–332.
41. Patton, M. (1990). Qualitative evaluation and research methods (2nd ed.). Beverly Hills, CA: Sage.
42. Putnam, R. T., & Borko, H. (1997). Teacher learning: Implications of new views of cognition. In B. J. Biddle, T. L. Good, & I. F. Goodson (Eds.), International handbook of teachers & teaching (pp. 1223-1296). Dordrecht: Kluwer.
43. Remillard, J. T. (2005). Examining key concepts in research on teachers’ use of mathematics curricula. Review of educational research, 75(2), 211-246.
44. Richardson, V., Anders, P., Tidwell, D., & Lloyd, C. (1991). The relationship between teachers’ beliefs and practices in reading comprehension instruction. American Educational
45. Research Journal, 28(3), 559-86 .
46. Richardson, V. (2003). Preservice teachers' beliefs. J. Raths, A.R. McAninch (Eds.), Teacher beliefs and classroom performance: The impact of teacher education, pp. 1-22.
47. Greenwich: Information Age Publishing.
48. Roehl, A., Reddy, S. L., & Shannon, G. J. (2013). The flipped classroom: An opportunity to engage millennial students through active learning strategies. Journal of Family &
49. Consumer Sciences, 105(2), 44-49.
50. Rokeach, M. (1968). Beliefs, attitudes, and values: A theory of organization and change.
51. San Francisco: Jossey-Bass.
52. Sahin, I., & Yildirim, A. (2015). Transforming professional learning into practice. ELT Journal, 70(3), 241-252. doi:10.1093/elt/ccv070.
53. Shank, G. D. (2006). Qualitative research: A personal skills approach (2nd ed.). NJ: Pearson Merrill Prentice Hall.
54. Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for information, 22(2), 63-75.
55. Shirrell, M., Hopkins, M. Spillane, J. P. (2018). Educational infrastructure, professional learning, and changes in teachers’ instructional practices and beliefs. Professional Development in Education, 45:4, 599-613. https://www.tandfonline.com/doi/pdf/10.1080/19415257.2018.1452784?needAccess=true
56. Soysal, R. & Radmard, S. (2017). An exploration of Turkish teachers’ attributions to barriers faced within learner-centred teaching. Educational Studies, 43(2),186-209. https://doi.org/10.1080/03055698.2016.1248903.
57. Tallerico, M. (2005). Supporting and sustaining teachers’ professional development: A principal’s guide.Thousand Oaks, CA: Corwin Press.
58. Tomasello, M., Kruger A.C., Ratner, H.H. (1993). Cultural learning. Behavioral and Brain Sciences, 16, 495-552.
59. Töman, U., Akdeniz, A. R., Odabasi Çimer, S., & Gürbüz, F. (2013). Extended Worksheet Developed According to 5E Model Based on Constructivist Learning Approach. Online Submission, 4(4), 173-183.
60. Trigwell, K. & Prosser, M. (1996). Congruence between intention and strategy in university science teachers' approaches to teaching. Higher Education, 32, 77-87.
61. Unal, Z., & Unal, A. (2009). Comparing beginning and experienced teachers' perceptions of classroom management beliefs and practices in elementary schools in Turkey. In The Educational Forum (73, 3, pp. 256-270). Taylor & Francis Group.Uysal, H. H., & Bardakci, M. (2014). Teacher beliefs and practices of grammar teaching: focusing on meaning, form, or forms?. South African Journal of Education, 34(1).
62. Uztosun, M. S. (2013). An Interpretive Study into Elementary School English Teachers' Beliefs and Practices in Turkey. Online Submission, 4(1), 20-33.
63. Wang, M. C., Haertel, G. D., & Walberg, H. J. (1993). Toward a knowledge base for school learning. Review of Educational Research, 63(3), 249-294.
64. Wei, R. C., Darling-Hammond, L., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on Teacher development in the United States and abroad. Dallas, TX: National Staff Development Council.
65. Weinstein, C. S. (1990). Prospective elementary teachers’ beliefs about teaching: Implications for teacher education. Teaching and Teacher Education, 6, 279–290.
66. Wilson, M. R., & Cooney, T. (2003). Mathematics teacher change and development: The role of beliefs. In G. Leder, E. Pehkonen, & G. Toemer (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 127–147). Dordrecht, The Netherlands: Kluwer.
67. Wideen, M., Mayer-Smith, J., & Moon, B. (1998). A critical analysis of the research on learning to teach: Making the case for an ecological perspective on inquiry. Review of Educational Research, 68, 130–178.
68. Woolfolk Hoy, A., H. Davis, and S. Pape. (2006). Teacher Knowledge and Beliefs. In Handbook of Educational Psychology, edited by P. A. Alexander and P. H. Winne, (2nd ed.) 715–737. Mahwah, NJ: Lawrence Erlbaum.
69. Yuan, R., & Lee, I. (2015). The cognitive, social and emotional processes of teacher identity construction in a pre-service teacher education programme. Research Papers in Education, 30, 469–491. https://doi.org/10.1080/02671522.2014.932830
70. Zayapragassarazan, Z., & Kumar, S. (2012). Active learning methods. NTTC Bulletin, 19(1), 3-5.
71. Zheng, H. (2009). A review of research on EFL pre-service teachers' beliefs and practices.