Hizmet öncesi öğretmen eğitiminde araştırma yeterliği: Algı, yönelim ve öneriler

Year 2024, Volume: 13 Issue: 1, 74 - 91, 31.01.2024

Fatma Gümüşok , Gülden Taner-yavuz , Gözde Balıkçı

https://doi.org/10.19128/turje.1317964

Abstract

Bu çalışmanın amacı, Türkiye’de bir devlet üniversitesinde İngilizce öğretmenliği programında öğrenim gören öğretmen adaylarının eğitim araştırması yapma bağlamındaki özyeterlik algıları ile öğretmen eğitimcisi ve mezunlarının hizmet öncesi öğretmen eğitiminde araştırma ile ilgili görüş ve önerilerini araştırmaktır. Bu amaçla kurgulanan durum çalışmasında 70 öğretmen adayı, 9 mezun ve 6 öğretmen eğitimcisinden karma yöntem kullanılarak anket ve sözlü görüşmeler yoluyla elde edilen veriler incelenmiştir. Araştırma sonuçlarına göre öğretmen adayları kendilerini araştırma tasarlamada, uygulamada ve raporlamada yetkin olarak değerlendirmişler, mezunlar ve öğretmen eğitimcileri de bu yönde görüş bildirmiştir. Katılımcıların tamamı öğretmen adayları için araştırma yapmanın öneminin altını çizmiş ancak bazı katılımcılar çekincelerini de dile getirmişlerdir. Bu katılımcılar programı fazla akademik odaklı bulmaktadır; özellikle öğretmen adaylarının görmekte zorluk çektiği temel öğretmenlik-araştırma bağlantısının programda daha çok vurgulanmasına yönelik ihtiyaca dikkat çekmişlerdir. Çalışma sonucunda, hizmet öncesi öğretimde araştırmaya yönelik farklı algı, yönelim, ilgi ve motivasyonların etkin şekilde ele alınabilmesi için eylem araştırmasını müfredata daha erken dahil etmenin ideal bir yöntem olduğu belirtilmiştir.

Keywords

Araştırma yeterliği, Eylem araştırması, Hizmet öncesi öğretmen eğitimi, Öğretmen adaylarının yeterlikleri

Research competence in initial teacher education: Perceptions, orientations, and suggestions

Abstract

This study aimed to investigate student teachers' perceived competence in educational research, along with teacher educators' and graduates' opinions and suggestions regarding research in an initial English language teacher education program at a state university in Türkiye. To this end, this case study employed a mixed-method design to explore data from 70 student teachers, nine graduates, and six teacher educators through surveys and interviews. We observed that the student teachers perceive themselves as competent in designing, conducting, and reporting research, and their competence was also acknowledged by the graduates and teacher educators. All the participants highlighted the importance of research for teachers; however, some had reservations. They found the context too academically oriented and emphasized the need to introduce the inherent link between teaching and research, which seemed to be obscure especially for the student teachers. We conclude that introducing action research early on is an ideal way to address and embrace all the diverse perceptions, orientations, interests, and motivations about research in initial teacher education.

Keywords

Action research, Initial teacher education, Research competencies, Student-teacher competence

References

• Akyel, A. (2015). Research engagement in the EFL pre-service practicum. Language in Focus, 1(1), 1-14. https://doi.org/10.1515/lifijsal-2015-0001
• Atay, D. (2008). Teacher research for professional development, ELT Journal, 62 (2), 139-147, https://doi.org/10.1093/elt/ccl053
• Borg, S. (2006). Conditions for teacher research. English Teaching Forum, 4(4), 22-27. https://americanenglish.state.gov/files/ae/resource_files/06-44-4-d_0.pdf
• Borg, S. (2009). English language teachers conceptions of research. Applied Linguistics, 30(3), 358–388. https://doi.org/10.1093/applin/amp00
• Bullock, S. M. (2016). Teacher candidates as researchers. In J. Loughran & M. E. Hamilton (Eds.), International handbook of teacher education (pp. 379-403). Springer. https://doi.org/10.1007/978-981-10-0369-1_11
• Cochran-Smith, M., Barnatt, J., Friedman, A. & Pine, G. (2009). Inquiry on inquiry: Practitioner research and student Learning. Action in Teacher Education, 31(2), 17-32. http://dx.doi.org/10.1080/01626620.2009.10463515
• Coşkun, A., & Daloglu, A. (2010). Evaluating an English language teacher education program through Peacock's model. Australian Journal of Teacher Education, 35(6), 24-42. http://dx.doi.org/10.14221/ajte.2010v35n6.2
• Crawford-Garrett, K., Anderson, S., Grayson, A. & Suter, C. (2015). Transformational practice: Critical teacher research in pre-service teacher education. Educational Action Research, 23(4), 479-496. https://doi.org/10.1080/09650792.2015.1019902
• Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson Education, Inc.
• Darling-Hammond, L. & Bransford, J. (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. Jossey-Bass.
• Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford University Press.
• Fichten, W. (2019). Inquiry-based learning in teacher training. In H. A. Mieg (Eds.), Inquiry-based learning: Undergraduate research (pp. 129-137). Springer, Cham. https://doi.org/10.1007/978-3-030-14223-0_12
• Groß Ophoff, J., Schladitz, S., Leuders, J., Leuders, T., & Wirtz, M. A. (2015). Assessing the development of educational research literacy: The effect of courses on research methods in studies of educational science. Peabody Journal of Education, 90(4), 560-573. https://doi.org/10.1080/0161956X.2015.1068085
• Guilbert, D., Lane, R. & Van Bergen, P. (2016). 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. http://dx.doi.org/10.1080/1359866X.2015.1070118
• HEC [Higher Education Council], (2020, August 18). YÖK'ten eğitim fakültelerine önemli yetki devri kararı [HEC decision on transfer of authority to the faculties of education by HEC]. https://www.yok.gov.tr/Sayfalar/Haberler/2020/egitim-fak%C3%BCltelerine-yetki-devri.aspx
• Kızılaslan, H. İ. & Leutwyler, B. (2012). Pre-service teacher action research concept. International trends and implications for Turkey. In N. Popov, C. Wolhuter, B. Leutwyler, G. Hilton, J. Ogunleye, & P. A. Almeida (Eds.), International Perspectives on Education (pp.155-162). Bulgarian Comparative Education Society
• Krippendorff, K. (2004). Content analysis: An introduction to its methodology. Sage.
• Kotsopoulos, D., Mueller, J. & Buzza, J. (2012). Pre-service teacher research: An early acculturation into a research disposition, Journal of Education for Teaching, 38(1), 21-36. https://doi.org/10.1080/02607476.2012.643653
• Matos, J.F., Piedade, J., Freitas, A., Pedro, N., Dorotea, N., Pedro, A. & Galego, C. (2023). Teaching and learning research methodologies in education: A systematic literature review. Educ. Sci., 13, 173. https://doi.org/10.3390/educsci13020173
• McKay, S. L. (2009). Second language classroom research. In A. Burns & J. C. Richards (Eds.), Cambridge guide to second language teacher education (pp. 281-288). Cambridge University Press.
• Munthe, E., & Rogne, M. (2015). Research-based teacher education. Teaching and Teacher Education, 46, 17-24. https://doi.org/10.1016/j.tate.2014.10.006
• Öztabay, C. (2017). Profiling research-capable English teachers throughout Turkey’s national teacher education reform history. Turkish Journal of Education, 6(3), 96-112 https://doi.org/10.19128/turje.296362
• Patton, M. Q. (2015). Qualitative evaluation and research methods. Sage.
• Reis‐Jorge, J. M. (2005). Developing teachers' knowledge and skills as researchers: a conceptual framework. Asia‐Pacific Journal of Teacher Education, 33(3), 303-319. https://doi.org/10.1080/13598660500286309
• Rust, F. O. (2009). Teacher research and the problem of practice. Teachers College Record, 111(8), 1882-1893. https://doi.org/10.1177/016146810911100807
• Szecsi, T., Gunnels, C., Greene, J., Johnston, V. & Vazquez-Montilla, E. (2019). Teaching and evaluating skills for undergraduate research in the teacher education program. Scholarship and Practice of Undergraduate Research, 3(1), 20-29.
• Tanış, S. (2019). Research engagement in and beyond pre-service teacher education: A case study of an English language teacher education program in Turkey (Unpublished master's thesis). Middle East Technical University.
• Ugalingan, G. B., Bautista, A. C. & Mante-Estacio, M. J. (2022). Pre-service teachers’ reflection on their efficacy beliefs in conducting action research. Reflective Practice, 23(2), 266-278. https://doi.org/10.1080/14623943.2021.2014312
• Ulvik, M. & Riese, H. (2016). Action research in pre-service teacher education – a never-ending story promoting professional development. Professional Development in Education, 42(3), 441-457. https://doi.org/10.1080/19415257.2014.1003089
• 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. https://doi.org/10.1080/02607476.2014.992631
• van Katwijk, L., Jansen, E., & van Veen, K. (2021). Development of an inquiry stance? Perceptions of preservice teachers and teacher educators toward preservice teacher inquiry in Dutch primary teacher education. Journal of Teacher Education, 73(3), 286-300. https://doi.org/10.1177/00224871211013750
• White, S., Hepple, E., Tangen, D., Comelli, M., Alwi, A., & Shaari, Z. A. H. (2016). An introduction to education research methods: Exploring the learning journey of pre-service teachers in a transnational programme. Asia-Pacific Journal of Teacher Education, 44(1), 35-48. https://doi.org/10.1080/1359866X.2015.1021294