Matematik Öğretmen Eğitimcilerinin Profilleri ve Akademik Üretkenlikleri

Yıl 2025, Cilt: 15 Sayı: 1, 137 - 154, 30.04.2025

Gülay Agaç , Naciye Dölek , Mehmet Fatih Özmantar

https://doi.org/10.53478/yuksekogretim.1280677

Öz

Bu araştırmada matematik öğretmen eğitimcilerinin profilleri ve akademik üretkenlikleri incelenmiştir. Betimsel tarama modeliyle desenlenen bu araştırmanın örneklemini Türkiye’deki devlet ve vakıf üniversitelerindeki ilköğretim matematik eğitimi anabilim dalında görev yapan 473 öğretim üyesi oluşturmaktadır. Matematik öğretmen eğitimcilerinin profilleri, unvan, cinsiyet, doktora eğitim alanı ve ortalama akademik tecrübe yılı üzerinden incelenmiştir. Matematik öğretmen eğitimcilerinin akademik üretkenlikleri ise bilimsel yayınları ve proje çalışmalarına dayalı olarak incelenmiştir. Araştırmanın verileri Yükseköğretim Kurulu Akademik veri tabanından çekilmiştir. Veriler betimsel istatistiksel yöntemlerle analiz edilmiştir. Araştırma bulguları matematik öğretmen eğitimcileri kitlesinde kadınların sayılarının hızla arttığına ve bu alanın geleceğinde kadınların belirleyici olacağına işaret etmektedir. Matematik eğitimi alanının şekillenmesinde öncü rol oynayan matematikçilerin zamanla bu alanda pozisyona erişimlerinin sınırlandığı ve bu grubun muhtemelen alandan dışlanması ile sonuçlanabilecek bir trendin ortaya çıktığı görülmüştür. Akademik üretkenlik konusunda öğretim üyelerinin her üç yılda ortalama bir ulusal ve her yıl ortalama bir uluslararası makale ürettikleri belirlenmiştir. Bildiriler kapsamında ise her bir katılımcının uluslararası düzeyde her yıl ortalama bir tane özet bildiri ve her üç yılda bir tane de tam metin bildiri ürettikleri görülmüştür. Bu kitlenin baskın olarak BAP ve/ya TÜBİTAK projelerinde görev aldıkları; kariyerleri boyunca ortalama olarak her bir katılımcının yaklaşık iki projede görev yaptıkları görülmüştür. Elde edilen bulgular matematik eğitimi alanının cinsiyet ve uzmanlık alanına dayalı olarak marjinalleşmesi, alanın tarihsel gelişimi, ulusal/uluslararası platformlarda yayın yapma eğilimleri ve öğretmen eğitimcilerine araştırma yetkinliği kazandırmaya yönelik uluslararası politik trend konularına dayalı olarak tartışılmış ve çıkarımlar okuyucuyla paylaşılmıştır.

Anahtar Kelimeler

Akademik Üretkenlik , Eğitimci Profilleri , Matematik Öğretmen Eğitimcileri , Matematik Eğitimi

Profiles and Academic Productivity of Mathematics Teacher Educators

Öz

This study aims to examine the profiles and academic productivity of mathematics teacher educators (MTEs). Designed as descriptive research, the study was conducted with 473 faculty members working in primary mathematics teacher education departments at state and private universities in Türkiye. MTEs’ profiles were examined based on title, gender, doctoral field, and average years of academic experience. MTEs’ academic productivity was examined based on their scientific publications and project studies. The data were extracted from the academic database of Higher Education Council. The data were analyzed with descriptive statistical methods. Findings indicated that the number of women among MTE population was increasing rapidly and that women would be decisive in the future of this field. Available positions in mathematics education departments for mathematicians, who played a leading role in shaping the field of mathematics education, have been in a gradual decrease and, if the trend continues, this group would possibly be excluded from the field in the future. Regarding academic productivity, MTEs produced an average of one national publication every three years and an average of one international publication every year. Conference data revealed that each participant, on average, produced one international abstract annually and one full-text paper approximately every three years. This production rate appears to be nearly one abstract paper every four years at the national level. This group predominantly took part in BAP and/or TUBITAK projects; and, on average, each MTE worked in about 2 projects throughout their careers. We discuss the findings in relation to the marginalization of the field based on gender and a particular type of expertise, the historical development of the field, the tendencies to publish on national/international platforms, and the international political trend to upskill teacher educators with research competence.

Anahtar Kelimeler

Academic Productivity , Educator Profiles , Mathematics Teacher Educators , Mathematics Education

Kaynakça

• Acker, S., & Dillabough, J. A. (2007). Women ‘learning to labour’ in the ‘male emporium’: Exploring gendered work in teacher education. Gender and Education, 19(3), 297–316. https://doi.org/10.1080/09540250701295460
• Agaç, G. (2018). Etkili matematik öğretimine ilişkin öğretim elemanlarının perspektifleri ve bilgi kaynakları üzerine bir inceleme [Yayınlanmış doktora tezi, Gaziantep Üniversitesi].
• Alhija, F. M. N. A., & Majdob, A. (2017). Predictors of teacher educators’ research productivity. Australian Journal of Teacher Education, 42(11), 34–51.
• Apple, M. W. (2018). Gendered teaching, gendered labor 1. In T. S. Popkewitz (Ed.), Critical studies in teacher education: Its folklore, theory and practice (pp. 57–83). Routledge. https://doi.org/10.4324/9780429450150-3
• Aspfors, J., & Eklund, G. (2017). Explicit and implicit perspectives on research-based teacher education: Newly qualified teachers’ experiences in Finland. Journal of Education for Teaching, 43(4), 400–413. https://doi.org/10.1080/02607476.2017.1297042
• Bergsten, C., & Grevholm, B. (2008). Knowledgeable teacher educators and linking practices. In International handbook of mathematics teacher education: Volume 4 (pp. 221–246). Brill Sense.
• Boei, F., Dengerink, J., Geursen, J., Kools, Q., Koster, B., Lunenberg, M., & Willemse, M. (2015). Supporting the professional development of teacher educators in a productive way. Journal of Education for Teaching, 41(4), 351–368. https://doi.org/10.1080/02607476.2015.1080403
• Bouckaert, M., & Kools, Q. (2018). Teacher educators as curriculum developers: Exploration of a professional role. European Journal of Teacher Education, 41(1), 32–49. https://doi.org/10.1080/02619768.2017.1393517
• Castro Superfine, A., & Li, W. (2014). Exploring the mathematical knowledge needed for teaching teachers. Journal of Teacher Education, 65(4), 303–314. https://doi.org/10.1177/0022487114534265
• Czerniawski, G., Guberman, A., & MacPhail, A. (2017). The professional developmental needs of higher education-based teacher educators: An international comparative needs analysis. European Journal of Teacher Education, 40(1), 127–140. https://doi.org/10.1080/02619768.2016.1246528
• Çepni, S. (2014). Araştırma ve proje çalışmalarına giriş (7. baskı). Celepler Matbaacılık.
• Eker, S. (2005). Sosyal bilimlerde süreli yayınların nitelik ve nicelik açısından değerlendirilmesi. Sosyal Bilimlerde Süreli Yayınlar ve Bilgi Teknolojileri.
• Erol, İ., & Alpaydın, Y. (2017). Yükseköğretim kurumlarında bilimsel araştırma destekleri. İnsan ve Toplum, 7(2), 71–111.
• Güner Uçar, S. (2016). İlköğretim matematik eğitimi programlarında görev yapan öğretim elemanlarının öğrenim, öğretim ve araştırma tecrübeleri üzerine bir araştırma [Yayınlanmış yüksek lisans tezi, Gaziantep Üniversitesi].
• Harrison, J. K., & McKeon, F. (2008). The formal and situated learning of beginning teacher educators in England: Identifying characteristics for successful induction in the transition from workplace in schools to workplace in higher education. European Journal of Teacher Education, 31(2), 151–168. https://doi.org/10.1080/02619760802000131
• Hernández-Torrano, D., & Ibrayeva, L. (2020). Creativity and education: A bibliometric mapping of the research literature (1975–2019). Thinking Skills and Creativity, 35, 100625. https://doi.org/10.1016/j.tsc.2019.100625
• Karasar, N. (2023). Bilimsel araştırma yöntemi: Kavramlar ilkeler teknikler. Nobel Akademik Yayıncılık.
• Kilpatrick, J. (2020). History of research in mathematics education. Encyclopedia of Mathematics Education, 349–354. https://doi.org/10.1007/978-3-030-15789-0_71
• Kocapınar, D. (2017). Türkiye’de matematik eğitimi alanında görev yapmakta olan öğretim elemanlarının akademik çalışmaları açısından incelenmesi [Yayınlanmış yüksek lisans tezi, Gaziantep Üniversitesi].
• Kosnik, C., Cleovoulou, Y., Fletcher, T., Harris, T., McGlynn-Stewart, M., & Beck, C. (2011). Becoming teacher educators: An innovative approach to teacher educator preparation. Journal of Education for Teaching, 37(3), 351–363. https://doi.org/10.1080/02607476.2011.588027
• Li, Z., & Ho, Y. S. (2008). Use of citation per publication as an indicator to evaluate contingent valuation research. Scientometrics, 75(1), 97–110. https://doi.org/10.1007/s11192-007-1838-1
• Livingston, K. (2014). Teacher educators: Hidden professionals? European Journal of Education, 49(2), 218–232. https://doi.org/10.1080/02619768.2017.1393514
• Lunenberg, M., Dengerink, J., & Korthagen, F. (2014). The professional teacher educator: Professional roles, behaviour and development of teacher educators. Sense.
• MacPhail, A., Ulvik, M., Guberman, A., Czerniawski, G., Oolbekkink-Marchand, H., & Bain, Y. (2019). The professional development of higher education-based teacher educators: Needs and realities. Professional Development in Education, 45(5), 848–861. https://doi.org/10.1080/19415257.2018.1529610
• Menter, I. (2015). Teacher education. In J. D. Wright (Ed.), International encyclopedia of the social & behavioral sciences (2. Baskı, 24, s. 51–55). Elsevier.
• Murray, J. (2005). Re-addressing the priorities: New teacher educators and induction into higher education. European Journal of Teacher Education, 28(1), 67–85. https://doi.org/10.1080/02619760500040108
• Murray, J., & Harrison, J. (2008). Editorial. European Journal of Teacher Education, 31(2), 109–115.
• Murray, J., Swennen, A., & Shagrir, L. (2009). Understanding teacher educators’ work and identities (s. 29–43). Springer Netherlands. https://doi.org/10.1007/978-1-4020-8874-2_3
• Nieme, H. (2016). Academic and practical: Research-based teacher education in Finland. In B. Moon (Ed.), Do universities have a role in the education and training of teachers? An international analysis of policy and practice (s. 19–35). Cambridge University Press.
• Ozmantar, M. F., & Agac, G. (2023). Mathematics teacher educators’ knowledge sources in teacher education practices. Mathematics Education Research Journal, 35(1), 175–201. https://doi.org/10.1007/s13394-021-00382-x
• Pölönen, J., Guns, R., Kulczycki, E., Sivertsen, G., & Engels, T. C. (2021). National lists of scholarly publication channels: An overview and recommendations for their construction and maintenance. Journal of Data and Information Science, 6(1), 50–86. https://doi.org/10.2478/jdis-2021-0004
• Reddy, K. S., Xie, E., & Tang, Q. (2016). Higher education, high-impact research, and world university rankings: A case of India and comparison with China. Pacific Science Review B: Humanities and Social Sciences, 2(1), 1–21. https://doi.org/10.1016/j.psrb.2016.09.004
• Richter, E., Brunner, M., & Richter, D. (2021). Teacher educators’ task perception and its relationship to professional identity and teaching practice. Teaching and Teacher Education, 101, 103303. https://doi.org/10.1016/J.Tate.2021.103303
• Rowland, T., Turner, F., & Thwaites, A. (2014). Research into teacher knowledge: A stimulus for development in mathematics teacher education practice. ZDM-Mathematics Education, 46(2), 317–328. https://doi.org/10.1007/s11858-013-0564-9
• Shagrir, L. (2010). Professional development of novice teacher educators: Professional self, interpersonal relations and teaching skills. Professional Development in Education, 36(1-2), 45–60. https://doi.org/10.1080/19415250903454809
• Smith, K. (2020). Expansive learning for teacher educators-the story of the Norwegian national research school in teacher education (NAFOL). Frontiers in Education, 5, 43. https://doi.org/10.3389/feduc.2020.00043
• Stracke, E., & Kumar, V. (2010). Feedback and self‐regulated learning: Insights from supervisors’ and PhD examiners’ reports. Reflective Practice, 11(1), 19–32. https://doi.org/10.1080/14623940903525140
• Swennen, A., Jones, K., & Volman, M. (2010). Teacher educators: Their identities, sub-identities and implications for professional development. Professional Development in Education, 36(1-2), 131–148. https://doi.org/10.1080/19415250903457893
• Tack, H., & Vanderlinde, R. (2016). Measuring teacher educators’ researcherly disposition: Item development and scale construction. Vocations and Learning, 9, 43–62. https://doi.org/10.1007/s12186-016-9148-5
• Türkiye Bilimsel ve Teknolojik Araştırma Kurumu (TÜBİTAK). (2021). Bilim ve teknoloji dolu bir yıl. https://mam.tubitak.gov.tr/tr/haber/bilim-ve-teknolojiyle-dolu-bir-yil-2020 adresinden 9 Nisan 2023 tarihinde alınmıştır.
• van Velzen, C., Van der Klink, M., Swennen, A., & Yaffe, E. (2010). The induction and needs of beginning teacher educators. Professional Development in Education, 36(1-2), 61–75. https://doi.org/10.1080/19415250903454817
• Vanassche, E., & Kelchtermans, G. (2016). Facilitating self-study of teacher education practices: Toward a pedagogy of teacher educator professional development. Professional Development in Education, 42(1), 100–122. https://doi.org/10.1080/19415257.2014.986813
• White, S. (2019). Teacher educators for new times? Redefining an important occupational group. Journal of Education for Teaching, 45(2), 200–213. https://doi.org/10.1080/02607476.2018.1548174
• Yogev, S., & Yogev, A. (2006). Teacher educators as researchers: A profile of research in Israeli teacher colleges versus university departments of education. Teaching and Teacher Education, 22(1), 32–41. https://doi.org/10.1016/j.tate.2005.07.009
• Yükseköğretim Bilgi Yönetim Sistemi (t.y.). 2021-2022 öğretim yılı yükseköğretim istatistikleri. https://istatistik.yok.gov.tr/ adresinden 9 Nisan 2023 tarihinde alınmıştır.