Ekip Yenilikçiliği ile Öğretmenlerin Öğretim Uygulamaları arasındaki ilişkide Öğretmenlerin Mesleki Uygulamalarının Aracılık Rolü

Year 2023, Volume: 7 Issue: 3, 972 - 997, 30.11.2023

Ramazan Atasoy , Mehmet Tufan Yalçın

Abstract

Öğretmenlerin öğretme davranışları genellikle eğitim reformlarının ve okul iyileştirme çabalarının okul sonuçlarını nasıl etkilediğine dair düşüncelerin merkezinde yer alır. Bu nedenle eğitim bilimciler tarafından yapılacak çalışmaların, öğretmenlerin sınıf içi öğretim uygulamalarını etkileyen değişkenlerin güncelliğini koruduğunu belirlemesi gerekmektedir. Bu çalışmada, ekip yenilikçiliğinin öğretmenlerin mesleki uygulamalarının aracılık gücü (öğretmenler arası değişim ve koordinasyon – öğretmenler arasında derslerde profesyonel iş birliği) aracılığıyla öğretmenlerin öğretim uygulamaları üzerindeki etkisini incelemeyi amaçladık. Araştırmada OECD tarafından 2018 yılında gerçekleştirilen Uluslararası Öğretme ve Öğrenme Araştırmasına (TALIS) katılan ortaokullarda görev yapan 3083 öğretmenden toplanan veriler kullanılmıştır. Öğretmenlerin ekip yenilikçiliği, mesleki uygulamaları ve verilerden elde edilen öğretim uygulama puanları arasındaki ilişkiyi incelemek için doğrulayıcı faktör analizi ve yapısal eşitlik modellemesi kullanılmıştır. Sonuçlar, ekip yenilikçiliğinin öğretmenlerin mesleki uygulamalarını desteklediğini ve bu tür mesleki uygulamaların öğretmenlerin öğretim uygulamaları üzerinde küçük bir etkiye sahip olduğunu ortaya koydu. Diğer bir sonuç, öğretmenlerin mesleki uygulamalarının ekip yenilikçiliği ile öğretmenlerin öğretim uygulamaları arasındaki ilişkiye aracılık ettiğini göstermiştir. Bu çalışma, öğretmenlerin öğretim uygulamaları ile ekip yenilikçiliği arasında merkezi ve katı bir bürokratik eğitim sistemine sahip ülkelerde kapsamlı bir şekilde araştırılmamış bir bağlantı kurmaktadır. Bu bağlamda, politika yapıcıların ve okul müdürlerinin öğretmenlerin ekip yenilikçiliğini destekleyecek uygulamalar geliştirmeleri önerilmektedir.

Keywords

Ekip yenilikçiliği, öğretmenlerin mesleki uygulamaları, öğretmenlerin öğretim uygulamaları, mesleki iş birliği, değişim ve koordinasyon

Team Innovativeness, Teachers' Professional Practices, and Teachers’ Instructional Practices: Testing a Mediation Model

Abstract

Teachers' teaching behaviors are often at the center of reflections on how educational reforms and school improvement efforts affect school outcomes. For this reason, studies by educational scholars need to determine that the variables affecting teachers' classroom instructional practices remain up to date. In this study, we aimed to scrutinize team innovativeness’s effect on teachers’ instructional practices through the mediating power of the teachers' professional practices (exchange and coordination among teachers - professional collaboration in lessons among teachers). In this study, data collected from 3083 teachers working in secondary schools participating in the International Teaching and Learning Survey (TALIS), conducted by the OECD in 2018, were used. Confirmatory factor analysis and structural equation modeling were used to examine the relationship between teachers' team innovativeness, professional practices, and instructional practice scores obtained from the data. The results revealed that team innovativeness supports teachers' professional practices, and such professional practices have a small impact on teachers' instructional practices. Another result showed that teachers' professional practices mediated the relationship between team innovativeness and teachers' instructional practices. This study establishes a link between teachers' instructional practices and team innovativeness, which has not been extensively researched in countries with a centralized and rigidly bureaucratic educational system. In this context, it is recommended that policymakers and school principals develop practices to support teachers' team innovativeness.

Keywords

Team innovativeness, teachers, teachers’ instructional practices, professional collaboration, exchange and coordination.

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