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

Year 2024, , 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

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