Author :
Abstract
Öğretmenler eğitimsel reformlarda önemli bir role sahiptirler. Öğretmenlerin karşılaştıkları eğitimsel problemleri nasıl araştırdıkları ve öğretim pratik bilgilerini zamanla farklı sınıf bağlamlarında nasıl ilerlettikleri eğitimde giderek yaygınlaşan bir ilgi alanıdır. Literatürde öğretmenlerin sadece akademik bilginin ve yayınların dinleyicisi olmadıkları aynı zamanda da uygulayıcıları oldukları vurgulanmaktadır (Richardson, 1990). Bu yüzden, öğretmenlerin öğrencilerin öğrenmesini neyin engellediğini araştırdıkları ve onların öğretiminin öğrencilerin öğrenimini nasıl artırdığı bu süreç ile birlikte araştırmayı nasıl algıladıkları cevap bulması gereken sorulardır. Bu alandaki boşluğu doldurmak için, öğretmenlerin araştırmaya katılımı önem kazanmış ve onların araştırmaya dair tutumları önemli bir mesele haline gelmiştir. Bu çalışma Türkiye’de ilköğretim, ortaokul ve lise öğretmenlerinin araştırmaya dair algılarını bir anket ve yarı yapılandırılmış anket aracılığı ile ortaya koymayı amaçlamaktadır. Verilerin analizi ortaya çıkarmıştır ki öğretmenlerin araştırma algıları yakın bir biçimde deneylerin kullanıldığı ve araştırmacının objektif olduğu, verilerin istatistiksel olarak analiz edildiği geleneksel bilimsel araştırma ile eşleşmektedir.
Keywords
Abstract
Teachers play a significant role in educational reforms. How teachers inquire about educational problems they encounter, and what they learn over time in different classroom contexts to improve their knowledge of teaching practice is an increasingly common concern in education. It is emphasized in the literature that teachers are not only the audience of scientific knowledge and publications, but also the implementers of it (Richardson, 1990). Therefore, reflective teaching process in which teachers inquire about what impedes student learning, and how their instruction can increase the students' learning along with how they perceive this inquiry in this process are matters of questions that should be given answers. To fill the gap in this area, teachers’ engagement in research has gained importance and attitudes of teachers towards research have become an important issue. The present study attempts to explore the perception of primary, secondary and high school ELT teachers in Turkey towards research engagement through questionnaire and semi structured interview. The analysis of the data revealed that that teachers’ research perception is closely associated with conventional scientific research in which information is analysed statistically, the researcher is objective and experiments are used.
Keywords
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