Deniz DERYAKULU, Deniz ATAL, Raziye SANCAR

BT ÖĞRETMENLERİNİN ÇEVRİMİÇİ FORUMLARDA TARTIŞTIKLARI KONULARIN KARŞILAŞTIRILMASI: TÜRKİYE-İNGİLTERE ÖRNEĞİ

Bu çalışmanın amacı; Türkiye ve İngiltere’deki Bilişim Teknolojileri (BT) öğretmenlerinin çevrimiçi forumlarda tartıştıkları konuları incelemektir. Bu amaçla; Türkiye'deki BT öğretmenlerinin memurlar.net adlı çevrimiçi tartışma forumundaki paylaşımları ile İngiltere’deki TES (Times Education Supplement) adlı kuruluşun üyesi olan BT öğretmenlerinin kuruluş bünyesinde yer alan çevrimiçi tartışma ortamındaki paylaşımları incelenmiştir. Araştırma kapsamında iki tartışma forumunda 2005-2018 yılları arasında paylaşılan toplam 12107 konu başlığı içerik çözümlemesi ile incelenmiş, elde edilen sonuçlar betimsel istatistikî yöntemler kullanılarak sunulmuştur. Yapılan içerik çözümlemesi sonucunda, çevrimiçi tartışma forumlarında BT öğretmenlerinin; alanları ile ilgili politik düzenlemeler, konu alanı-meslek bilgisi, becerisi ve davranışları; yaşanılan sorunlar ve çözüm önerileri; BT öğretmenlerinin profesyonellik algıları; mesleki gelişimleri ve öğrencilerin gelişimleri konularında tartıştıkları belirlenmiştir. İki ülke arasında özellikle politik düzenlemeler ile mesleki gelişim ve profesyonellik algısı boyutlarındaki tartışmaların yoğunluklarındaki farklılaşmalar dikkati çekmektedir. Örneğin; profesyonellik algısı ile ilgili olarak Türkiye’de en fazla benlik algısı ile görev ve sorumluluklar tartışılırken, İngiltere’de mesleki yeterlilikler ve alana bakış açıları tartışılmaktadır. Araştırma sonuçları her iki ülkedeki politik kararların ve kararların alınış ve uygulanış biçimlerinin, BT öğretmenlerinin hem mesleki gelişim süreçlerini hem de profesyonellik algılarını oldukça fazla etkilediğini ortaya koymaktadır.

COMPARISONS OF ICT TEACHERS’ DISCUSSION TOPICS IN THE ONLINE DISCUSSION FORUMS: THE CASES OF TURKEY AND UNITED KINGDOM

The purpose of this study is to examine the discussion topics of ICT teachers and to determine the cultural differences in these discussions forums. To achieve these aims, two online discussion forums were examined, one of them titled as memurlar.net which was used by ICT teachers in Turkey; and the other one titled as TES (Times Education Supplement) which was used by ICT teachers in the UK. These forums were comprised of 12107 different topics, which were discussed by the ICT teachers from 2005 to 2018, were analyzed by content analysis and the results were presented by using descriptive statistic methods. As a result of the content analysis, it was found that ICT teachers discussed about political changes related to their fields; pedagogical and subject content knowledge and skills; their occupational problems and solutions; ICT teacher professionalism; professional development and students’ academic achievement in both counties. It was noticed that there were cultural differences between two countries in three different dimensions which was about political changes, professional development and professionalism. Based on the results of presented study, it can be said that Turkish ICT teachers need to improve themselves about who they are as a professional, what they can do as an ICT teacher and how they can educate qualified students.

PDF

___

Atal-Köysüren, D., ve Deryakulu, D. (2017). Eğitim politikalarındaki değişimlerin bilişim teknolojileri öğretmenlerinin duyguları üzerindeki etkisi. Eğitim ve Bilim, 42(190), 67-87.
Bertrand, L., Roberts, R. A., & Buchanan, R. (2006). Striving for success: Teacher perspectives of a vertical team initiative. National Forum of Teacher Education Journal-Electronic, 16(3), 1-10.
Brown, N. C., Sentance, S., Crick, T., & Humphreys, S. (2014). Restart: The resurgence of computer science in UK schools. ACM Transactions on Computing Education (TOCE), 14(2), 1-22.
Coburn, C. E. (2001). Collective sensemaking about reading: How teachers mediate reading policy in their professional communities. Educational Evaluation and Policy Analysis, 23(2), 145-170.
Cutts, Q., Esper, S., & Simon, B. (2011). Computing as the 4th "R": A general education approach to computing education. Paper presented at the ICER'11 - Proceedings of the ACM SIGCSE 2011 International Computing Education Research Workshop, 133-138. doi:10.1145/2016911.2016938
Darling-Hammond, L. (2005). Teaching as a profession: Lessons in teacher preparation and professional development. Phi Delta Kappan, 87(3), 237-240.
Darling-Hammond, L., & McLaughlin, M. W. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, 76(8), 597-604.
Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N., & Orphanos, S. (2009). State of the profession: Study measures status of professional development. Journal of Staff Development, 30(2), 42–50.
Davis, K. S. (2003). “Change is hard”: What science teachers are telling us about reform and teacher learning of innovative practices. Science Education, 87(1), 3-30.
Davis, N., Preston, C., & Sahin, I. (2009). Training teachers to use new technologies impacts multiple ecologies: Evidence from a national initiative. British Journal of Educational Technology, 40(5), 861-878.
Day, C., Kington, A., Stobart, G., & Sammons, P. (2006). The personal and professional selves of teachers: Stable and unstable identities. British Educational Research Journal, 32(4), 601-616.
Dede, C., Jass Ketelhut, D., Whitehouse, P., Breit, L., & McCloskey, E. M. (2009). A research agenda for online teacher professional development. Journal of Teacher Education, 60(1), 8-19.
Delahunty, J. (2012). ‘Who am I?’: Exploring identity in online discussion forums. International Journal of Educational Research, 53, 407-420.
Department for Education. (2013). National curriculum in England: Computing programs of study. 10.09.2018 tarihinde https://www.gov.uk/government/organisations/department-for-education adresinden erişilmiştir.
Department for Education. (2014). The national curriculum in England framework document. 10.09.2018 tarihinde https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/381 344/Master_final_national_curriculum_28_Nov.pdf adresinden erişilmiştir.
Deryakulu, D., & Olkun, S. (2007). Analysis of computer teachers’ online discussion forum messages about their occupational problems. Educational Technology & Society, 10(4), 131-142.
European Commission (2017). Education and training monitor 2017: United Kingdom. 10.09.2018 tarihinde https://ec.europa.eu/education/sites/education/files/monitor2017uk_en.pdf adresinden erişilmiştir.
Evans, L. (2011). The ‘shape’ of teacher professionalism in England: Professional standards, performance management, professional development and the changes proposed in the 2010 White Paper. British Educational Research Journal, 37(5), 851-870.
Fullan, M. G., & Miles, M. B. (1992). Getting reform right: What works and what doesn't. Phi Delta Kappan, 73, 745-752.
Goos, M. E., & Bennison, A. (2008). Developing a communal identity as beginning teachers of mathematics: Emergence of an online community of practice. Journal of Mathematics Teacher Education, 11(1), 41-60.
Gorton, R., Alston, J., & Snowden, P. (2006). School leadership and administration: Important concepts, case studies and simulations. New York: The McGraw-Hill.
Haberman, B. (2006). Pedagogical patterns: A means for communication within the CS teaching community of practice. Computer Science Education, 16(2), 87-103.
Hargreaves, A., & Goodson, I. (1996). Teachers’ professional lives: Aspirations and actualities. In I. Goodson & A, Hargreaves (Eds.), Teachers’ Professional Lives, (1-17), London: Falmer Press.
Haydon, T., & Barton, R. (2007). ‘First do no harm’: developing teachers’ ability to use ICT in subject teaching: some lessons from the UK. British Journal of Educational Technology, 38(2), 365-368.
Hou, H. T., Sung, Y. T., & Chang, K. E. (2009). Exploring the behavioral patterns of an online knowledge-sharing discussion activity among teachers with problem-solving strategy. Teaching and Teacher Education, 25(1), 101-108.
Hough, B., Smithey, M., & Evertson, C. (2004). Using computer-mediated communication to create virtual communities of practice for intern teachers. Journal of Technology and Teacher Education, 12(3), 361-386.
Irwin, B., & Hramiak, A. (2010) A discourse analysis of trainee teacher identity in online discussion forums. Technology, Pedagogy and Education, 19(3), 361-377.
Ivanic, R. (1998) Writing and identity: The discoursal construction of identity in academic writing. Amsterdam: John Benjamins.
Jamissen, G., & Phelps, R. (2006). The role of reflection and mentoring in ICT teacher professional development: dialogue and learning across the hemispheres. Teacher Development, 10(3), 293-312.
Kozma, R. B. (2005). National policies that connect ICT-based education reform to economics and social development. Human Technology: An Interdisciplinary Journal on Humans in ICT Environments, 1(2), 117-156.
Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching and Teacher Education, 21(8), 899-916
Luehmann, A. L. (2007). Identity development as a lens to science teacher preparation. Science Education, 91(5), 822-839.
MEB (1999). XVI. Millî eğitim şûrası. 13.08.2018 tarihinde http://ttkb.meb.gov.tr/meb_iys_dosyalar/2014_10/02113618_16_sura.pdf adresinden erişilmiştir.
MEB (2017). Bilişim teknolojileri ve yazılım dersi öğretim programı (Ortaokul 5 ve 6. Sınıflar). 08.08.2018 tarihinde http://can.meb.gov.tr/meb_iys_dosyalar/2017_08/24134656_BiliYim_Tekno lojileri_ve_YazYlYm_Dersi_YYretim_ProgramY.pdf adresinden erişilmiştir.
MEB (2018a). Bilişim teknolojileri ve yazılım dersi öğretim programı (Ortaokul 5 ve 6. Sınıflar). 08.09.2018 tarihinde http://mufredat.meb.gov.tr/Dosyalar/2018124103559587-Bili%C5%9Fim%20Teknolojileri%20ve%20Yaz%C4%B1l%C4%B1m%205-6.%20S%C4%B1n%C4%B1flar.pdf adresinden erişilmiştir.
MEB (2018b). Bilgisayar bilimi dersi öğretim programı. 08.08.2018 tarihinde http://mufredat.meb.gov.tr/Dosyalar/2018120203611364- BILGISAYAR%20BILIMI%20DERSI%20OGRETIM%20PROGRAMI.pdf adresinden erişilmiştir.
Menekse, M. (2015). Computer science teacher professional development in the United States: a review of studies published between 2004 and 2014. Computer Science Education, 25(4), 325-350.
Murphy, P. (1986). Information technology in Manchester schools. In R. Ennals, R. Gwyn., & L. Zdravchev. (Eds.). Information technology and education the changing school (pp.130-144). New York: J Wiley.
Prestridge, S. (2010). ICT professional development for teachers in online forums: Analysing the role of discussion. Teaching and Teacher Education, 26(2), 252-258.
Rushby, N., & Seabrook, J. (2008). Understanding the past-illuminating the future. British Journal of Educational Technology, 39(2), 198-233.
Sachs, J. (2001) Teacher professional identity: Competing discourses, competing outcomes, Journal of Education Policy, 26(2), 149-161.
Sachs, J. (2016). Teacher professionalism: Why are we still talking about it? Teachers and Teaching, 22(4), 413-425.
Schuck, S., & Foley, G. (1999). Viewing mathematics in new ways: Can electronic learning communities assist. Mathematics Teacher Education and Development, 1(1), 22-37.
Schwann, C., & Spady, W. (1998). Why change doesn't happen and how to make sure it does. Educational Leadership, 55(7), 45-47.
Selwyn, N. (2000). Creating a “Connected” community? Teachers' use of an electronic discussion group. Teachers College Record, 102(4), 750-78.
Sentance, S., & Humphreys, S. (2018). Understanding professional learning for Computing teachers from the perspective of situated learning. Computer Science Education, 1-26. DOI: 10.1080/08993408.2018.1525233
Sentance, S., Dorling, M., & McNicol, A. (2013). Computer science in secondary schools in the UK: Ways to empower teachers. In I. Diethelm, & R. Mittermeir (Eds.), Informatics in schools: Sustainable informatics education for pupils of all ages. Lecture notes in computer science (pp. 15–30) Springer-Verlag, Berlin.
Shulman, L. S. (1998). Theory, practice and the education of professionals. The Elementary School Journal, 98(5), 511-526.
Spillane, J. P., & Jennings, N. E. (1997). Aligned instructional policy and ambitious pedagogy: Exploring instructional reform from the classroom perspective. Teachers College Record, 98(3), 449-81.
Sutherland, L., Howard, S., & Markauskaite, L. (2010). Professional identity creation: Examining the development of beginning preservice teachers' understanding of their work as teachers. Teaching and Teacher Education, 26(3), 455-465.
Troman, G. (2008). Primary teacher identity, commitment and career in performative school cultures. British Educational Research Journal, 34 (5), 619-633.
TTKB (2007). Yeni uygulamaya konulan ilköğretim kurumları derslerine ait öğretim programları ve haftalık ders saatleri çizelgesine ilişkin hususlar. 14.08.2018 tarihinde http://e-okul.meb.gov.tr/Dokumanlar/2007_ogrt_yili_ilkogretim_kurumlari_derslerine _iliskin_hususlar.pdf adresinden erişilmiştir.
TTKB (2010). İlköğretim okulları haftalık ders çizelgesi. 15.08.2018 tarihinde http://afyon.meb.gov.tr/2010/07/30/30072010hd%C3%A7.pdf adresinden erişilmiştir.
TTKB (2012). Ortaokul ve İmam hatip ortaokulu Bilişim teknolojileri ve yazılım dersi (5, 6, 7 ve 8. Sınıflar) öğretim programı. 15.08.2018 tarihinde http:// ttkb.meb.gov.tr/program2.aspx?islem=1&kno=196 adresinden erişilmiştir.
TTKB (2013). İlköğretim kurumları (ilkokul ve ortaokul) haftalık ders çizelgesinin ortaokul kısmında değişiklik yapılması. 15.08.2018 tarihinde http://ttkb.meb.gov.tr/meb_iys_dosyalar /2013_05/28033917_ilk_ort_ haf_ders_ciz_28mays2013.rar adresinden erişilmiştir.
UK Commission for Employment and Skills (UKCES). (2011). The supply of and demand for high-level STEM skills. 15.09.2018 tarihinde http://dera.ioe.ac.uk/13757/1/briefing-paper-the-supply-of-and-demand-for-high-level-stem-skills.pdf adresinden erişilmiştir.
van Veen, K., and Sleegers, P. (2009). Teachers’ emotions in a context of reforms: To a deeper understanding of teachers and reforms. P. A. Schutz and M. Zembylas (Ed.), Advances in teacher emotion research: The impact on teachers’ lives (pp. 233-251). New York: Springer.
Vähäsantanen, K. (2015). Professional agency in the stream of change: Understanding educational change and teachers' professional identities. Teaching and Teacher Education, 47, 1-12.
Wardoyo, C., Herdiani, A., & Sulikah, S. (2017). Teacher Professionalism: Analysis of Professionalism Phases. International Education Studies, 10(4), 90-100.
Yadav, A., Gretter, S., Hambrusch, S., & Sands, P. (2016). Expanding computer science education in schools: understanding teacher experiences and challenges. Computer Science Education, 26(4), 235-254.
Yadav, A., Gretter, S., Hambrusch, S., & Sands, P. (2016). Expanding computer science education in schools: understanding teacher experiences and challenges. Computer Science Education, 26(4), 235-254.
YÖK (2018a). Yeni öğretmen yetiştirme lisans programları. 08.08.2018 tarihinde http://www.yok.gov.tr/documents/10279/41805112/AA_Sunus_+Onsoz_U ygulama_Yonergesi.pdf adresinden erişilmiştir.
YÖK (2018b). Bilgisayar ve öğretim teknolojileri öğretmenliği 1 lisans programı. 08.09.2018 tarihinde http://www.yok.gov.tr/documents/10279/41805112/Bilgisayar_ve_Ogretim_Teknoloji leri_Ogretmenligi_Lisans_Programi.pdf adresinden erişilmiştir.
Zembylas, M. (2005b). Discursive practices, genealogies and emotional rules: A post-structuralist view on emotion and identity in teaching. Teaching and Teacher Education, 21(8), 935-948.