Mustafa Serdar KÖKSAL, Sherry SOUTHERLAND

Pedagojik Hoşnutsuzluk Yaşayan Fen Bilgisi Öğretmenleri İçin Araştırma-İncelemeye Dayalı Öğretime Yönelik Reform Odaklı Hizmet-içi Öğretmen Eğitimi Girişimlerinin Değeri: Bir Beklenti-Değer Bakış Açısı

Bu çalışmada çeşitli düzeylerde pedagojik hoşnutsuzluk yaşayan öğretmenlere odaklanarak reform odaklı hizmet-içi öğretmen eğitimi girişimlerinin değerini araştırdık. Bu amaçla, ilgili durumu detaylı araştırmak için durum çalışması yaklaşımını kullandık,ayrıca orta düzeyde pedagojik hoşnutsuzluk yaşayan 3 fen bilimleri öğretmenini amaçlı örnekleme ile belirledik. Altı farklı veri toplama yolu kullanıldı; dört anket ve iki görüşme. Veri analizi için tümevarımsal nitel veri analizi ve durumlararası karşılaştırma analizi kullanılmıştır. Bulgular katılımcılardan ikisinin yüksek lisans düzeyi dersleri, araştırma-inceleme yoluyla öğretim yeterliliğini arttırmada etkili, kullanışlı, ilginç, önemli ve çabazaman açısından etkili bulmuşlardır. Fakat katılımcılardan biri TÜBİTAK programlarını etkili, ilginç ve kullanışlı çabalar olarak görmüştür. Katılımcılar maliyet açısından bu girişimlerin uzun süreli yararlarının dikkate alınması gerektiğinin altını çizmişlerdir. Katılımcılardan biri yazılı dokümanları, bakanlığın on-line portallarını, tanıtım toplantılarını, bilimsel eğitim kongrelerini maliyet açısından etkili bulmuş, fakat bu girişimlerin öğretmenleri araştırma inceleme sürecine entegre etmede yetersiz olduğunu ifade etmiştir.

What is Value of Reform-oriented in-service Teacher Development Attempts on Inquiry Teaching for Pedagogically Discontented Science Teachers? An Expectancy-value Perspective

In this study we investigated the value of reform-oriented inservice teacher development attempts about inquiry-based teaching, focusing on those teachers that experience some degree of pedagogical discontentment. For this purpose we used case study approach to research the problem in detail and we purposively selected three science teachers who experienced moderate level pedagogical discontentment. Six means of data collection were employed; four questionnaires and two interviews. Inductive qualitative data analysis and cross-case analysis were employed. The findings showed two of the participants found graduate coursework as effective, useful, interesting, important and cost-effective (effort and time) for improving teaching ability regarding inquiry-based teaching. However one of the participants suggested the Scientific and Technological Research Council of Turkey programs as effective, interesting and useful attempts. For cost factor the participants underlined importance of long-term benefits of these attempts. One of the cases stated that scientific education congress, introduction meetings, on-line portals of Ministry of Education and written documents are cost-effective, but such efforts are not effective in engaging teachers in considering inquiry.

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