İclal CAN, Sevinç GELMEZ BURAKGAZİ, Yeşim ÇAPA AYDIN, Muhammet COŞKUN

Lisans Eğitiminde Akran Araştırma Danışmanlığı Deneyimi: Nitel Bir Durum Çalışması

Bu çalışmanın amacı, lisans düzeyinde verilen Araştırma Yöntemleri dersinde uygulanan Akran Araştırma Danışmanlığı Programı’nda okul psikolojik danışmanı adaylarının akran araştırma danışmanlığı deneyiminin incelenmesidir. Çalışmada durum çalışması yöntemi kullanılmıştır ve ölçüt örnekleme kullanılarak Kuzey Kıbrıs Türk Cumhuriyeti’nde uluslararası bir üniversitede yürütülen Araştırma Yöntemleri dersini tamamlamış olan 10 okul psikolojik danışmanı adayı akran araştırma danışmanı olarak belirlenmiştir. Akran araştırma danışmanları, dersi almakta olan okul psikolojik danışmanı adayları ile eşleştirilmiştir. İlgili eğitim modülünü tamamlayan akran araştırma danışmanları, akranlarına etkili bir araştırma önerisi yazma konusunda rehberlik etmişlerdir. 10 akran araştırma danışmanı ve 9 danışandan nitel anketler aracılığıyla veri elde edilmiştir. Veri, içerik analizine tabi tutulmuştur. Araştırma sonuçları, akran danışmanlığı sürecinin, akran danışmanlarının, ilk elden araştırma danışmanlığı deneyimi elde etmelerine katkı sağladığını; araştırma yürütme konusundaki bilgi ve becerilerini güncellediğini; araştırma öz-yeterliklerini ve ilgilerini arttırdığını ve iletişim becerilerini geliştirdiğini ortaya koymaktadır.

Capturing Peer Research Mentoring Experience in Undergraduate Education: A Qualitative Case Study

The purpose of this study was to capture the peer research mentoring experience of pre-service school counselors who were involved in a Peer Research Mentoring Program deployed at an undergraduate level Research Methods course. We used a qualitative case study and employed criterion sampling to recruit 10 pre-service school counselors who had completed the Research Methods course at an international university in Northern Cyprus as research mentors. We paired up the research mentors with pre-service school counselors who were enrolled in the course. Upon completion of a training module, the peer research mentors guided their peers in developing an effective research proposal. We collected data through qualitative surveys from 10 peer research mentors and 9 mentees. Data were subjected to content analysis. The results indicated that the peer research mentoring process enabled the research mentors to gain first-hand research mentoring experience; updated their knowledge and skills regarding conducting research; increased their research self-efficacy and research interests, and improved their communication skills.

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