Türkiye’de Öğretmenlerin Mesleki Gelişimi Nasıl Araştırılıyor?

Eğitim ve öğretim sürecinde istenilen hedeflere ulaşılabilmesi için öğretmenlerin bilgi, beceri ve yeterliklerinin sürekli gözden geçirilmesi ve süreç içinde mesleki gelişimlerinin desteklenmesi oldukça önemlidir. Alanyazında da öğretmenlerin mesleki gelişimleri pek çok araştırmaya konu olmuş ve çeşitli boyutları ile ele alınmıştır. Yapılan araştırmada, ülkemizde öğretmen yetiştirme alanında yapılan ve öğretmenlerin mesleki gelişimine odaklanan lisansüstü tezler incelenerek öğretmenlerin mesleki gelişimlerine yönelik ne tür araştırmaların yapıldığına ilişkin bir çerçeve ortaya konulmak istenmiştir. Araştırmada nitel araştırma yöntemlerinden temel yorumlayıcı desen kullanılmış ve toplam 98 tez incelenmiştir. Belirlenen lisansüstü tezler; katılımcı türü, araştırma alanı, araştırma süresi, araştırma amacı ve araştırma yöntemi gibi boyutlar temel alınarak incelenmiştir. Ve ardından veriler iki ayrı araştırmacı tarafından kodlanmıştır. Ardından incelenen kodlar arasındaki ilişkileri ve örüntüleri sunmak amacıyla VOSviewer programı kullanılmıştır. Araştırma sonuçlarına göre, ülkemizdeki lisansüstü tezlerde öğretmenlerin mesleki gelişimleri ele alırken çoğunlukla durum tespiti yapmak amacıyla, sınırlı bir hedef kitle ile bir haftadan az sürede gerçekleşen uygulamalarla araştırma süreçleri yapılandırılmıştır. Ve araştırmaların büyük çoğunluğunda veriler süreç başında uygulanan anket ya da ölçekler ile toplanmıştır. Elde edilen bulgular ülkemizde mesleki gelişim araştırmalarındaki sınırlılıkları ortaya koyarken, ilerleyen süreçte öğretmenlerin mesleki gelişimlerinin derinlemesine uygulamalar, tekrarlı ve çok boyutlu ölçümler ve süreç tasarımları, tartışmalar, iş-birlikleri, izlemeler, geri bildirimler, destekler, yaygınlaştırmalarla yürütülmesi gerektiğini göstermektedir

Anahtar Kelimeler:

mesleki gelişim, öğretmenlik mesleği, öğretmen öğrenmesi, lisansüstü tezler

How Teachers’ Professional Development was Examined in Turkey?

Considering the teachers’ professional development, especially their knowledge, skills, and competencies are crucial to achieving the educational goals. The teachers’ professional development has been constantly the focus of many studies with different perspectives in the literature. This study is aimed to reveal a framework for the research of teachers’ professional development. For this reason, 98 postgraduate theses in the field of teacher training in Turkey are examined by employing a basic interpretive design one of the qualitative research methods. The research data coded by the two researchers. Afterward, the VOSviewer program is used to present the relationships and patterns between the results. Based on the research results, it found out that the theses frequently carried out to determine the situation, taking place in less than a week, and with a limited number of participants. Moreover, it is seen that the theses data were mostly collected with a questionnaire or a scale at the beginning of the process. The findings underline some limitations of teachers’ professional development studies in Turkey. In this regard, the teachers’ professional development should implement through in-depth practices, repeated and multidimensional measurements, and process designs including discussions, collaborations, monitoring, feedback, support, and dissemination.

Keywords:

professional development, teacher education, teacher learning, theses,

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