Narina SAMAH

3653

Who am I in my story of teaching?: Confronting puzzle of practice through narrative inquiry

Bu makale, öğretimime yönelik belirsizliğimin temeli haline gelen uygulamamla yüzleşmek için  sürdürdüğüm bir iç sorgulamayı ele almaktadır. Kronolojik olarak, çalışma yedi bölümden oluşmaktadır. İlk bölüm, öğretme pratiğimi tekrar gözden geçirme niyetimi, uygulama bulmacamın temeli olan referans çerçevelerimi çözme aracı olarak ele alıyor. İkinci bölüm, araştırmalarım için güçlü bir mekanizma görevi gören kendi kendine çalışma ve otoetnografi öğelerini birleştirirken, ana araştırma tasarımım olarak anlatı araştırmasını nasıl kullandığımı açıklamaktadır. Çalışmanın bu aşamasında iki veri kaynağı incelendi: öğretim / araştırma günlüğüm ve analiz edilen ve araştırma metinlerine dönüştürülen öğrencilerimin öğrenme günlükleri. Bu makalenin sonraki üç bölümü, öğretimimi yeniden deneyimlediğim, öğretim yaklaşımımı ve stratejilerimi, öğrencilerimin uygulamamı farklı bir mercekten görme konusundaki geri bildirimleriyle eleştirel olarak yeniden incelediğim zamanı göstermektedir. Bu bölümler ayrıca öğretmenlik pratiğimi “öğretmen odaklı bir stratejiden” ya da “öğretmen odaklı” bir yaklaşımdan “öğrenci merkezli” öğrenme yaklaşımına dönüştürme çabamda karşılaştığım mücadeleyi ifade etmektedir. Bu makalenin altıncı bölümünde, araştırma yolculuğum boyunca öğrendiğim üç ana dersi düşünerek “Öğretme hikayemde ben kimim?” sorusunu yanıtlamaya çalışıyorum. Son olarak, geçmişte, en çok ihtiyaç duyduğum şeyin, referans çerçevelerimi sürekli açık tutmam gerektiğini, uygulamalarıma yönelik sorgulama yapmam gerektiğini ve duygusal olarak değişim yapmayı öğrendiğimi ele almaktayım.
Anahtar Kelimeler:

anlatı sorgulaması, içsel sorgulama, öğrenci merkezli öğrenme, yükseköğretim

Who am I in my story of teaching?: Confronting puzzle of practice through narrative inquiry

This paper showcases an episode during which I embraced my inquirer self as an attempt to confront my puzzle of practice that had long became the basis of my uncertainty towards my own teaching. Chronologically, the paper is of seven parts. The first part depicts my initial intention of revisiting my teaching practice as means of unpacking my frames of reference that were the basis of my puzzle of practice. Part two describes how I employed narrative inquiry as my main research design, while incorporating the elements of self-study and autoethnography that served as the powerful mechanism for my research. Two main field texts were gathered during this particular phase of my fieldwork: my teaching/research journal and my students’ learning journals that were analysed and transformed into research texts. The next three parts of this paper illustrate how I re-story the time when I re-experienced my teaching and critically re-examined my teaching approach and strategies with the help of my students’ feedback in seeing my practice through a different lens. These parts also accentuate the struggle I faced with in my effort to transform my teaching practice - from a “teacher-focused strategy” or a “teacher-directed”, into one that promoted “student-centred” learning approach. In part six of this paper, I attempt to answer the question of “Who am I in my story of teaching?” by reflecting on the three main lessons learned throughout my research journey. Finally, in hindsight, it came to my knowledge that in searching the possible answer to my puzzle of practice, what I needed most is to continuously make my frames of reference more open, reflective, and emotionally able to change. 
Keywords:

Narrative inquiry reflexivity, transformative learning, student centred learning, higher education,

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Nitel Sosyal Bilimler-Cover
  • Yayın Aralığı: Yılda 2 Sayı
  • Başlangıç: 2019
  • Yayıncı: Melih SEVER
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