Participatory Action Research for Professional Development / Mesleki Gelişim İçin Katılımcı Eylem Araştırması

Şükran Tok; Sevda Dolapçıoğlu; Sabire Pınar Acar

doi:10.19160/e-ijer.1590067

TR EN

Mesleki Gelişim İçin Katılımcı Eylem Araştırması / Participatory Action Research for Professional Development

Öz

Covid-19 Pandemi dönemiçevrimiçi eğitime ani geçiş, öğretmenler arasında belirsizlik ve strese neden olmuştur. Bu çalışma, pandemi kaynaklı kaos dönemlerinde öğretmenlerin mesleki gelişimlerini desteklemede Katılımcı Eylem Araştırması [PAR]'nın rolünü ve PAR'ın ortaya çıkan zorluklarla başa çıkmada ne kadar etkili olduğunu incelemiştir. Çalışmaya Türkiye'deki bir devlet üniversitesinde yabancı diller yüksekokulunda çalışanon dört İngilizce öğretmeni ve 267 öğrenci katılmıştır. Üç PAR döngüsü boyunca yeni kurulan İngilizce hazırlık okuluna mesleki gelişim desteği sağlanmıştır. Veriler gözlemler, yansıtmalar ve görüşmeler yoluyla toplanmıştır. Nitel bulgular, PAR'ın öğretmenlerin mesleki gelişimine ve sınıf içi uygulamalarına katkıda bulunduğunu ortaya koymuştur. Pandeminin neden olduğu kaotik ortam ve o dönemde teknoloji tabanlı öğretim araçlarının zorunlu olarak uygulanması, mevcut çalışmanın yapıldığı dönemdeki temel zorluklardı. Bu zorluklar doğrudan öğrencinin derse katılımını azaltmıştır. Ancak PAR'ın uygulanması üzerine ortaya çıkan temaların analizi, katılımcı öğretmenlerin bu tür eylem araştırmalarını sınıf içi uygulamalarının gelişimi üzerinde önemli bir etkiye sahip araştırma türü olarak gördüklerini göstermiştir. Derslerde öğrenci katılımının artması ve teknoloji tabanlı öğretim kaynaklarının etkili kullanımı bu katkının sonuçlarıdır. Bu, PAR'ın sürecin başında yürütülen ihtiyaç analizinde bulunan sorunları önemli ölçüde ele aldığını göstermiştir. Dahası, araştırma, işbirliği ve yansıtma bileşenleri aracılığıyla PAR, öğretmenlerin bu sorun alanlarını ele almalarına önemli ölçüde destek olmuştur. Başlıca sorun alanları pandemi kaynaklı kaos ortamı ve o dönemde zorunlu olan teknoloji tabanlı öğretim araçlarının uygulanması olmuştur. Bu iki sorun doğrudan öğrencilerin derse katılım oranını düşürmüştür.

Anahtar Kelimeler

Participatory Action Research for Professional Development / Mesleki Gelişim İçin Katılımcı Eylem Araştırması

Abstract

The sudden shift to online education during the Covid-19 Pandemic resulted in uncertainty and stress among teachers. This study investigates the role of Participatory Action Research [PAR] in supporting teachers’ professional development in times of pandemic-induced chaos and how effective PAR is in tackling challenges that emerge. The study involved fourteen in-service teachers of English and 267 students at a Turkish state university. Through three cycles of PAR, professional development support was provided for the newly established English preparatory school. Data were collected through observations, reflections, and interviews. The qualitative findings revealed that PAR contributed to teachers’ professional development and in-class practices. The chaotic environment which was caused by the pandemic and the mandatory implementation of technology-based teaching tools during that period were the primary challenges at the time of current study. These challenges directly reduced student participation. However, upon the implementation of PAR, the analysis of the emerging themes showed that the participant teachers regarded this kind of action research as the greatest impact on their in-class practices. Increased student participation in classes and the efficient use of technology-based teaching resources were the results of this contribution. This indicated that PAR significantly addressed the issues found in the needs analysis conducted at the beginning of the process. Furthermore, through its components of research, collaboration, and reflection, PAR significantly supported teachers in addressing these problem areas. The major problem areas were the chaos environment caused by the pandemic and the implementation of technology-based teaching tools, which was mandatory during that period. These two problems directly decreased the rate of student participation in the lesson.

Keywords

Supporting Institution

Yoktur

Ethical Statement

For this research, ethical permission was obtained from the decisions of İzmir Demokrasi University Social and Human Sciences Scientific Research and Publication Ethics Board dated 07.12.2020 and numbered 12-09.

Thanks

Yoktur

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Details

Primary Language

English

Subjects

Teacher Education and Professional Development of Educators

Journal Section

Research Article

Authors

Şükran Tok
0000-0002-8387-615X
Türkiye

Sevda Dolapçıoğlu ^*
0000-0002-2707-1744
Türkiye

Sabire Pınar Acar
0000-0002-7463-1951
Türkiye

Publication Date

December 27, 2024

Submission Date

November 23, 2024

Acceptance Date

December 26, 2024

Published in Issue

Year 2024 Volume: 15 Number: 2

DOI

https://doi.org/10.19160/e-ijer.1590067

IZ

https://izlik.org/JA86DE46MA

Cite

RIS / Bibtex

APA

Tok, Ş., Dolapçıoğlu, S., & Acar, S. P. (2024). Participatory Action Research for Professional Development / Mesleki Gelişim İçin Katılımcı Eylem Araştırması. E-Uluslararası Eğitim Araştırmaları Dergisi, 15(2), 145-161. https://doi.org/10.19160/e-ijer.1590067