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Türkiye İçin Öğretmen Liderliği Lisansüstü Eğitim Programı Önerisi Geliştirme

Year 2022, Volume: 9 Issue: 2, 354 - 376, 01.11.2022
https://doi.org/10.21666/muefd.951386

Abstract

Güncel liderlik yaklaşımları, çoğunlukla herhangi bir kurumda hiç kimsenin gerekli bütün liderlik özelliklerini ve davranışlarını tek başına yerine getiremeyeceği ve liderliğin farklı durumlarda ve zamanlarda bilgi ve becerileri doğrultusunda farklı bireylerin katkılarıyla bütüncül olarak yerine getirilebileceği anlayışını vurgulamaktadır. Pek çok ülkede, bahsi geçen anlayışla ortaya çıkan ve yaygın bir şekilde kabul gören öğretmen liderliğine yönelik sertifika programları, öğretmen liderliği/lider öğretmen lisansüstü programları yürütülmektedir. Bu çalışmada, Amerika Birleşik Devletleri’ndeki (ABD) öğretmen liderliği programları incelenerek örnek içerik, uygulama ve çalışmaların değerlendirilmesi ve Türkiye’deki tümüyle öğretmen liderliği eksenli açılabilecek lisansüstü programları ile ilgili derslerin, uygulamaların ve eğitimlerinin kazanımlarına ve içeriklerine temel oluşturacak teorik bir çerçeve yaratılması amaçlanmaktadır.

Thanks

Bu çalışmanın veri toplama sürecindeki katkılarından dolayı Doç. Dr. BetsAnn Smith'e teşekkür ederiz.

References

  • Aksoy, N. (2003). Eylem araştırması: Eğitimsel uygulamaları iyileştirme ve değiştirmede kullanılacak bir yöntem. Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 9(4), 474-489.
  • Aslan, M., & Ağıroğlu-Bakır, A. (2014). Resmi ve özel okul öğretmenlerinin paylaşılan liderliğe ilişkin görüşleri. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 15, 117-142.
  • Baloğlu, N. (2011). Dağıtımcı liderlik uygulamaları: Eklektik bir tasarım çalışması. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 12, 163-181.
  • Berry, B. (2016). Teacher leadership & deeper learning for all students. Oakland: Center for Teaching Quality.
  • Berry, B., Johnson, D., & Montgomery, D. (2005). The power of teacher leadership. Educational Leadership, 62(5), 56-60.
  • Beycioğlu, K., & Aslan, B. (2012). Öğretmen ve yöneticilerin öğretmen liderliğine ilişkin görüşleri: Bir karma yöntem çalışması. Kuram ve Uygulamada Eğitim Yönetimi, 18, 191-223.
  • Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15.
  • Bush, T. (2011). Theories of educational leadership and management (4th ed.). London: Sage Publications.
  • Caena, F. (2011). Literature review Quality in Teachers’ continuing professional development. Education and Training, 2020, 2-20.
  • Can, N. (2006). Öğretmen liderliği ve engelleri. Sosyal Bilimler Araştırmaları Dergisi, 2, 137-161.
  • Can, N. (2009). Öğretmenlerin sınıfta ve okulda liderlik davranışları. Gaziantep Üniversitesi Sosyal Bilimler Dergisi, 8, 385-399.
  • Can, N. (2014). Öğretmen liderliği (4. bs.). Ankara: Pegem Akademi.
  • Carr, W., & Kemmis, S. (2003). Becoming critical: education knowledge and action research. NY: Routledge.
  • Collay, M. (2006). Discerning professional identity and becoming bold, socially responsible teacher-leaders. Educational Leadership and Administration: Teaching and Program Development, 18, 131-146.
  • Copland, M. A. (2003). Leadership of inquiry: Building and sustaining capacity for school improvement. Educational Evaluation and Policy Analysis, 25(4), 375-395.
  • Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage.
  • Çelik, V. (2013). Eğitimsel liderlik (7. bs.). Ankara: Pegem Akademi.
  • Danielson, C. (2006). Teacher leadership that strengthens professional practice. USA: ASCD.
  • Day, C., & Harris, A. (2002). Teacher leadership, reflective practice, and school improvement. In Leithwood K & Hallinger P (eds) Second ınternational handbook of educational leadership and administration, (pp. 957-977). Dordrecht: Kluwer Academic.
  • Demir, K. (2014). Öğretmen Liderliği Kültürü Ölçeği: Geçerlik ve güvenilirlik çalışması. İlköğretim Online, 13, 334-344.
  • Frost, D. (2012). From professional development to system change: teacher leadership and innovation. Professional Development in Education, 38(2), 205-227.
  • Frost, D., & Durrant, J. (2003). Teacher leadership: Rationale, strategy and impact. School Leadership & Management, 23, 173-186.
  • Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915-945.
  • Göğüş, A., & Yetke, Ş. (2014). Öğretme yöntemlerinin çeşitlendirilmesi ile öğrenci motivasyonunun artırılması: İngilizce dersi öğretmen liderliği örneği. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 27, 283-305.
  • Gronn, P. (2002). Distributed leadership as a unit of analysis. The Leadership Quarterly, 13, 423-451.
  • Gronn, P. (2008). The future of distributed leadership. Journal of Educational Administration, 46, 141-158.
  • Gruenert, S. (2005). Correlations of collaborative school cultures with student achievement. Nassp Bulletin, 89(645), 43-55.
  • Gunter, H. M. (2003). Teacher leadership: Prospects and possibilities. In M. Brundrett, N. Burton & R. Smith (Eds.), Leadership in education (pp. 118-131). London: Sage Publications.
  • Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching, 8(3), 381-391.
  • Harris, A. (2003). Teacher leadership as distributed leadership: heresy, fantasy or possibility?. School Leadership & Management, 23(3), 313-324.
  • Harris, A. (2004) Teacher leadership and distributed leadership: An exploration of the literature. Leading and Managing, 10(2), 1-10.
  • Harris, A. (2008). Distributed leadership: According to the evidence. Journal of Educational Administration, 46, 172-188.
  • Harris, A., & Muijs, D. (2004). Improving schools through teacher leadership. London: Oxford University Press.
  • Kıranlı, S. (2013). Teachers’ and school administrators’ perceptions and expectations on teacher leadership. International Journal of Instruction, 6, 179-194.
  • Köklü, N. (2001). Eğitim Eylem Araştırması-Öğretmen Araştırması. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 34(1), 35-43.
  • Kösterelioğlu, M. A. (2015): The effect of teachers’ shared leadership perception on academic optimism and organizational citizenship behaviour: A Turkish case. International Journal of Leadership in Education, 20(2), 246-258.
  • Kuzu, A. (2009). Öğretmen yetiştirme ve mesleki gelişimde eylem araştırması. Journal of International Social Research, 1(6), 425-433.
  • Leitch, R., & Day, C. (2000). Action research and reflective practice: Towards a holistic view. Educational Action Research, 8(1), 179-193.
  • Leithwood, K., & Jantzi, D. (2000). Principal and teacher leadership effects: A replication. School Leadership & Management, 20, 415-434.
  • Levenson, M. R. (2014). Pathways to teacher leadership: Emerging models, changing roles. Cambridge: Harvard Education Press.
  • Lisansüstü Eğitim ve Öğretim Yönetmeliği. (2016, 20 Nisan). Resmî Gazete (Sayı: 29690). Erişim adresi: http://www.mevzuat.gov.tr/Metin.Aspx?MevzuatKod=7.5.21510&MevzuatIliski=0&sourceXmlSearch
  • Lovett, S. (2018). Advocacy for teacher leadership: opportunity, preparation, support, and pathways. Cham: Springer.
  • McKernan, J. (2013). Curriculum action research: A handbook of methods and resources for the reflective practitioner. London: Routledge.
  • Moring, S. (2007). The golden rule of leadership. In Ackerman, R. H., & Mackenzie, S. V. (Eds.). Uncovering teacher leadership: Essays and voices from the field. (pp. 162-177). CA: Corwin Press.
  • Muijs, D., & Harris, A. (2003). Teacher leadership—Improvement through empowerment? An overview of the literature. Educational Management & Administration, 31(4), 437-448.
  • Muijs, D., & Harris, A. (2006). Teacher led school improvement: Teacher leadership in the UK. Teaching and Teacher Education, 22, 961-972.
  • Palmer, D., Rangel, V. S., Gonzales, R. M., & Morales, V. (2014). Activist teacher leadership: A case study of a programa CRIAR bilingual teacher cohort. Journal of School Leadership, 24(5), 949-978.
  • Pounder, J. S. (2006). Transformational classroom leadership: The fourth wave of teacher leadership?. Educational Management Administration & Leadership, 34, 533-545.
  • Riel, M., & Becker, H. J. (2008). Characteristics of teacher leaders for information and communication technology. In International handbook of information technology in primary and secondary education (pp. 397-417). Springer, Boston, MA.
  • Sato, M., Hyler, M. E., & Monte-Sano, C. B. (2014). Learning to lead with purpose: National board certification and teacher leadership development. International Journal of Teacher Leadership, 5(1), 1-23.
  • Silins, H., & Mulford, B. (2004). Schools as learning organisations – Effects on teacher leadership and student outcomes. School Effectiveness and School Improvement, 15, 443-466.
  • Smylie, M. A., Conley, S., & Marks, H. M. (2002). Exploring new approaches to teacher leadership for school improvement. Yearbook of the National Society for the Study of Education, 101(1), 162-188.
  • Spillane, J. P. (2005). Distributed leadership. The Educational Forum, 69, 143-150.
  • Taitelbaum, D., Mamlok‐Naaman, R., Carmeli, M., & Hofstein, A. (2008). Evidence for teachers’ change while participating in a continuous professional development programme and implementing the inquiry approach in the chemistry laboratory. International Journal of Science Education, 30(5), 593–617.
  • Yılmaz, D. ve Turan, S. (2015). Dağıtılmış liderliğin okullardaki görünümü: Bir yapısal eşitlik modelleme çalışması. Kuram ve Uygulamada Eğitim Yönetimi, 21, 93-126.
  • Zepeda, S. J., Mayers, R. S., & Benson, B. N. (2013). The call to teacher leadership. London: Routledge.

Development of a Suggested Curriculum for A Graduate Program on Teacher Leadership in Turkey

Year 2022, Volume: 9 Issue: 2, 354 - 376, 01.11.2022
https://doi.org/10.21666/muefd.951386

Abstract

Current leadership theories suggest that no single person can perform all the leadership characteristics and behaviors in an institution and that leadership can be performed in collaboration of different individuals with their knowledge and skills at different times and in different situations. Today it is seen that many countries offer certificate or graduate programs for teacher leadership which has emerged from the above-mentioned understanding and which has been widely accepted. This study also aims to examine the teacher leadership programs in the USA, to evaluate their sample content, practice and studies as well as to come up with a theoretical framework to guide the content and objectives for the courses, practices and training of graduate programs for teacher leadership in Turkey.

References

  • Aksoy, N. (2003). Eylem araştırması: Eğitimsel uygulamaları iyileştirme ve değiştirmede kullanılacak bir yöntem. Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 9(4), 474-489.
  • Aslan, M., & Ağıroğlu-Bakır, A. (2014). Resmi ve özel okul öğretmenlerinin paylaşılan liderliğe ilişkin görüşleri. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 15, 117-142.
  • Baloğlu, N. (2011). Dağıtımcı liderlik uygulamaları: Eklektik bir tasarım çalışması. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 12, 163-181.
  • Berry, B. (2016). Teacher leadership & deeper learning for all students. Oakland: Center for Teaching Quality.
  • Berry, B., Johnson, D., & Montgomery, D. (2005). The power of teacher leadership. Educational Leadership, 62(5), 56-60.
  • Beycioğlu, K., & Aslan, B. (2012). Öğretmen ve yöneticilerin öğretmen liderliğine ilişkin görüşleri: Bir karma yöntem çalışması. Kuram ve Uygulamada Eğitim Yönetimi, 18, 191-223.
  • Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15.
  • Bush, T. (2011). Theories of educational leadership and management (4th ed.). London: Sage Publications.
  • Caena, F. (2011). Literature review Quality in Teachers’ continuing professional development. Education and Training, 2020, 2-20.
  • Can, N. (2006). Öğretmen liderliği ve engelleri. Sosyal Bilimler Araştırmaları Dergisi, 2, 137-161.
  • Can, N. (2009). Öğretmenlerin sınıfta ve okulda liderlik davranışları. Gaziantep Üniversitesi Sosyal Bilimler Dergisi, 8, 385-399.
  • Can, N. (2014). Öğretmen liderliği (4. bs.). Ankara: Pegem Akademi.
  • Carr, W., & Kemmis, S. (2003). Becoming critical: education knowledge and action research. NY: Routledge.
  • Collay, M. (2006). Discerning professional identity and becoming bold, socially responsible teacher-leaders. Educational Leadership and Administration: Teaching and Program Development, 18, 131-146.
  • Copland, M. A. (2003). Leadership of inquiry: Building and sustaining capacity for school improvement. Educational Evaluation and Policy Analysis, 25(4), 375-395.
  • Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage.
  • Çelik, V. (2013). Eğitimsel liderlik (7. bs.). Ankara: Pegem Akademi.
  • Danielson, C. (2006). Teacher leadership that strengthens professional practice. USA: ASCD.
  • Day, C., & Harris, A. (2002). Teacher leadership, reflective practice, and school improvement. In Leithwood K & Hallinger P (eds) Second ınternational handbook of educational leadership and administration, (pp. 957-977). Dordrecht: Kluwer Academic.
  • Demir, K. (2014). Öğretmen Liderliği Kültürü Ölçeği: Geçerlik ve güvenilirlik çalışması. İlköğretim Online, 13, 334-344.
  • Frost, D. (2012). From professional development to system change: teacher leadership and innovation. Professional Development in Education, 38(2), 205-227.
  • Frost, D., & Durrant, J. (2003). Teacher leadership: Rationale, strategy and impact. School Leadership & Management, 23, 173-186.
  • Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915-945.
  • Göğüş, A., & Yetke, Ş. (2014). Öğretme yöntemlerinin çeşitlendirilmesi ile öğrenci motivasyonunun artırılması: İngilizce dersi öğretmen liderliği örneği. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 27, 283-305.
  • Gronn, P. (2002). Distributed leadership as a unit of analysis. The Leadership Quarterly, 13, 423-451.
  • Gronn, P. (2008). The future of distributed leadership. Journal of Educational Administration, 46, 141-158.
  • Gruenert, S. (2005). Correlations of collaborative school cultures with student achievement. Nassp Bulletin, 89(645), 43-55.
  • Gunter, H. M. (2003). Teacher leadership: Prospects and possibilities. In M. Brundrett, N. Burton & R. Smith (Eds.), Leadership in education (pp. 118-131). London: Sage Publications.
  • Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching, 8(3), 381-391.
  • Harris, A. (2003). Teacher leadership as distributed leadership: heresy, fantasy or possibility?. School Leadership & Management, 23(3), 313-324.
  • Harris, A. (2004) Teacher leadership and distributed leadership: An exploration of the literature. Leading and Managing, 10(2), 1-10.
  • Harris, A. (2008). Distributed leadership: According to the evidence. Journal of Educational Administration, 46, 172-188.
  • Harris, A., & Muijs, D. (2004). Improving schools through teacher leadership. London: Oxford University Press.
  • Kıranlı, S. (2013). Teachers’ and school administrators’ perceptions and expectations on teacher leadership. International Journal of Instruction, 6, 179-194.
  • Köklü, N. (2001). Eğitim Eylem Araştırması-Öğretmen Araştırması. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 34(1), 35-43.
  • Kösterelioğlu, M. A. (2015): The effect of teachers’ shared leadership perception on academic optimism and organizational citizenship behaviour: A Turkish case. International Journal of Leadership in Education, 20(2), 246-258.
  • Kuzu, A. (2009). Öğretmen yetiştirme ve mesleki gelişimde eylem araştırması. Journal of International Social Research, 1(6), 425-433.
  • Leitch, R., & Day, C. (2000). Action research and reflective practice: Towards a holistic view. Educational Action Research, 8(1), 179-193.
  • Leithwood, K., & Jantzi, D. (2000). Principal and teacher leadership effects: A replication. School Leadership & Management, 20, 415-434.
  • Levenson, M. R. (2014). Pathways to teacher leadership: Emerging models, changing roles. Cambridge: Harvard Education Press.
  • Lisansüstü Eğitim ve Öğretim Yönetmeliği. (2016, 20 Nisan). Resmî Gazete (Sayı: 29690). Erişim adresi: http://www.mevzuat.gov.tr/Metin.Aspx?MevzuatKod=7.5.21510&MevzuatIliski=0&sourceXmlSearch
  • Lovett, S. (2018). Advocacy for teacher leadership: opportunity, preparation, support, and pathways. Cham: Springer.
  • McKernan, J. (2013). Curriculum action research: A handbook of methods and resources for the reflective practitioner. London: Routledge.
  • Moring, S. (2007). The golden rule of leadership. In Ackerman, R. H., & Mackenzie, S. V. (Eds.). Uncovering teacher leadership: Essays and voices from the field. (pp. 162-177). CA: Corwin Press.
  • Muijs, D., & Harris, A. (2003). Teacher leadership—Improvement through empowerment? An overview of the literature. Educational Management & Administration, 31(4), 437-448.
  • Muijs, D., & Harris, A. (2006). Teacher led school improvement: Teacher leadership in the UK. Teaching and Teacher Education, 22, 961-972.
  • Palmer, D., Rangel, V. S., Gonzales, R. M., & Morales, V. (2014). Activist teacher leadership: A case study of a programa CRIAR bilingual teacher cohort. Journal of School Leadership, 24(5), 949-978.
  • Pounder, J. S. (2006). Transformational classroom leadership: The fourth wave of teacher leadership?. Educational Management Administration & Leadership, 34, 533-545.
  • Riel, M., & Becker, H. J. (2008). Characteristics of teacher leaders for information and communication technology. In International handbook of information technology in primary and secondary education (pp. 397-417). Springer, Boston, MA.
  • Sato, M., Hyler, M. E., & Monte-Sano, C. B. (2014). Learning to lead with purpose: National board certification and teacher leadership development. International Journal of Teacher Leadership, 5(1), 1-23.
  • Silins, H., & Mulford, B. (2004). Schools as learning organisations – Effects on teacher leadership and student outcomes. School Effectiveness and School Improvement, 15, 443-466.
  • Smylie, M. A., Conley, S., & Marks, H. M. (2002). Exploring new approaches to teacher leadership for school improvement. Yearbook of the National Society for the Study of Education, 101(1), 162-188.
  • Spillane, J. P. (2005). Distributed leadership. The Educational Forum, 69, 143-150.
  • Taitelbaum, D., Mamlok‐Naaman, R., Carmeli, M., & Hofstein, A. (2008). Evidence for teachers’ change while participating in a continuous professional development programme and implementing the inquiry approach in the chemistry laboratory. International Journal of Science Education, 30(5), 593–617.
  • Yılmaz, D. ve Turan, S. (2015). Dağıtılmış liderliğin okullardaki görünümü: Bir yapısal eşitlik modelleme çalışması. Kuram ve Uygulamada Eğitim Yönetimi, 21, 93-126.
  • Zepeda, S. J., Mayers, R. S., & Benson, B. N. (2013). The call to teacher leadership. London: Routledge.
There are 56 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Esergül Balcı 0000-0003-1296-7107

Ferdane Denkci Akkaş 0000-0002-2214-326X

Publication Date November 1, 2022
Published in Issue Year 2022 Volume: 9 Issue: 2

Cite

APA Balcı, E., & Denkci Akkaş, F. (2022). Türkiye İçin Öğretmen Liderliği Lisansüstü Eğitim Programı Önerisi Geliştirme. Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi, 9(2), 354-376. https://doi.org/10.21666/muefd.951386