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Journals / Dil Eğitimi ve Araştırmaları Dergisi / 2025 / Cilt: 11 Sayı: 2

Unlocking Research Potential: Insights from Aspiring Prospective English Teachers

Araştırma Potansiyelini Ortaya Çıkarmak: İngilizce Öğretmen Adaylarının Görüşleri

Hatice Çeşme(ATATÜRK ÜNİVERSİTESİ)0000-0003-3279-7205
Dilara Kutsal(ATATÜRK ÜNİVERSİTESİ)0009-0007-9898-2717
Pages
934–956
Publication Date
2025-10-29
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Findings reveal that participants view research as a valuable tool for addressing classroom challenges, enhancing professional skills, and contributing to educational goals.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study explores the perspectives of prospective English teachers on educational research, focusing on its relevance to their future professional practice.
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Key Findings & Data:Using a phenomenological design, data were gathered through semi-structured interviews with 28 pre-service English teachers who had completed research methodology courses.
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Conclusion & Impact:Findings reveal that participants view research as a valuable tool for addressing classroom challenges, enhancing professional skills, and contributing to educational goals.
🔬Design:Review & Systematic Survey
📍Scope:2022 Verileri
⚙️Variables:İngilizce öğretmen adayları · araştırma perspektifleri · araştırma katılımı

Abstract

This study explores the perspectives of prospective English teachers on educational research, focusing on its relevance to their future professional practice. Using a phenomenological design, data were gathered through semi-structured interviews with 28 pre-service English teachers who had completed research methodology courses. A thematic analysis was conducted with MAXQDA 2022 and findings were presented in five main themes related to their research engagement. Findings reveal that participants view research as a valuable tool for addressing classroom challenges, enhancing professional skills, and contributing to educational goals. Action research was particularly emphasized as relevant to classroom settings. However, participants highlighted challenges such as time limitations, procedural issues, and literature review difficulties. To address these, they suggested strategies like consulting experts, peer collaboration, and comprehensive literature reviews. The study highlights the need for research-oriented practices in teacher education programs to support future teachers in integrating research into their careers, fostering positive research attitudes, and enhancing their research skills.

Özet

Bu çalışma, İngilizce öğretmen adaylarının eğitim araştırmalarına yönelik bakış açılarını ve bunların mesleki gelecekleriyle olan ilişkisini incelemektedir. Fenomenolojik bir araştırma deseni kullanılarak, araştırma metodolojisi derslerini tamamlamış 28 öğretmen adayıyla yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Veriler, MAXQDA 2022 ile tematik analiz edilerek araştırmaya katılım ile ilgili beş ana tema belirlenmiştir. Bulgular, katılımcıların araştırmayı sınıf içi sorunları çözme, mesleki becerilerini geliştirme ve eğitim hedeflerine katkı sağlama açısından önemli bir araç olarak gördüklerini ortaya koymaktadır. Özellikle eylem araştırmasının sınıf ortamına doğrudan uygulanabilir olduğu vurgulanmıştır. Ancak, katılımcılar zaman kısıtlamaları, prosedürel zorluklar ve literatür taraması gibi çeşitli engellerle karşılaştıklarını belirtmiştir. Bu zorlukların üstesinden gelmek için uzman desteği alma, akran iş birliği yapma ve kapsamlı literatür incelemeleri gerçekleştirme gibi stratejiler önermişlerdir. Çalışma, öğretmen yetiştirme programlarında araştırma temelli uygulamaların teşvik edilmesi gerektiğini vurgulayarak, öğretmen adaylarının araştırmaya yönelik olumlu tutumlar geliştirmesine ve araştırma becerilerini güçlendirmesine katkı sağlamayı amaçlamaktadır.

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Cite This Article

Çeşme, H., Kutsal, D. (2025). Unlocking Research Potential: Insights from Aspiring Prospective English Teachers. Dil Eğitimi ve Araştırmaları Dergisi, Cilt: 11 Sayı: 2, 934–956. https://doi.org/10.31464/jlere.1662483

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