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Journals / Dil Dergisi / 2016 / Cilt: 0 - Sayı: 167/2

English Language Teachers’ Research Reticence: A Collective-Case Study

İngilizce Öğretmenlerinin Öğretmen Araştırması Konusunda İsteksizlikleri: Çoklu Durum Çalışması

Kenan DİKİLİTAŞ
Rukiye ERYILMAZ
Pages
15–29
Publication Date
2022-10-11
DOI
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AI Summary & Key Takeaways

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

Reflecting on the in-depth analysis of semi-structured interviews and the researchers’ affliction with the cases as an insider, the study revealed that context and belief-related factors played key roles in preventing teachers from conducting research for professional development, potentially resulting in research reticence

📌 3 Key Takeaways

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Objective & Hypothesis:Teacher Research is generally acclaimed as a beneficial form of professional development.
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Key Findings & Data:In this respect, this qualitative collective-case study research addresses this issue through the in-depth analysis of three teachers who have shied away from carrying out research in the preparatory school of a private foundation university where a Teacher Research project, as part of the Professional Development Unit, has been systematically conducted by an experienced in-house mentor since 2010.
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Conclusion & Impact:Reflecting on the in-depth analysis of semi-structured interviews and the researchers’ affliction with the cases as an insider, the study revealed that context and belief-related factors played key roles in preventing teachers from conducting research for professional development, potentially resulting in research reticence
🔬Design:Research Article
📍Scope:2010 Verileri
⚙️Variables:Öğretmen Araştırması · ingilizce · çoklu durum çalışması

Abstract

Teacher Research is generally acclaimed as a beneficial form of professional development. However, it is still an under-practiced activity in the field of language teaching. In this respect, this qualitative collective-case study research addresses this issue through the in-depth analysis of three teachers who have shied away from carrying out research in the preparatory school of a private foundation university where a Teacher Research project, as part of the Professional Development Unit, has been systematically conducted by an experienced in-house mentor since 2010. Reflecting on the in-depth analysis of semi-structured interviews and the researchers’ affliction with the cases as an insider, the study revealed that context and belief-related factors played key roles in preventing teachers from conducting research for professional development, potentially resulting in research reticence

Özet

İngilizce Araştırması Konusunda İsteksizlikleri: Çoklu Durum ÇalışmasıÖğretmen araştırması genel olarak yararlı bir profesyonel gelişim aracı olarak görülür. Fakat, halihazırda dil öğretimi alanında yeteri kadar icra edilmemektedir. Bu nedenle, bu çoklu-vaka araştırması 2010 yılından bari tecrübeli bir mentor tarafından sistematik olarak profesyonel gelişim bölümün yürütüldüğü bir özel üniversitedeki hazırlık okulunda öğretmen araştırmaları konusunda isteksizlik gösteren üç öğretmenin kapsamlı olarak incelenmesiyle öğretmen araştırmaları konusuna değinmektedir. Yarıyapılı röportajların derinlemesine incelenmesi ve araştırmacının vakalarla bireysel olarak ilintili olmasından faydalanan araştırma şart ve inanış ilintili faktörlerin öğretmenlerin araştırma yapmaktan kaçınmasında ve dolayısıyla araştırma isteksizliği doğurmasında etkin rol oynadığını göstermiştir

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Cite This Article

DİKİLİTAŞ, K., ERYILMAZ, R. (2022). English Language Teachers’ Research Reticence: A Collective-Case Study. Dil Dergisi, Cilt: 0 - Sayı: 167/2, 15–29. https://ajindex.com/articles/488466

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