KaydedilenlerDerginizi ekleyin

Dergiler / Anadolu Journal of Educational Sciences International / 2026 / Cilt: 16 Sayı: 1

Hazırlık Okulu Öğretmenlerinin Eğitim Araştırmalarına Katılımı: Tutumlar, Zorluklar ve Fırsatlar

The Involvement of Preparatory School Teachers in Educational Research: Attitudes, Challenges and Opportunities

Sezgin Ballıdağ(İSTANBUL MEDENİYET ÜNİVERSİTESİ)0000-0002-6402-5632
Sayfa
300–319
Yayın Tarihi
2026-03-28
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Nicel veriler, Türkiye'deki hazırlık okullarında çalışan öğretim görevlilerinin eğitim araştırmalarına karşı olumlu bir tutuma (100 üzerinden ortalama 75,91) sahip olduğunu ortaya koymuştur.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:Bu çalışma, İngilizce öğretim görevlilerinin eğitim araştırmalarına yönelik tutumlarını ve araştırma katılımlarını etkileyen algılanan kolaylaştırıcı etmenler ve engelleri araştırmıştır.
📊
Temel Bulgular & Veri:Bu amaçla, çalışma karma bir tasarım benimsemiştir; bu nedenle veriler, İlhan ve arkadaşları (2013) tarafından geliştirilen Eğitim Araştırmalarına Yönelik Öğretmen Tutum Ölçeği (EAÖTÖ) (N=131) ve yarı yapılandırılmış odak grup görüşmeleri (N=10) yoluyla toplanmıştır.
💡
Sonuç & Katkı:Nicel veriler, Türkiye'deki hazırlık okullarında çalışan öğretim görevlilerinin eğitim araştırmalarına karşı olumlu bir tutuma (100 üzerinden ortalama 75,91) sahip olduğunu ortaya koymuştur.
🔬Tür:Uygulamalı Anket & Alan Araştırması
📍Kapsam:2013 Verileri
⚙️Değişkenler:eylem araştırması · eğitim araştırmaları · araştırma katılımı

Özet

Bu çalışma, İngilizce öğretim görevlilerinin eğitim araştırmalarına yönelik tutumlarını ve araştırma katılımlarını etkileyen algılanan kolaylaştırıcı etmenler ve engelleri araştırmıştır. Bu amaçla, çalışma karma bir tasarım benimsemiştir; bu nedenle veriler, İlhan ve arkadaşları (2013) tarafından geliştirilen Eğitim Araştırmalarına Yönelik Öğretmen Tutum Ölçeği (EAÖTÖ) (N=131) ve yarı yapılandırılmış odak grup görüşmeleri (N=10) yoluyla toplanmıştır. Nicel veriler, Türkiye'deki hazırlık okullarında çalışan öğretim görevlilerinin eğitim araştırmalarına karşı olumlu bir tutuma (100 üzerinden ortalama 75,91) sahip olduğunu ortaya koymuştur. Ayrıca, iki yönlü ANOVA bulguları, katılımcıların genel tutum puanlarının, çalıştıkları kurum türü veya iş deneyimleri gibi faktörlerden önemli ölçüde etkilenmediğini göstermiştir. Son olarak, araştırma katılımına yönelik engeller ve olası kolaylaştırıcı etmenler hakkında daha fazla bilgi edinmek için, gönüllü katılımcılardan on tanesiyle çevrimiçi olarak derinlemesine, yarı yapılandırılmış odak grup görüşmeleri yapılmıştır. Bulgular, tümdengelimsel olarak analiz edilmiş ve araştırma katılımını artırmaya yönelik engeller ve potansiyel etkenler olarak tartışılmıştır. Sonuçlar, öğretim görevlilerinin araştırmalara katılımının bir dizi faktör tarafından engellendiğini göstermiştir. Katılımcıların belirttiği zorluklar arasında zaman ve araştırma uzmanlığı eksikliğinin yanı sıra yerel sorunlara odaklanmak yerine literatürdeki boşlukları giderme zorunluluğu hissi yer almıştır. Bu kısıtlamaların ötesinde, katılımcıların kurumsal ortamlarının nadiren araştırma faaliyetlerini teşvik ettiği ve katılımcıların araştırmayı mesleki sorumluluklarının temel bir yönü olarak görmedikleri tespit ortaya bulunmuştur. Bununla birlikte, öğretim görevlileri, araştırmaya katılımlarını artırabilecek bir dizi olası kolaylaştırıcıları da belirtmişlerdir. Bunlar arasında İngilizce Dil Öğretimi (ELT) bölümleriyle işbirlikçi ortaklıklar kurmak, iş birliğine dayalı ve gönüllü araştırma fırsatlarına sahip olmak ve hazırlık okullarında aktif ve iyi organize edilmiş mesleki gelişim birimleri kurmak yer almıştır.

Abstract

This study investigated the attitudes of English language instructors towards educational research as well as the perceived catalysts and barriers to their research engagement. To this end, the study adopted a mixed design; therefore, the data were collected by means of the Teachers Attitude Scale towards Educational Research (TASTER) scale (N = 131) that was developed by İlhan et al. (2013) and semi-structured focus group interviews (N = 10). The quantitative data revealed that instructors working at preparatory schools in Türkiye have a positive attitude (M=75.91 out of 100) towards educational research. Furthermore, the findings of a two-way ANOVA showed that overall attitude grades of the participants were not significantly influenced by factors like the kind of organization they work for or their job experience. Finally, to gain more insight into obstacles and possible catalysts for research involvement, in-depth, semi-structured focus group interviews were held online with ten of the volunteer participants. The findings were analyzed deductively and discussed as barriers and potential catalysts for increasing research engagement. The results showed that instructors' participation in research is hindered by a number of factors. The challenges cited by the participants included a lack of time and research expertise as well as feeling compelled to address the gaps in the literature rather than focusing on local problems. Beyond these constraints, it was found that participants’ institutional environments seldom promoted research activities, and the participants did not see research as a fundamental aspect of their professional responsibilities. Instructors did, however, identify a number of possible facilitators which may improve their involvement in research. These included establishing collaborative partnerships with English Language Teaching (ELT) departments, possessing cooperative and voluntary research opportunities, and establishing active and well-organized professional development units at preparatory schools.

🔖

Bu Makaleye Atıf Yap

Ballıdağ, S. (2026). Hazırlık Okulu Öğretmenlerinin Eğitim Araştırmalarına Katılımı: Tutumlar, Zorluklar ve Fırsatlar. Anadolu Journal of Educational Sciences International, Cilt: 16 Sayı: 1, 300–319. https://doi.org/10.18039/ajesi.1655837

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (83)

  1. Abrenica, J. T., & Cascolan, H. M. S. (2022). Impact of action research in education: Experiences and challenges faced by teachers. International Journal of Scientific and Management Research, 5(2), 1-15. I - http://doi.org/10.37502/IJSMR.2022.5201
  2. Adams, W. (2015). Conducting semi-structured interviews. In J. Wholey, H. Hatry, & K. Newcomer (Eds.). Handbook of practical program evaluation (4th ed., pp. 492-505). Jossey-Bass.
  3. Admiraal, W., Buijs, M., Claessens, W., Honing, T., & Karkdijk, J. (2016). Linking theory and practice: Teacher research in history and geography classrooms, Educational Action Research, 25(2), 316-331. https://doi.org/10.1080/09650792.2016.1152904
  4. Aga, F. J. (2017). Motivating and/or de-motivating environments to do action research: The case of teachers of English as a foreign language in Ethiopian universities. Educational Action Research, 25(2), 203–222. https://doi.org/10.1080/09650792.2016.1168310
  5. Akçöltekin, A., Engin, A. O., & Sevgin, H. (2017). Attitudes of high school teachers to educational research using classification-tree method*. Eurasian Journal of Educational Research, 17(68), 19–47. https://izlik.org/JA66NK76CG
  6. Alhassan, A., & Ali, H. I. H. (2020). EFL teacher research engagement: Towards a research-pedagogy nexus. Cogent Arts & Humanities, 7(1), 1840732. https://doi.org/10.1080/23311983.2020.1840732
  7. Altuntaş-Özben, K., Seggie, F. N., Börkan, B., & Dikilitaş, K. (2024). EFL instructors’ orientations and workplace learning: Schools of languages at Turkish state and foundation universities. Higher Education Governance & Policy, 5(1), 18-36. https://doi.org/10.55993/hegp.1410279
  8. Ateş, S., & Yıldırım, K. (2015). Türk öğretmenlerin gözüyle eğitim araştırmalarının uygulamaya yansıma durumu [Translating educational research findings into practice: A perspectıve from Turkish teachers]. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12(29), 110-132. https://izlik.org/JA64WL72NL
  9. Bai, L. (2018). Language teachers’ beliefs about research: A comparative study of English teachers from two tertiary education institutions in China. System, 72, 114–123. https://doi.org/10.1016/j.system.2017.11.004
  10. Ballıdağ, S. (2024). Exploring the EFL teachers’ engagement in research in Turkey. [Unpublished PhD Thesis]. Bahçeşehir University.
  11. Baş, G., & Kıvılcım, Z. S. (2017). Teachers’ views about educational research: A qualitative study. The International Journal of Progressive Education, 13(2), 60–73.
  12. Başar, S., Çomoğlu, I., & Dikilitaş, K. (2023). Teacher study groups as a collaborative platform for action research: An ecological perspective. Professional Development in Education, 1–14. https://doi.org/10.1080/19415257.2023.2283429
  13. Bergmark, U. (2020). Teachers’ professional learning when building a research-based education: context-specific, collaborative and teacher-driven professional development. Professional Development in Education, 49, 210-224. https://doi.org/10.1080/19415257.2020.1827011
  14. Beycioğlu, K., Özer, N., & Uğurlu, C. T. (2010). Teachers’ views on educational research. Teaching and Teacher Education, 26(4), 1088-1093. https://doi.org/10.1016/j.tate.2009.11.004
  15. Borg, S. (2010). Language teacher research engagement. Language Teaching, 43, 391–429. https://doi.org/10.1017/S0261444810000170
  16. Borg, S. (2013). Teacher research in language teaching: A critical analysis. Cambridge University Press.
  17. Borg, S., & Liu, Y. (2013). Chinese college English teachers’ research engagement. TESOL Quarterly, 47(2), 270–299. https://doi.org/10.1002/tesq.56
  18. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
  19. Bulut, M. (2011). English language teachers’ perceptions of and engagement in research [Unpublished master's thesis]. Trakya University.
  20. Burns, A. (1999). Collaborative action research for English language teachers. Cambridge University Press.
  21. Butt, I. H., & Shams, J. A. (2013). Master in education student attitudes towards research: A comparison between two public sector universities in Punjab. A Research Journal of South Asian Studies, 28(1), 97-105.
  22. Cárcamo, B., Pino, B., & Johnson, C. (2024). Bridging the gap between teaching and research: A case study of Chilean EFL university teachers’ perceptions. Journal of Latinos and Education, 24, 976 - 998. https://doi.org/10.1080/15348431.2024.2434544
  23. Cheng, M. M. H., Cheng, A. Y. N., & Tang, S. Y. F. (2010). Closing the gap between the theory and practice of teaching: Implications for teacher education programmes in Hong Kong. Journal of Education for Teaching, 36(1), 91-104. https://doi.org/10.1080/02607470903462222
  24. Chumwichan, S., Wongwanich, S. N., & Piromsombat, C. (2023). Effect of research training environment on doctoral students’ research intentions. ABAC Journal. 43(4), 1-18. https://doi.org/10.59865/abacj.2023.45
  25. Cochran-Smith, M., & Lytle, S. L. (1998). Teacher research: The question that persists. International Journal of Leadership in Education Theory and Practice, 1(1), 19-36. https://doi.org/10.1080/1360312980010103
  26. Cochran-Smith, M., & Lytle, S. L. (1999). The teacher research movement: A decade later. Educational Researcher, 28(7), 15-25. https://doi.org/10.2307/1176137
  27. Corey, S. (1953). Action research to improve school practice. Teachers College, Columbia University.
  28. Creswell, J. W., & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory Into Practice, 39(3), 124–130. https://doi.org/10.1207/S15430421TIP3903_2
  29. Creswell, J. W., & Plano Clark, V. L. (2018). Designing and Conducting Mixed Methods Research (3rd ed.). SAGE.
  30. Çepni, S., & Küçük, M. (2003). Eğitim araştırmalarının fen bilgisi öğretmenlerinin uygulamaları üzerindeki etkilerinin belirlenmesi: Bir örnek olay çalışması [Determination of the effects of educational research on science teachers' practices: A case study]. Eğitim Araştırmaları, 4(12), 75-84.
  31. Dagenais, C., Lysenko, L., Abrami, P. C., Bernard, R. M., Ramde, J., & Janosz, M. (2012). Use of research-based information by school practitioners and determinants of use: A review of empirical research. Evidence & Policy, 8(3), 285-309.
  32. Darling-Hammond, L., & Oakes, J. (2021). Preparing teachers for deeper learning. Harvard Education Press.
  33. Dassa, L., & Nichols, B. (2020). Making the move: Empowering student teachers as teacher researchers. The Teacher Educator, 55(3), 267–282. https://doi.org/10.1080/08878730.2020.1713948
  34. Durmuş, G. S., & Yıldırım, R. (2025). An investigation into teacher research: Turkish primary EFL teachers’s perceptions and engagement. International Journal of Language Academy, 13 (3), 33-56. http://dx.doi.org/10.29228/ijla.82314
  35. Ecclestone, K. (2000). Assessment and critical autonomy in post-compulsory education in the UK. Journal of Education & Work, 13(2), 141–162. https://doi.org/10.1080/13639080050045006
  36. Edwards, E. (2016). The impact of action research on teachers’ continuous professional development. ELT Research, 31, 3-6.
  37. Edwards, E., & Burns, A. (2016). Language teacher-researcher identity negotiation: An ecological perspective. TESOL Quarterly, 50(3), 735-745. https://doi.org/10.1002/tesq.313
  38. Erbay, Ş., & Beydoğan, H. Ö. (2017). Eğitimcilerin eğitim araştırmalarına yönelim tutumları [Educators' attitudes toward educational research]. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 18 (3), 246-260. https://izlik.org/JA93BL74WP
  39. Erdamar, F. S., & Akpunar, B. (2017). Sınıf öğretmenlerinin eğitim arastırmalarına yönelik algısı: Metaforik bir çalısma [Perception of primary teachers towards educational research: A metaphorical study]. Elektronik Eğitim Araştırmaları Dergisi, 6(11), 34-48 https://izlik.org/JA26XM77SD
  40. Esparza, D., Lynch-Arroyo, R., & Olimpo, J. (2022). Empowering current and future educators: Using a scalable action research module as a mechanism to promote high-quality teaching and learning in STEM. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.754097
  41. Flores, J. E. (2024). Unveiling factors influencing research hesitancy and limited research engagement among Filipino beginning teachers. New Trends in Qualitative Research, 20(4), e1048. https://doi.org/10.36367/ntqr.20.4.2024.e1048
  42. Gao, X., & Xu, H. (2014). The dilemma of being English language teachers: Interpreting teachers' motivation to teach and professional commitment in China's hinterland regions. Language Teaching Research, 18(2), 152–168. https://doi.org/10.1177/1362168813505938
  43. Gibbs, P., Cartney, P., Wilkinson, K., Parkinson, J., Cunningham, S., James-Reynolds, C., Zoubir, T., Brown, V., Barter, P., Sumner, P., MacDonald, A., Dayananda, A., & Pitt, A. (2017). Literature review on the use of action research in higher education. Educational Action Research, 25(1), 3–22.
  44. Goodnough, K. (2011). Examining the long‐term impact of collaborative action research on teacher identity and practice: the perceptions of K–12 teachers. Educational Action Research, 19(1), 73–86. https://doi.org/10.1080/09650792.2011.547694
  45. Gore, J. M., & Gitlin, A. D. (2004). [Re]Visioning the academic-teacher divide: Power and knowledge in the educational community. Teachers and Teaching: Theory and Practice,10(1), 35-58. https://doi.org/10.1080/13540600320000170918
  46. Günyel, H., & Bilgivar, O. O. (2023). Examining teachers’ attitudes and views towards educational research: Mixed research. International Journal of Psychology and Educational Studies, 10(2), 523-542. https://dx.doi.org/10.52380/ijpes.2023.10.2.11139
  47. Hemmings, B. C., Kay, R., Sharp, J., & Taylor, C. (2012). A transnational comparison of lecturer self-efficacy. Journal of Further and Higher Education, 36(3), 291–307.
  48. İlhan, N., Şekerci, A. R., Sözbilir, M., & Yıldırım, A. (2013). Eğitim araştırmalarına yönelik öğretmen tutum ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışması [The development of teachers attitude scale towards educational research: The validity and reliablity study]. Batı Anadolu Eğitim Bilimleri Dergisi, 4(8), 31-56. https://izlik.org/JA52XY79UE
  49. James, F., & Augustin, D. (2018). Improving teachers’ pedagogical and instructional practice through action research: potential and problems. Educational Action Research, 26, 333-348. https://doi.org/10.1080/09650792.2017.1332655
  50. Jiang, X., & Wang, D. (2023). Enhancing journal reputation and academic socialization: Review feedback matters beyond its gatekeeping function. Learned Publishing, 36(4), 506–16. https://doi.org/10.1002/leap.1577
  51. Kaestle, C.F. (1993). Awful reputation of education research. Educational Researcher, 22(1), 23-26. https://doi.org/10.3102/0013189X022001023
  52. Kahraman, S., & Köleli, E. (2017). Öğretmenlerin eğitim araştırmalarına yönelik tutumlarının incelenmesi [Investigation of in-service teachers’ attitudes towards educational research]. Bayburt Eğitim Fakültesi Dergisi, 12(23), 35-55. https://izlik.org/JA86KL54FF
  53. Kosnik, C., & Beck, C. (2000). The action research process as a means of helping student teachers understand and fulfill the complex role of the teacher. Educational Action Research, 8(1), 115–136. https://doi.org/10.1080/09650790000200107
  54. Krueger, R. A., & Casey, M. A. (2015). Focus groups: A practical guide for applied research (5th ed.). Sage Publications.
  55. Kuru, O., Inanc, R., & Kuru, E. (2024). Teacher attitudes towards educational research. International Online Journal of Educational Sciences, 16(2), 111-126
  56. Lankshear, C., & Knobel, M. (2004). A handbook for TR from design to implementation. Open University Press.
  57. Leat, D., Ried, A., & Lofthouse, R. (2015). Teachers’ experiences of engagement with and in educational research: What can be learned from teachers’ views? Oxford Review of Education, 41(2), 270–286.
  58. Leuverink, K. R., & Aarts, A. M. L. (2019). A quality assessment of teacher research. Educational Action Research, 27(5), 758-777. https://doi.org/10.1080/09650792.2018.1535445
  59. Li, Y. & Xu, L. (2024). Exploring the influence of teachers’ motivation, self-efficacy, and institutional support on their research engagement: A study of Chinese university EFL teachers. System. 121. https://doi.org/10.1016/j.system.2024.103272
  60. Linden, W., Bakx, A., Ros, A., Beijaard, D., & Bergh, L. (2015). The development of student teachers' research knowledge, beliefs and attitude. Journal of Education for Teaching, 41(1), 4-18. https://doi.org/10.1080/02607476.2014.992631
  61. McKay, S. L. (2009). Second language classroom research. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 281–288). Cambridge University Press.
  62. McLaughlin, C., Black-Hawkins, K., & McIntyre, D. (2008). Networking practitioner research. Routledge.
  63. Ortaçtepe, D. and Akyel, A. S. (2015). The Effects of a professional development program on English as a foreign language teachers’ efficacy and classroom practice. TESOL Journal, 6: 680-706. https://doi.org/10.1002/tesj.185
  64. Özgenel, M., & Metlilo, E. (2021). Cross-cultural comparison of teachers’ attitudes toward educational researches: The case of Turkey and Kosovo. 5(1), 52–69. https://doi.org/10.32936/PSSJ.V5I1.215
  65. Patton, M. (1990). Qualitative evaluation and research methods (2nd ed.). Sage.
  66. Pekel, F. O., & Akçay, S. (2018). Are science teachers really aware of the importance of educational research? European Journal of Education Studies, 4(3), 196–214. https://doi.org/10.46827/EJES.V0I0.1500
  67. Randazzo, M., Priefer, R., & Pasupathy, R. (2021). Research self-efficacy and productivity in communication sciences and disorders faculty. Journal of Communication Disorders, 92(3), 106107. https://doi.org/10.1016/j.jcomdis.2021.106107
  68. Ren, X., & Zhou, F. (2023). College EFL teachers’ demotivation to conduct research: A dynamic an ecological view. Frontiers in Psychology, 13, 1-12. https://doi.org/10.3389/fpsyg.2022.1071502
  69. Sadeghi, K., & Abutorabi, P. (2017). Iranian English language teachers’ views of research: implications for policy and practice. Research in Post-Compulsory Education, 22(4), 513–534. https://doi.org/10.1080/13596748.2017.1381295
  70. Sakarkaya, V., & Bümen, N. T. (2022). What triggers teacher research engagement and sustainability in a higher education context in Turkey? Participatory Educational Research (PER), 9(2), 325–342. http://dx.doi.org/10.17275/per.22.43.9.2
  71. Sato, M., & Loewen, S. (2018). Do teachers care about research? The research–pedagogy dialogue. ELT Journal, 73(1), 1–10. https://doi.org/10.1093/elt/ccy048
  72. Sayyed, K. (2024). Assessing research productivity and quality across disciplines in the school of arts and sciences at the Lebanese American University, SAGE Open, 14(1), 1-21. https://doi.org/10.1177/21582440241237050
  73. Shkedi, A. (1998). Teachers' attitudes towards research: A challenge for qualitative researchers. International Journal of Qualitative Studies in Education, 11(4), 559-577. https://doi.org/10.1080/095183998236467
  74. Sippel, L., & Sato, M. (2022). Teacher beliefs about second language research and researchers: Different roles at research-oriented universities. The Modern Language Journal, 106(3), 583-598. https://doi.org/10.1111/modl.12797
  75. Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Allyn & Bacon.
  76. Tanış, A., & Dikilitaş, K. (2018). Turkish EFL instructors’ engagement in professional development. Eurasian Journal of Applied Linguistics, 4(1), 27-47. https://doi.org/10.32601/ejal.460628
  77. Tat, T., Lập, T., & Cang, N. (2025). EFL university lecturers’ schema about research engagement: What are their knowledge, belief, and attitude?. International Journal of Innovative Research and Scientific Studies. https://doi.org/10.53894/ijirss.v8i1.5131
  78. Uçgun, D., & Ünal, E. (2015). Türkçe ve sınıf öğretmenlerinin eğitim araştırmalarına yönelik tutumlarının incelenmesi [Evaluation of Turkish and primary schoolteachers’ attitudes towards education researches]. Erzincan Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9(2), 85-94. https://izlik.org/JA38GM54ME
  79. Uztosun, M. S. (2019). Teacher satisfaction, research engagement, and the conceptualization of research from in-service English teachers' perspectives. In D. Polly, C. Martin, & K. Dikilitaş (Eds.), Handbook of Research on Educator Preparation and Professional Learning (pp. 218-230). IGI Global Scientific Publishing. https://doi.org/10.4018/978-1-5225-8583-1.ch013
  80. Wyatt, M., & Dikilitaş, K. (2015). English language teachers becoming more efficacious through research engagement at their Turkish university. Educational Action Research, 24(4), 550-570. https://doi.org/10.1080/09650792.2015.1076731
  81. Yeşilçınar, S., & Çakır, A. (2018). Continuing professional development process: English language teachers’ views on the role of teacher research. Journal of Language and Linguistic Studies, 14(2), 61–75. https://izlik.org/JA95UB89SX
  82. Yeşilyurt S., Demiröz H. (2008). In-service highschool English teachers’ views on the role of research in English language teaching, Kazım Karabekir Eğitim Fakültesi Dergisi, 17, 271-285.
  83. Yilmaz, D., & Kiliçoğlu, G. (2013). Investigating graduate and non-graduate teachers’ views about educational research. Eğitim Bilimleri Araştırmaları Dergisi, 3(1), 65–85. https://doi.org/10.12973/JESR.2013.314A