Araştırma Makalesi
Yıl 2016,
Cilt: 2 Sayı: 2, 107 - 131, 08.10.2019
Öz
In this study, an academic’s who has been employed in a foundation-supported university teaching barriers and accompanied attributional reasoning were examined in the context of his belief system with regards to learning, teaching and knowledge. This study is a basic naturalistic inquiry. By means of qualitative data gathering and analysis, it was aimed at estimating how the relation between teaching barriers and attributional reasoning was influenced being held pedagogical-epistemological belief system of the academic. Qualitative data was collected through two different semi-structured interview protocols and gathered data was analysed with an inductive and interpretivist manner. The scholar’s beliefs system’s divergences (teacher-centred vs. learner-centred) allowed to explore the presumable relation of barrier-attribution in the context of pedagogical-epistemological belief system. It was detected that the academic held a more teacher-centred pedagogical belief system. In this context, it was also detected that the academics was liable to make attributions to overly external, non-controllable and stable factors in illuminating her barrier-attribution relation. Major outcomes of the study are evaluated by means of psychological (i.e., attribution theory) and instructional (pedagogical-epistemological beliefs) lenses and suggestions are offered in the context of higher education.
Anahtar Kelimeler
Teacher Education Epistemological Beliefs Attribution Theory
Kaynakça
- Anderson, R. D. (1996). Study of curriculum reform. Washington: U.S. Government Printing Office. Anderson, R. D. (2002). Reforming science teaching: what research says about inquiry? Journal of Science Teacher Education, 13(1), 1-12. Arksey, H. & Knight, P. (1999) Interviewing for social scientists, London: Sage. Bibou-Nakou, I., Kiosseoglou, G., & Stogiannidou, A. (2000). Elementary teachers’ perceptions regarding school behavior problems: Implications for school psychological services. Psychology in the Schools, 37, 123-134. Brophy, J.E., & Rohrkemper, M.M. (1981). The influence of problem ownership on teachers’ perceptions of and strategies for coping with problem students. Journal of Educational Psychology, 73, 295-311. Brophy, J. (1996). Teaching problem students. New York: Guilford. Clark, M. (1997). Teacher response to learning disability: A test of attributional principles. Journal of Learning Disabilities, 30, 69-79. Colburn, A. (2000). An Inquiry Primer. Science Scope, Special Issue, 42- 44. Conway, A. (1989). Teachers’ explanation for children with learning difficulties: An analysis of written reports. Early Child Development and Care, 53, 53-61. Darley, J. M., & Fazio, R. H. (1980). Expectancy confirmation processes arising in the social interaction sequence. American Psychologist, 35, 867-881. Davis, B., & Sumara, D. J. (1997). Cognition, complexity and teacher education. Harvard Educational Review, 67, 105-125. Georgiou, S., Christou, C., Stravrinides, P., & Panaoura, G. (2002). Teacher attributions of student failure and teacher behaviour toward the failing student. Psychology in the Schools, 39, 583-595. Gilbert, D. T., & Malone, P. S. (1995). The correspondence bias. Psychological Bulletin, 117(1), 21-38. Guba, E.G. (1981). Criteria for assessing the trustworthiness of naturalistic inquiries, Educational Communication and Technology Journal, 29, 75–91. Gosling, P. (1994). The attribution of success and failure: the subject/ object contrast. European Journal of Psychology of Education, 9, 69-83. Hashweh, M. (1996) Effects of science teachers’ beliefs in teaching, Journal of Research in Science Teaching, 33(1), 47-63. Hashweh, M. (2005) Teacher pedagogical constructions: a reconfiguration of pedagogical content knowledge. Teachers and Teaching, 11(3), 273-292. Ho, I. (2004). A comparison of Australian and Chinese teachers’ attributions for student problem behaviour. Educational Psychology, 24, 375-391. Hockey, J., Robinson, V. & Meah, A., Cross-Generational Investigation of the Making of Heterosexual Relationships, 1912-2003 [computer file]. Colchester, Essex: UK Data Archive [distributor], October 2005. SN: 5190, http://dx.doi.org/10.5255/UKDA-SN-5190-1. Humphrey, R. (1985). How work roles influence perception: Structural cognitive processes and organizational behavior. American Sociological Review, 50(2), 242-252. Johnson, C. C. (2006). Effective Professional Development and Change in Practice: Barriers Science Teachers Encounter and Implications for Reform. School Science and Mathematics, 106(3), 150-161. Jones, E. (1979). The rocky road from acts to dispositions. American Psychologist, 34, 107-117. Kagan, D. (1992). Implications of research on teacher beliefs. Educational Psychologist, 27, 65-90. Kennedy, M. M. (2010). Teacher assessment and the quest for teacher quality: A handbook. San Francisco: Jossey-Bass. Kielborn, T.L., & Gilmer, P.J. (Eds.) (1999). Meaningful science: Teachers doing inquiry teaching science. Tallahassee, FL: SERVE. Kulinna, P. H. (2007). Teachers’ attributions and strategies for student misbehavior. Journal of Classroom Interaction, 42(2), 21-30. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage. Matteucci, M. C. (2007). Teachers facing school failure: the social valorization of effort in the school context. Social Psychology of Education, 10, 29-53. Mavropoulou, S., & Padeliadu, S. (2002). Teachers’ causal attributions for behavior problems in relation to perceptions of control. Educational Psychology, 22, 191-202. Medway, F. J. (1979). Causal attributions for school-related problems: Teacher perceptions and teacher feedback. Journal of Educational Psychology, 71, 809-818. Merriam, S. B. (1998). Qualitative research and case study applications in education: Revised and expanded from case study research in education. San Francisco: Jossey-Bass. Ministry of National Education [MNE] (2004a) Mufredat Gelistirme Sureci: Program Gelistirme Modeli Cercevesinde Yapilan Calismalar (Curriculum Development Process: Activities Conducted around the Curriculum Development Model). Ankara, Turkey: MNE. Ministry of National Education [MoNE] (2004b) Tebligler Dergisi (Official Bulletin of MoNE), 67(2562), Ankara, Turkey: MoNE. Ministry of National Education [MoNE] (2004c) Tebligler Dergisi (Official Bulletin of MoNE), 67(2563), Ankara, Turkey: MoNE. Ministry of National Education [MoNE] (2004d) Tebligler Dergisi (Official Bulletin of MoNE), 67(2566), Ankara, Turkey: MoNE. Newman, W. J., Abell, S. K., Hubbard, P. D., McDonald, J., Otaala, J., & Martini, M. (2004). Dilemmas of Teaching Inquiry in Elementary Science Methods. Journal of Science Teacher Education 15(4), 257- 279. Pajares, M.F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307-332. Peterson, P. L., & Barger, S. A. (1985). Attribution theory and teacher expectancy. In J. B. Dusek (Ed.), Teacher expectancies (pp. 159-184). Hillsdale, NJ: Lawrence Erlbaum. Pintrich, P. R. & Schunk, D. H. (2002). Motivation in Education, Teacher and Classroom Influences. Pearson Education, Inc., Upper Saddle River, New Jersey, 07458. Poulou, M., & Norwich, B. (2000). Teachers’ casual attributions, cognitive, emotional and behavioral responses to students with emotional and behavior difficulties. British Journal of Educational Psychology, 70, 559-581. Reyna, C., & Weiner, B. (2001). Justice and utility in the classroom: an attributional analysis of the goals of teachers’ punishment and intervention strategies. Journal of Educational Psychology, 93(2), 309-319. Reyna, C. (2008). Ian is intelligent but Leshaun is lazy: antecedents and consequences of attributional stereotypes in the classroom. European Journal of Psychology of Education, 23(4), 439-458. Roehrig, G., & Luft, J. (2004). Constraints experienced by beginning secondary science teachers in implementing scientific inquiry lessons. International Journal of Science Education, 26(1), 3-24. Ross, L. (1977). The intuitive psychologist and his shortcomings: Distortions in the attribution process. In L. Berkowitz (Ed.), Advances in experimental social psychology (Vol. 10, pp. 173-220). New York: Academic Press. Rossman, G.B. & Rallis, S.F. (1998). Learning in the field: An introduction to qualitative research. Thousand Oaks: Sage Publications. Soodak, L. C., & Podell, D. M. (1994). Teachers’ thinking about difficultto- teach students. Journal of Educational Research, 88, 44-51. Strauss, A., & Corbin, J. (1998) (2nd ed.). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage. Tollefson, N., & J. S. Chen (1988). Consequences of Teachers’ Attributions for Student Failure. Teaching and Teacher Education 4 (3), 259-265. Weiner, B., & Kukla, A. (1970). An attributional analysis of achievement motivation. Journal of Personality and Social Psychology, 15, 1-20. Weiner, B. (1972). Theories of motivation. Chicago: Markham. Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92, 548-573. Weiner, B., Amirkhan, J., Folkes, V. S., & Verette, J. A. (1987). An attributional analysis of excuse giving: Studies of a naïve theory of emotion. Journal of Personality and Social Psychology, 52, 316-324. Weiner, B. (1994). Integrating social and personal theories of achievement striving. Review of Educational Research, 64, 557-573. Weiner, B. (2010). The development of an attribution-based theory of motivation: a history of ideas. Educational Psychologist, 45, 28-36. Welch,W. Y., Klopfer, L. E., Aikenhead, G. L., & Robinson, J. T. (1981). The role of inquiry in science education: Analysis and foundations. Science Education, 65, 33-50
Yıl 2016,
Cilt: 2 Sayı: 2, 107 - 131, 08.10.2019
Öz
Kaynakça
- Anderson, R. D. (1996). Study of curriculum reform. Washington: U.S. Government Printing Office. Anderson, R. D. (2002). Reforming science teaching: what research says about inquiry? Journal of Science Teacher Education, 13(1), 1-12. Arksey, H. & Knight, P. (1999) Interviewing for social scientists, London: Sage. Bibou-Nakou, I., Kiosseoglou, G., & Stogiannidou, A. (2000). Elementary teachers’ perceptions regarding school behavior problems: Implications for school psychological services. Psychology in the Schools, 37, 123-134. Brophy, J.E., & Rohrkemper, M.M. (1981). The influence of problem ownership on teachers’ perceptions of and strategies for coping with problem students. Journal of Educational Psychology, 73, 295-311. Brophy, J. (1996). Teaching problem students. New York: Guilford. Clark, M. (1997). Teacher response to learning disability: A test of attributional principles. Journal of Learning Disabilities, 30, 69-79. Colburn, A. (2000). An Inquiry Primer. Science Scope, Special Issue, 42- 44. Conway, A. (1989). Teachers’ explanation for children with learning difficulties: An analysis of written reports. Early Child Development and Care, 53, 53-61. Darley, J. M., & Fazio, R. H. (1980). Expectancy confirmation processes arising in the social interaction sequence. American Psychologist, 35, 867-881. Davis, B., & Sumara, D. J. (1997). Cognition, complexity and teacher education. Harvard Educational Review, 67, 105-125. Georgiou, S., Christou, C., Stravrinides, P., & Panaoura, G. (2002). Teacher attributions of student failure and teacher behaviour toward the failing student. Psychology in the Schools, 39, 583-595. Gilbert, D. T., & Malone, P. S. (1995). The correspondence bias. Psychological Bulletin, 117(1), 21-38. Guba, E.G. (1981). Criteria for assessing the trustworthiness of naturalistic inquiries, Educational Communication and Technology Journal, 29, 75–91. Gosling, P. (1994). The attribution of success and failure: the subject/ object contrast. European Journal of Psychology of Education, 9, 69-83. Hashweh, M. (1996) Effects of science teachers’ beliefs in teaching, Journal of Research in Science Teaching, 33(1), 47-63. Hashweh, M. (2005) Teacher pedagogical constructions: a reconfiguration of pedagogical content knowledge. Teachers and Teaching, 11(3), 273-292. Ho, I. (2004). A comparison of Australian and Chinese teachers’ attributions for student problem behaviour. Educational Psychology, 24, 375-391. Hockey, J., Robinson, V. & Meah, A., Cross-Generational Investigation of the Making of Heterosexual Relationships, 1912-2003 [computer file]. Colchester, Essex: UK Data Archive [distributor], October 2005. SN: 5190, http://dx.doi.org/10.5255/UKDA-SN-5190-1. Humphrey, R. (1985). How work roles influence perception: Structural cognitive processes and organizational behavior. American Sociological Review, 50(2), 242-252. Johnson, C. C. (2006). Effective Professional Development and Change in Practice: Barriers Science Teachers Encounter and Implications for Reform. School Science and Mathematics, 106(3), 150-161. Jones, E. (1979). The rocky road from acts to dispositions. American Psychologist, 34, 107-117. Kagan, D. (1992). Implications of research on teacher beliefs. Educational Psychologist, 27, 65-90. Kennedy, M. M. (2010). Teacher assessment and the quest for teacher quality: A handbook. San Francisco: Jossey-Bass. Kielborn, T.L., & Gilmer, P.J. (Eds.) (1999). Meaningful science: Teachers doing inquiry teaching science. Tallahassee, FL: SERVE. Kulinna, P. H. (2007). Teachers’ attributions and strategies for student misbehavior. Journal of Classroom Interaction, 42(2), 21-30. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage. Matteucci, M. C. (2007). Teachers facing school failure: the social valorization of effort in the school context. Social Psychology of Education, 10, 29-53. Mavropoulou, S., & Padeliadu, S. (2002). Teachers’ causal attributions for behavior problems in relation to perceptions of control. Educational Psychology, 22, 191-202. Medway, F. J. (1979). Causal attributions for school-related problems: Teacher perceptions and teacher feedback. Journal of Educational Psychology, 71, 809-818. Merriam, S. B. (1998). Qualitative research and case study applications in education: Revised and expanded from case study research in education. San Francisco: Jossey-Bass. Ministry of National Education [MNE] (2004a) Mufredat Gelistirme Sureci: Program Gelistirme Modeli Cercevesinde Yapilan Calismalar (Curriculum Development Process: Activities Conducted around the Curriculum Development Model). Ankara, Turkey: MNE. Ministry of National Education [MoNE] (2004b) Tebligler Dergisi (Official Bulletin of MoNE), 67(2562), Ankara, Turkey: MoNE. Ministry of National Education [MoNE] (2004c) Tebligler Dergisi (Official Bulletin of MoNE), 67(2563), Ankara, Turkey: MoNE. Ministry of National Education [MoNE] (2004d) Tebligler Dergisi (Official Bulletin of MoNE), 67(2566), Ankara, Turkey: MoNE. Newman, W. J., Abell, S. K., Hubbard, P. D., McDonald, J., Otaala, J., & Martini, M. (2004). Dilemmas of Teaching Inquiry in Elementary Science Methods. Journal of Science Teacher Education 15(4), 257- 279. Pajares, M.F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307-332. Peterson, P. L., & Barger, S. A. (1985). Attribution theory and teacher expectancy. In J. B. Dusek (Ed.), Teacher expectancies (pp. 159-184). Hillsdale, NJ: Lawrence Erlbaum. Pintrich, P. R. & Schunk, D. H. (2002). Motivation in Education, Teacher and Classroom Influences. Pearson Education, Inc., Upper Saddle River, New Jersey, 07458. Poulou, M., & Norwich, B. (2000). Teachers’ casual attributions, cognitive, emotional and behavioral responses to students with emotional and behavior difficulties. British Journal of Educational Psychology, 70, 559-581. Reyna, C., & Weiner, B. (2001). Justice and utility in the classroom: an attributional analysis of the goals of teachers’ punishment and intervention strategies. Journal of Educational Psychology, 93(2), 309-319. Reyna, C. (2008). Ian is intelligent but Leshaun is lazy: antecedents and consequences of attributional stereotypes in the classroom. European Journal of Psychology of Education, 23(4), 439-458. Roehrig, G., & Luft, J. (2004). Constraints experienced by beginning secondary science teachers in implementing scientific inquiry lessons. International Journal of Science Education, 26(1), 3-24. Ross, L. (1977). The intuitive psychologist and his shortcomings: Distortions in the attribution process. In L. Berkowitz (Ed.), Advances in experimental social psychology (Vol. 10, pp. 173-220). New York: Academic Press. Rossman, G.B. & Rallis, S.F. (1998). Learning in the field: An introduction to qualitative research. Thousand Oaks: Sage Publications. Soodak, L. C., & Podell, D. M. (1994). Teachers’ thinking about difficultto- teach students. Journal of Educational Research, 88, 44-51. Strauss, A., & Corbin, J. (1998) (2nd ed.). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage. Tollefson, N., & J. S. Chen (1988). Consequences of Teachers’ Attributions for Student Failure. Teaching and Teacher Education 4 (3), 259-265. Weiner, B., & Kukla, A. (1970). An attributional analysis of achievement motivation. Journal of Personality and Social Psychology, 15, 1-20. Weiner, B. (1972). Theories of motivation. Chicago: Markham. Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92, 548-573. Weiner, B., Amirkhan, J., Folkes, V. S., & Verette, J. A. (1987). An attributional analysis of excuse giving: Studies of a naïve theory of emotion. Journal of Personality and Social Psychology, 52, 316-324. Weiner, B. (1994). Integrating social and personal theories of achievement striving. Review of Educational Research, 64, 557-573. Weiner, B. (2010). The development of an attribution-based theory of motivation: a history of ideas. Educational Psychologist, 45, 28-36. Welch,W. Y., Klopfer, L. E., Aikenhead, G. L., & Robinson, J. T. (1981). The role of inquiry in science education: Analysis and foundations. Science Education, 65, 33-50
Toplam 1 adet kaynakça vardır.
Ayrıntılar
| Birincil Dil | Türkçe |
|---|---|
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 8 Ekim 2019 |
| Yayımlandığı Sayı | Yıl 2016 Cilt: 2 Sayı: 2 |
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