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Göreve Yeni Başlayan Öğretmenlerin Akran Koçluğuna İlişkin Görüşleri

Year 2025, Volume: 13 Issue: 1, 23 - 52, 30.04.2025

Selin Ayyıldız , Safiye Çiğdem Gören

https://doi.org/10.57115/karefad.1581591

Abstract

Bu çalışmanın amacı, göreve yeni başlayan öğretmenlerin akran koçluğuna ilişkin görüşlerini belirlemektir. Çalışmada nitel araştırma desenlerinden fenomenoloji kullanılmıştır. Araştırmanın çalışma grubunu, 2023-2024 eğitim ve öğretim yılında görev yapan 21 öğretmen oluşturmaktadır. Çalışma sürecinde veriler yarı yapılandırılmış görüşme formu aracılığıyla toplanmış ve toplanan veriler tematik içerik analizi tekniğiyle analiz edilmiştir. Çalışmanın bulgularına göre, katılımcıların akran koçluğunu, evrak işleri ile ilgili bilgi aktarımı, sınıf yönetimine ilişkin bilgi aktarımı, alana özgü bilgi paylaşımı, okul ve çevreye ilişkin bilgi aktarımı olarak algıladığı görülmüştür. Akran koçluğunun meslek hayatına sağladığı katkılar açısından, katılımcı görüşlerinin tecrübe, özgüven, meslektaş ilişkileri ve yansıtıcı düşünme başlıkları altında toplandığı saptanmıştır. Akran koçluğu uygulamasında karşılaşılan zorluklar ise koçluk yapan öğretmenin farklı branştan olması, gözlemlere ilişkin eleştiri yapmakta zorlanma, eksik bilgi aktarımı ve koçluk yapmaya isteksiz olunması olarak belirlenmiştir. Katılımcılar karşılaşılan zorluklara yönelik, koç öğretmenin görevine yeni başlayan öğretmenle aynı branşa sahip olması, görevine yeni başlayan öğretmenin ders gözlemi yapması, gönüllü öğretmenlerin koçluk yapması gibi öneriler sunmuşlardır.

Keywords

Akran koçluğu koç öğretmen göreve yeni başlayan öğretmen

References

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  • Arslan Dönmez, S. (2020). Mesleki gelişim temelli akran koçluğu uygulamasına ilişkin bir inceleme (Tez No. 657237) [Yüksek lisans tezi, Alanya Alaaddin Keykubat Üniversitesi]. YÖK Tez Merkezi.
  • Bakioğlu, A. (Ed). (2015). Eğitimde Mentorlük (3. Baskı). Nobel Akademik Yayıncılık.
  • Baltacı, A. (2018). Nitel araştırmalarda örnekleme yöntemleri ve örnek hacmi sorunsalı üzerine kavramsal bir inceleme. BEÜ SBE Dergisi, 7(1), 231-274.
  • Bowman, C. L., & McCormick, S. (2000). Comparison of peer coaching versus traditional supervision effects. The Journal of Educational Research, 93(4), 256-261. https://doi.org/10.1080/00220670009598714
  • Bozak, A. (2014). Meslektaş rehberliği’nin uygulanabilirliğine ve etkililiğine ilişkin öğretmen görüşlerinin belirlenmesi. (Doktora tezi). İnönü Üniversitesi.
  • Bozak, A., & Demirtaş, H. (2017). Alternatif bir meslekî gelişim yöntemi olarak meslektaş rehberliğinin uygulanabilirliği ve etkililiği. E-Uluslararası Eğitim Araştırmaları Dergisi, 8(2), 16-40.
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  • Karakaya Cirit, D., & Aydemir, S. (2019). Akran koçluk uygulamasının fen bilgisi öğretmen adaylarının teknolojik pedagojik alan bilgisine etkisi. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 20(3), 933-951. https://doi.org/10.17679/inuefd.566462
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Opinions of Beginning Teachers on Peer Coaching

Year 2025, Volume: 13 Issue: 1, 23 - 52, 30.04.2025

Selin Ayyıldız , Safiye Çiğdem Gören

https://doi.org/10.57115/karefad.1581591

Abstract

The aim of this study is to determine the views of beginning teachers on peer coaching. Phenomenology, one of the qualitative research designs, was used in the study. The study group consisted of 21 teachers working in the 2023-2024 academic year. Data were collected through a semi-structured interview form and were analyzed using thematic content analysis. According to the findings, the participants perceived peer coaching as transferring information about paperwork, transferring information about classroom management, sharing field-specific knowledge, and transferring information about the school and the environment. In terms of the contributions of peer coaching to professional life, it was found that the views of the participants were grouped under the headings of experience, self-confidence, collegial relations and reflective thinking. The difficulties encountered in peer coaching practice were identified as the coaching teacher being from a different branch, difficulty in criticizing observations, incomplete information transfer and reluctance to coach. Participants suggested that the coaching teacher should be from the same branch as the new teacher, that the new teacher should observe the lessons, and that volunteer teachers should provide coaching.

Keywords

Peer coaching coach teacher beginning teacher

References

  • Akın, A. (2002). İşletmelerde insan kaynakları performansını değerleme sürecinde coaching (Özel rehberlik). C. Ü. İktisadi ve İdari Bilimler Dergisi, 3(1), 97-113.
  • Arslan Dönmez, S. (2020). Mesleki gelişim temelli akran koçluğu uygulamasına ilişkin bir inceleme (Tez No. 657237) [Yüksek lisans tezi, Alanya Alaaddin Keykubat Üniversitesi]. YÖK Tez Merkezi.
  • Bakioğlu, A. (Ed). (2015). Eğitimde Mentorlük (3. Baskı). Nobel Akademik Yayıncılık.
  • Baltacı, A. (2018). Nitel araştırmalarda örnekleme yöntemleri ve örnek hacmi sorunsalı üzerine kavramsal bir inceleme. BEÜ SBE Dergisi, 7(1), 231-274.
  • Bowman, C. L., & McCormick, S. (2000). Comparison of peer coaching versus traditional supervision effects. The Journal of Educational Research, 93(4), 256-261. https://doi.org/10.1080/00220670009598714
  • Bozak, A. (2014). Meslektaş rehberliği’nin uygulanabilirliğine ve etkililiğine ilişkin öğretmen görüşlerinin belirlenmesi. (Doktora tezi). İnönü Üniversitesi.
  • Bozak, A., & Demirtaş, H. (2017). Alternatif bir meslekî gelişim yöntemi olarak meslektaş rehberliğinin uygulanabilirliği ve etkililiği. E-Uluslararası Eğitim Araştırmaları Dergisi, 8(2), 16-40.
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  • Cantrell, S. C., & Hughes, H. K. (2008). Teacher efficacy and content literacy implementation: An exploration of the effects of extended professional development with coaching. Journal of literacy research, 40(1), 95-127. https://doi.org/10.1080/10862960802070442
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  • Donegan, M., Ostrosky, M., & Fowler, S. (2000). Peer coaching: teachers supporting teachers. Young Exceptional Children, 3(3), 9-16. https://doi.org/10.1177/109625060000300302
  • Erdem, M., & İlgan, A. (2011). Meslektaş koçluğu. [Peer coaching]. Yüzüncü Yıl Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 119-136.
  • Fletcher, J. A. (2018). Peer observation of teaching: A practical tool in higher education. The Journal of Faculty Development, 32(1), 1-14.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, N. (2012). How to design and evaluate research in education. McGraw-Hill Book Company.
  • Garmston, R. J. (1987). How administrators support peer coaching. Educational Leadership, 44(5), 18-26.
  • Glathorn, A. A. (1987). Cooperative professional development: Peer-centered options for teacher growth. Educational Leadership, 45(3), 31-35.
  • Göker, S. D. (2006). Impact of peer coaching on self-efficacy and instructional skills in TEFL teacher education. System, 34(2), 239-254. https://doi.org/10.1016/j.system.2005.12.002
  • Gören, S. Ç. (2021). Akran koçluğu. N. Özdemir, S. Turan ve Ö. Çoban (Ed.), içinde 21. yüzyıl okullarını yeniden düşünmek (s. 315-334). Pegem Akademi.
  • Grix, J. (2010). The foundations of research. Palgrave Macmillan. https://doi.org/10.1007/978-0-230-36490-5 Hagen, M. S., Bialek, T., & Peterson, S.L. (2017). The nature of peer coaching: definitions, goals, processes, and outcomes. European Journal of Training and Development, 41(6), 540-558. https://doi.org/10.1108/EJTD-04-2017-0031.
  • Hammersley-Fletcher, L., & Orsmond, P. (2005). Reflecting on reflective practices within peer observation. Studies in Higher Education, 30(2), 213–224. https://doi.org/10.1080/03075070500043358
  • Hudson, P., Miller, S., Salzberg, C., & Morgan, R. (1994). The role of peer coaching in teacher education programs. Teacher Education and Special Education, 17(4), 224-235. https://doi.org/10.1177/088840649401700403
  • Huston, T., & Weaver, C. L. (2008). Peer coaching: Professional development for experienced faculty. Innovations in Higher Education, 33, 5-20. https://doi.org/10.1007/s10755-007-9061-9
  • İlgan, A. (2016). Akran koçluğu. Balcı, A ve Apaydın, Ç. (Çev. Ed.), içinde Öğretim denetimi uygulama araçları ve kavramlar (s. 245-259). Pegem Akademi. https://doi.org/10.14527/9786053184560.09
  • Jao, L. (2013). Peer coaching as a model for Professional development in the elementary mathemetics context: challenges, needs and rewards. Policy Futures in Education, 11(3), 290-298. https://doi.org/10.2304/pfie.2013.11.3.290
  • Johnson, B., & Christensen, L. (2014). Educational research: Quantitative, qualitative, and mixed approaches. 5th Edition, SAGE Publications.
  • Joyce, B., & Showers, B. (1987). Low cost arrangements for peer coaching. Journal of Staff Development, 8(1), 22-24.
  • Karakaya Cirit, D., & Aydemir, S. (2019). Akran koçluk uygulamasının fen bilgisi öğretmen adaylarının teknolojik pedagojik alan bilgisine etkisi. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 20(3), 933-951. https://doi.org/10.17679/inuefd.566462
  • Kasapoğlu, A. E. (2002). A suggested peer observation model as a means of professional development. (Tez No. 117350) [Yüksek lisans tezi, Bilkent Üniversitesi]. YÖK Tez Merkezi.
  • Kohler, F. W., McCullough, K. M., & Buchan, K.A. (1995). Using peer coaching to enhance preschool teachers’ development and refinement of classroom activities. Early Education and Development, 6(3), 215-239. https://doi.org/10.1207/s15566935eed0603_2
  • Kraus, V. M. (1998). The effects of peer coaching and university supervision on the teaching behavior of preservice special education trainees (Tez No. 113660) [Doctoral dissertation, Vanderbilt Üniversitesi].
  • Kurtts, S. A., & Levin, B. B. (2000). Using peer coaching with preservice teachers to develop reflective practice and collegial support. Teaching Education, 11(3), 297-310. https://doi.org/10.1080/713698980
  • Kuru Gönen, S. G. (2016). A study of feflective recipcoral peer coaching for pre-service teachers: change in reflectivity. Journal of Education and Training Studies, 4(7), 221-235. https://doi.org/10.11114/jets.v4i7.1452
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Thousand Oaks, CA: Sage. https://doi.org/10.1016/0147-1767(85)90062-8
  • Lomas, L., & Nicholls, G. (2005). Enhancing teaching quality through peer review of teaching. Quality in Higher Education, 11(2), 137–149. https://doi.org/10.1080/13538320500175118
  • Loucks-Horsley, S., Love, N., Stiles, K. E., Mundry, S., & Hewson, P.W. (2003). Designing Professional Development for Teachers of Science and Mathematics. Thousand Oaks, CA: Corwin Press.
  • Luecke, R. (2007). İş dünyasında koçlar ve mentorlar. Türkiye İş Bankası Kültür Yayınları.
  • Marshall, C., & Rossman, G. B. (2014). Designing Qualitative Research. Sage.
  • Martin, G. A. & Double, J. M. (1998). Developing higher education teaching skills through peer observation and collaborative reflection. Innovations in Education and Teaching International, 35(2), 161-170. https://doi.org/10.1080/1355800980350210
  • Mcallister, E. A., & Neubert, G. A. (1995). New teachers helping new teachers: Preservice peer coaching. Bloomington, IN: EDINFO Press.
  • Morency, V. R. (1998). Identification and comparison of teacher peer-coaching programs in Illınois school districts. Illınois: Northern Illınois University.
  • Neubert, G. A., & Stover, L. T. (1994). Peer coaching in teacher education. Fastback 371. Phi Delta Kappa, 1-39.
  • Özdemir, S. (2021). Öğretmen adaylarının öğretim becerilerini geliştirmede akran koçluğunun rolü. Ege Eğitim Dergisi, 22(2), 112-131. https://doi.org/10.12984/egeefd.937681
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There are 69 citations in total.

Details

Primary Language Turkish
Subjects Education Management
Journal Section Articles
Authors

Selin Ayyıldız

Safiye Çiğdem Gören 0000-0002-5576-2091

Early Pub Date April 30, 2025
Publication Date April 30, 2025
Submission Date November 8, 2024
Acceptance Date January 5, 2025
Published in Issue Year 2025 Volume: 13 Issue: 1

Cite

APA Ayyıldız, S., & Gören, S. Ç. (2025). Göreve Yeni Başlayan Öğretmenlerin Akran Koçluğuna İlişkin Görüşleri. Çankırı Karatekin Üniversitesi Karatekin Edebiyat Fakültesi Dergisi, 13(1), 23-52. https://doi.org/10.57115/karefad.1581591
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