Research Article
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Sailing through the thesis writing process within the framework of music instructional design development: An autoethnographic journey

Year 2025, Volume: 15 Issue: 2, 1051 - 1067, 27.06.2025

Yasemin Aydın , Seval Fer

https://doi.org/10.30783/nevsosbilen.1622475

Abstract

This study aims to explore the researcher’s experiences during the thesis writing and the development of a music instructional design through the autoethnographic approach within the framework of narrative inquiry. The complex, multilayered problems encountered and the solutions developed throughout this process provide meaningful insights at both theoretical and practical levels. The challenges, opportunities, and learning experiences were interpreted through the lens of Vygotsky’s concept of the Zone of Proximal Development and his sociocultural perspective on learning, along with Kılıç’s notion of the culture of coexistence (yaşamdaşlık kültürü). Research data were drawn from reflective journals kept systematically by the researcher and analyzed within an autoethnographic framework. The entire process was conceptualized metaphorically as a ship voyage, and analyzed using Clandinin and Connelly’s three-dimensional narrative analysis model—comprising interaction, continuity, and situation—together with Creswell’s temporal narrative structure based on past, present, and future. The findings highlight the critical role of advisor guidance and peer support in navigating the thesis journey, while also revealing that economic constraints and the uncertainties brought by shifting regional and global dynamics significantly shaped and challenged the research process.

Keywords

Narrative inquiry Autuetnography Instructional design Music education Zone of Proximal Development Culture of coexistence

Ethical Statement

We declare that there are no unethical issues in the study and that research and publication ethics are carefully followed.

Supporting Institution

The authors have not received any support for the research, writing and/or publication of this article.

References

  • Abadi, A., Putri, R., Santri, D., Pratama, A., Saumardi, M., Mahmudah, K., Fitria, W., & Rozal, E. (2023). Writing english thesis in the habitus new normal post covid-19: obstacles and challenges from the students’ perspective. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa ınggris IKIP, 10(2), 217-228. https://doi.org/10.33394/jo-elt.v10i2.9367
  • Adams, T. E., Jones, S. H., & Ellis C. (2015). Autoethnography. Oxford University Press.
  • Alabi, O. J., Seedat-Khan, M. & Abdullahi, A. A. (2019). The lived experiences of postgraduate female students at the University of Kwazulu Natal, Durban, South Africa. Heliyon, 5(11), 1-7. https://doi.org/10.1016/j.heliyon.2019.e02731
  • Barrett, M. S., & Stauffer, S. L. (2012). Narrative soundings: An anthology of narrative inquiry in music education. Springer.
  • Bartleet B. L., & Ellis, C. (2010). Music autoethnographies. Autralian Academic Press.
  • Clandinin, D. J., & Connelly, F., M. (2004). Narrative Inquiry: Experience and Story in Qualitative Research, Jossey-Bass Inc.
  • Clandinin, D. J., & Lessard, S. (2022). Narrative Inquiry. Bloomsburt Academic
  • Creswell, J. W. (2017). Eğitim araştırmaları. Edam Yayınları.
  • Devos, C., Boudrenghien, G., Van der Linden, N., Azzi, A., Frenay, M., Galand, B., & Klein, O. (2017). Doctoral students’ experiences leading to completion or attrition: A matter of sense, progress and distress. European Journal of Psychology of Education, 32, 61-77. https://doi.org/10.1007/s10212-016-0290-0
  • Dewi, I. G. A. E. S. (2022). Students' difficulties in writing thesis during covid-19 pandemic. Journal of Educational Study, 2(1), 111-118. https://doi.org/10.36663/joes.v2i1.268
  • Donohue, W. J., Lee, A. S. J., Simpson, S., & Vacek, K. (2021). Impacts of the covıd-19 pandemic on doctoral students’ thesis/dissertation progress. International Journal of Doctoral Studies, 16, 533. https://doi.org/10.28945/4818
  • Eisner, E. W. (2002). The Arts And The Creation Of Mind. Yale University Press.
  • Ellis, C., Adams, T. E, & Bochner, A. P. (2011). Autoethnography: An overview. Forum Qualitative Social Research, 12 (10), 28-42.
  • Elliott, D. J. (1995). Music Matters: A New Philosophy Of Music Education. Oxford University Press.
  • Estupiñá, F. J., Santalla, A., Prieto-Vila, M., Sanz, A., & Larroy, C. (2024). Mental health in doctoral students: Individual, academic, and organizational predictors. Psicothema, 36(2), 123–132. https://doi.org/10.7334/psicothema2023.156
  • Fer, S. (2020). Öğretim tasarımı. Anı Yayıncılık.
  • Hikmah, S. R. L., Karimah, A., & Prasetyo, B. (2024). The relationship between peer social support and the stress level of midwife students who compile a thesis at Universitas Airlangga. World Journal of Advanced Research and Reviews, 21(1), 811-816 .https://doi.org/10.30574/wjarr.2024.21.1.0080
  • Ibrahim, I. M., & Fahmawati, Z. N. (2023). Overview of adversity quotient on students who are compiling thesis at university. Indonesian Journal of Education Methods Development, 21(1), 10-21070. 10.21070/ijemd.v21i.693
  • Jones, S. H., Adams, T., & Ellis, C. (2013). Handbook of autoethnography. Left Coast Press: California.
  • Jones, M. (2013). Issues in doctoral studies-forty years of journal discussion: where have we been and where are we going?. In Proceedings of the Informing Science and Information Technology Education Conference (pp. 83-104). Informing Science Institute. https://doi.org/10.28945/1871
  • Jung, C. G. (2022). Bilinç ve bilinçdışı. Pinhan Yayıncılık.
  • Kaakinen, P., Suhonen, M., Lutovac, S., & Kaasila, R. (2023). Students experiences of peer-support during a Master’s thesis process, Clinical Nursing Studies, 5(2), 22-28. https://doi.org/10.5430/cns.v5n1p22
  • Karlina, E., Sutja, A., & Yusra, A. (2023). Stress symptoms of students who complete late thesis at the faculty of teacher and education jambi university. SUJANA (Education and Learning Review), 1, 1-16. https://doi.org/10.56943/sujana.v2i1.245
  • Kılıç, T. (2020). Bağlantısallık, yaşamdaşlık: "Beyin nedir?"den, "yaşam nedir?"e bir bilim serüveni. Ayrıntı Yayınları.
  • Kılıç, T. (2024). Nasıl daha iyi ve güzel bir yaşam kurarız? Beyinbilimin yanıtı. Doğan Kitap.
  • Koşar, D. & Ayanoğlu, Ç. (2023). Doktora terkine ilişkin bir anlatı araştırması. TEBD, 21(1), 208-234. https://doi.org/10.37217/tebd.1195002
  • Li, F. L., Wang, C. Y., & Yue, X. G. (2022). Impact of doctoral student training process fit on doctoral students' mental health. International Journal of Mental Health Promotion, 24(2), 169–187. https://doi.org/10.32604/ijmhp.2022.020034
  • Liang, Z., Zeng, Q., Zhang, M., Luo, H., Huang, S., Li, J., & Yi, D. (2021). How course support and academic support impact on Chinese graduate students during the covıd-19: the multiple mediating roles of thesis writing and anxiety. International Journal of Environmental Research and Public Health, 19(1), 265. https://doi.org/10.3390/ijerph19010265
  • Maddineshat, M., Yousefzadeh, M. R., & Hashemi, M. (2019). Evaluating the academic advisors' communication skills according to the students living in dormitory. Journal of Education and Health Promotion, 8(1), 62. https://doi.org/10.4103/jehp.jehp_315_18
  • Mahadzir, M. D. A., Quek, K. F., & Ramadas, A. (2021). Group-based lifestyle intervention strategies for metabolic syndrome: A scoping review and strategic framework for future research. Medicina, 57(11), 1169. https://doi.org/10.3390/medicina57111169
  • Maharani, F. A., Dewi, E. I., & Kurniyawan, E. H. (2022). The correlation of peer social support with anxiety levels of students working on undergraduate thesis at the faculty of nursing, University of Jember, 2(1), 56-62. https://doi.org/10.53713/nhs.v2i2.92
  • Mavrogalou-Foti, A. P., Kambouri, M. A., & Çili, S. (2024). The supervisory relationship as a predictor of mental health outcomes in doctoral students in the United Kingdom. Frontiers in Psychology, 15, Article 1437819. https://doi.org/10.3389/fpsyg.2024.1437819
  • Merga, M. K., Mason, S., & Morris, J. E. (2020). ‘What do I even call this?’challenges and possibilities of undertaking a thesis by publication. Journal of Further and Higher Education, 44(9), 1245-1261. https://doi.org/10.1080/0309877X.2019.1671964
  • Meyer, H. S., Preisman, K. A., & Samuel, A. (2022). Get connected: A scoping review of advising online graduate students. Online Learning, 26(3), 274-292
  • Miles, M. B., & Huberman, A. M. (2021). Nitel veri analizi. Pegem Akademi.
  • Mizany, M., Khabiri, M., & Sajadi, S. N. (2012). A study of the capabilities of graduate students in writing thesis and the advising quality of faculty members to pursue the thesis. Procedia-Social and Behavioral Sciences, 31, 5-9. https://doi.org/10.1016/j.sbspro.2011.12.006
  • Ollerenshaw, J. A., Creswell J. W. (2002). Qualitative inquiry, Sage Publications, 8(3), 329-347
  • Packer, M. J. (2008). Is Vygotsky relevant? Vygotsky's Marxist psychology. Mind, culture, and activity, 15(1), 8-31. https://doi.org/10.1080/10749030701798607
  • Pensoneau-Conway, S. L., Adams, T. E., & Bolen, D. M. (2017). Doing autoetnography, Sense Publishers.
  • Reimer, B. (2003). A philosophy of music education: Advancing the vision, Prentice Hall.
  • Squire, C., Davis M., Esin, Ç., Andrews, M., Harrison B., Hyden L. C., & Hyden M. (2014). What is narrative research? Bloomsbury Academic.
  • Subia, G. S., Gaston, C. O., Gaspar, J. F. A., Padilla, D. A. S., & Valenzuela, M. D. A. (2022). Thesis writing amidst the Covıd-19 pandemic: The case of hospitality and tourism management students of wesleyan university philippines. Open Journal of Social Sciences, 10(2), 191-198. https://doi.org/10.4236/jss.2022.102013
  • Veresov, N. (2005). Marxist and non-Marxist aspects of the cultural-historical psychology of LS Vygotsky. Outlines. Critical Practice Studies, 7(1), 31-49. https://doi.org/10.7146/ocps.v7i1.2110
  • Vygotsky, L. S. (2018). Dil ve düşünce (F. Ergiz, Çev.). Roza Yayınları.
  • Vygotsky, L. S. (2019). Çocuklarda hayal gücü ve sanat (F. Ergiz, Çev.). Roza Yayınları.
  • Vygotsky, L. S. (2020). Zihinsel gelişim süreçleri (F. Ergiz, Çev.). Roza Yayınları.
  • Vygotsky, L. S. (2022a). Çocuklarda hayal gücü ve sanat (F. Ergiz, Çev.). İstanbul: Roza Yayınevi.
  • Vygotsky, L. S. (2022b). Toplum içindeki zihin: Yüksek zihinsel işlevlerin gelişimi (B. Akın, Çev.). İstanbul: Pinhan Yayıncılık

Müzik öğretim tasarımı geliştirme çalışması çerçevesinde tez yazma sürecine yelken açmak: Otoetnografik bir yolculuk

Year 2025, Volume: 15 Issue: 2, 1051 - 1067, 27.06.2025

Yasemin Aydın , Seval Fer

https://doi.org/10.30783/nevsosbilen.1622475

Abstract

Bu çalışma, araştırmacının tez yazma ve müzik öğretim tasarımı geliştirme sürecindeki deneyimlerini, anlatı araştırmasının otoetnografi türüyle incelemeyi amaçlamaktadır. Söz konusu süreçte karşılaşılan sorunlar ve geliştirilen çözüm önerileri, kuramsal ve uygulamalı düzeyde önemli çıkarımlar sunmaktadır. Araştırma sürecinde yaşanan güçlükler, fırsatlar ve öğrenme deneyimleri; Vygotsky’nin Gelişmeye Açık Alan ve sosyal etkileşim temelli yaklaşımı ile Kılıç’ın Yaşamdaşlık kültürü anlayışı çerçevesinde ele alınmıştır. Veriler, araştırmacının tuttuğu yansıtıcı günlüklerden elde edilmiş; bu günlükler otoetnografik yöntemle analiz edilmiştir. Süreç, bir gemi yolculuğu metaforuyla yapılandırılmış ve Clandinin ile Connelly’nin üç boyutlu anlatı analizi modeli (etkileşim, süreklilik ve durum) ile Creswell’in kronolojik deneyim dizilimi yaklaşımı (geçmiş, şimdi ve gelecek) temelinde değerlendirilmiştir. Araştırma bulguları, tez yazım sürecinde danışman rehberliğinin ve akran desteğinin belirleyici bir rol oynadığını ortaya koyarken; ekonomik koşulların yanı sıra değişen bölgesel ve küresel dinamiklerin yol açtığı belirsizliklerin, araştırma sürecini zorlaştıran önemli etmenler arasında yer aldığını göstermektedir.

Keywords

Anlatı araştırması Otoetnografi Öğretim tasarımı Müzik eğitimi Gelişmeye açık alan Yaşamdaşlık kültürü

Ethical Statement

Çalışmada etik dışı bir husus bulunmadığını, araştırma ve yayın etiğine özenle uyulduğunu beyan ederiz.

Supporting Institution

Yazarlar, bu makalenin araştırılması, yazılması ve/veya yayınlanması için herhangi bir destek almamıştır.

References

  • Abadi, A., Putri, R., Santri, D., Pratama, A., Saumardi, M., Mahmudah, K., Fitria, W., & Rozal, E. (2023). Writing english thesis in the habitus new normal post covid-19: obstacles and challenges from the students’ perspective. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa ınggris IKIP, 10(2), 217-228. https://doi.org/10.33394/jo-elt.v10i2.9367
  • Adams, T. E., Jones, S. H., & Ellis C. (2015). Autoethnography. Oxford University Press.
  • Alabi, O. J., Seedat-Khan, M. & Abdullahi, A. A. (2019). The lived experiences of postgraduate female students at the University of Kwazulu Natal, Durban, South Africa. Heliyon, 5(11), 1-7. https://doi.org/10.1016/j.heliyon.2019.e02731
  • Barrett, M. S., & Stauffer, S. L. (2012). Narrative soundings: An anthology of narrative inquiry in music education. Springer.
  • Bartleet B. L., & Ellis, C. (2010). Music autoethnographies. Autralian Academic Press.
  • Clandinin, D. J., & Connelly, F., M. (2004). Narrative Inquiry: Experience and Story in Qualitative Research, Jossey-Bass Inc.
  • Clandinin, D. J., & Lessard, S. (2022). Narrative Inquiry. Bloomsburt Academic
  • Creswell, J. W. (2017). Eğitim araştırmaları. Edam Yayınları.
  • Devos, C., Boudrenghien, G., Van der Linden, N., Azzi, A., Frenay, M., Galand, B., & Klein, O. (2017). Doctoral students’ experiences leading to completion or attrition: A matter of sense, progress and distress. European Journal of Psychology of Education, 32, 61-77. https://doi.org/10.1007/s10212-016-0290-0
  • Dewi, I. G. A. E. S. (2022). Students' difficulties in writing thesis during covid-19 pandemic. Journal of Educational Study, 2(1), 111-118. https://doi.org/10.36663/joes.v2i1.268
  • Donohue, W. J., Lee, A. S. J., Simpson, S., & Vacek, K. (2021). Impacts of the covıd-19 pandemic on doctoral students’ thesis/dissertation progress. International Journal of Doctoral Studies, 16, 533. https://doi.org/10.28945/4818
  • Eisner, E. W. (2002). The Arts And The Creation Of Mind. Yale University Press.
  • Ellis, C., Adams, T. E, & Bochner, A. P. (2011). Autoethnography: An overview. Forum Qualitative Social Research, 12 (10), 28-42.
  • Elliott, D. J. (1995). Music Matters: A New Philosophy Of Music Education. Oxford University Press.
  • Estupiñá, F. J., Santalla, A., Prieto-Vila, M., Sanz, A., & Larroy, C. (2024). Mental health in doctoral students: Individual, academic, and organizational predictors. Psicothema, 36(2), 123–132. https://doi.org/10.7334/psicothema2023.156
  • Fer, S. (2020). Öğretim tasarımı. Anı Yayıncılık.
  • Hikmah, S. R. L., Karimah, A., & Prasetyo, B. (2024). The relationship between peer social support and the stress level of midwife students who compile a thesis at Universitas Airlangga. World Journal of Advanced Research and Reviews, 21(1), 811-816 .https://doi.org/10.30574/wjarr.2024.21.1.0080
  • Ibrahim, I. M., & Fahmawati, Z. N. (2023). Overview of adversity quotient on students who are compiling thesis at university. Indonesian Journal of Education Methods Development, 21(1), 10-21070. 10.21070/ijemd.v21i.693
  • Jones, S. H., Adams, T., & Ellis, C. (2013). Handbook of autoethnography. Left Coast Press: California.
  • Jones, M. (2013). Issues in doctoral studies-forty years of journal discussion: where have we been and where are we going?. In Proceedings of the Informing Science and Information Technology Education Conference (pp. 83-104). Informing Science Institute. https://doi.org/10.28945/1871
  • Jung, C. G. (2022). Bilinç ve bilinçdışı. Pinhan Yayıncılık.
  • Kaakinen, P., Suhonen, M., Lutovac, S., & Kaasila, R. (2023). Students experiences of peer-support during a Master’s thesis process, Clinical Nursing Studies, 5(2), 22-28. https://doi.org/10.5430/cns.v5n1p22
  • Karlina, E., Sutja, A., & Yusra, A. (2023). Stress symptoms of students who complete late thesis at the faculty of teacher and education jambi university. SUJANA (Education and Learning Review), 1, 1-16. https://doi.org/10.56943/sujana.v2i1.245
  • Kılıç, T. (2020). Bağlantısallık, yaşamdaşlık: "Beyin nedir?"den, "yaşam nedir?"e bir bilim serüveni. Ayrıntı Yayınları.
  • Kılıç, T. (2024). Nasıl daha iyi ve güzel bir yaşam kurarız? Beyinbilimin yanıtı. Doğan Kitap.
  • Koşar, D. & Ayanoğlu, Ç. (2023). Doktora terkine ilişkin bir anlatı araştırması. TEBD, 21(1), 208-234. https://doi.org/10.37217/tebd.1195002
  • Li, F. L., Wang, C. Y., & Yue, X. G. (2022). Impact of doctoral student training process fit on doctoral students' mental health. International Journal of Mental Health Promotion, 24(2), 169–187. https://doi.org/10.32604/ijmhp.2022.020034
  • Liang, Z., Zeng, Q., Zhang, M., Luo, H., Huang, S., Li, J., & Yi, D. (2021). How course support and academic support impact on Chinese graduate students during the covıd-19: the multiple mediating roles of thesis writing and anxiety. International Journal of Environmental Research and Public Health, 19(1), 265. https://doi.org/10.3390/ijerph19010265
  • Maddineshat, M., Yousefzadeh, M. R., & Hashemi, M. (2019). Evaluating the academic advisors' communication skills according to the students living in dormitory. Journal of Education and Health Promotion, 8(1), 62. https://doi.org/10.4103/jehp.jehp_315_18
  • Mahadzir, M. D. A., Quek, K. F., & Ramadas, A. (2021). Group-based lifestyle intervention strategies for metabolic syndrome: A scoping review and strategic framework for future research. Medicina, 57(11), 1169. https://doi.org/10.3390/medicina57111169
  • Maharani, F. A., Dewi, E. I., & Kurniyawan, E. H. (2022). The correlation of peer social support with anxiety levels of students working on undergraduate thesis at the faculty of nursing, University of Jember, 2(1), 56-62. https://doi.org/10.53713/nhs.v2i2.92
  • Mavrogalou-Foti, A. P., Kambouri, M. A., & Çili, S. (2024). The supervisory relationship as a predictor of mental health outcomes in doctoral students in the United Kingdom. Frontiers in Psychology, 15, Article 1437819. https://doi.org/10.3389/fpsyg.2024.1437819
  • Merga, M. K., Mason, S., & Morris, J. E. (2020). ‘What do I even call this?’challenges and possibilities of undertaking a thesis by publication. Journal of Further and Higher Education, 44(9), 1245-1261. https://doi.org/10.1080/0309877X.2019.1671964
  • Meyer, H. S., Preisman, K. A., & Samuel, A. (2022). Get connected: A scoping review of advising online graduate students. Online Learning, 26(3), 274-292
  • Miles, M. B., & Huberman, A. M. (2021). Nitel veri analizi. Pegem Akademi.
  • Mizany, M., Khabiri, M., & Sajadi, S. N. (2012). A study of the capabilities of graduate students in writing thesis and the advising quality of faculty members to pursue the thesis. Procedia-Social and Behavioral Sciences, 31, 5-9. https://doi.org/10.1016/j.sbspro.2011.12.006
  • Ollerenshaw, J. A., Creswell J. W. (2002). Qualitative inquiry, Sage Publications, 8(3), 329-347
  • Packer, M. J. (2008). Is Vygotsky relevant? Vygotsky's Marxist psychology. Mind, culture, and activity, 15(1), 8-31. https://doi.org/10.1080/10749030701798607
  • Pensoneau-Conway, S. L., Adams, T. E., & Bolen, D. M. (2017). Doing autoetnography, Sense Publishers.
  • Reimer, B. (2003). A philosophy of music education: Advancing the vision, Prentice Hall.
  • Squire, C., Davis M., Esin, Ç., Andrews, M., Harrison B., Hyden L. C., & Hyden M. (2014). What is narrative research? Bloomsbury Academic.
  • Subia, G. S., Gaston, C. O., Gaspar, J. F. A., Padilla, D. A. S., & Valenzuela, M. D. A. (2022). Thesis writing amidst the Covıd-19 pandemic: The case of hospitality and tourism management students of wesleyan university philippines. Open Journal of Social Sciences, 10(2), 191-198. https://doi.org/10.4236/jss.2022.102013
  • Veresov, N. (2005). Marxist and non-Marxist aspects of the cultural-historical psychology of LS Vygotsky. Outlines. Critical Practice Studies, 7(1), 31-49. https://doi.org/10.7146/ocps.v7i1.2110
  • Vygotsky, L. S. (2018). Dil ve düşünce (F. Ergiz, Çev.). Roza Yayınları.
  • Vygotsky, L. S. (2019). Çocuklarda hayal gücü ve sanat (F. Ergiz, Çev.). Roza Yayınları.
  • Vygotsky, L. S. (2020). Zihinsel gelişim süreçleri (F. Ergiz, Çev.). Roza Yayınları.
  • Vygotsky, L. S. (2022a). Çocuklarda hayal gücü ve sanat (F. Ergiz, Çev.). İstanbul: Roza Yayınevi.
  • Vygotsky, L. S. (2022b). Toplum içindeki zihin: Yüksek zihinsel işlevlerin gelişimi (B. Akın, Çev.). İstanbul: Pinhan Yayıncılık
There are 48 citations in total.

Details

Primary Language Turkish
Subjects Curriculum Development in Education, Music Education
Journal Section Fine Arts
Authors

Yasemin Aydın 0000-0003-2620-8427

Seval Fer 0000-0002-9577-2120

Early Pub Date June 25, 2025
Publication Date June 27, 2025
Submission Date January 18, 2025
Acceptance Date May 28, 2025
Published in Issue Year 2025 Volume: 15 Issue: 2

Cite

APA Aydın, Y., & Fer, S. (2025). Müzik öğretim tasarımı geliştirme çalışması çerçevesinde tez yazma sürecine yelken açmak: Otoetnografik bir yolculuk. Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi, 15(2), 1051-1067. https://doi.org/10.30783/nevsosbilen.1622475
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