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Graduate Students' Perspectives on the Qualities of Innovative Teachers

Year 2018, Volume: 33 Issue: 3, 644 - 655, 31.07.2018

Melek Çakmak Yusuf Budak Yücel Kayabaşı

Abstract

This qualitative study aims to explore to determine
the views of graduate students on the features of ‘innovative teachers’. The participants
comprised of 36 graduate students (15 masters and 20 doctorates) who enrolled in
a graduate program on education in a state university in Turkey. Depending on the
findings obtained through an open-ended questionnaire and content analysis process,
the following categories are formed: technology use, renewing oneself, openness
to developments, motivation, collaboration with colleagues, student centered thinking
and guidance. Additionally, most of the participants expressed that they regard themselves as innovative.
It is hoped that the findings of the study provide an insight into a discussion
about the issue.

Keywords

innovation innovative teacher graduate students qualitative research professional development

References

  • Alter, N. (2000) L’innovation ordinaire. Paris: PUF.
  • Anderson, C. (2010) Presenting and evaluating qualitative research, American Journal of Pharmaceutical Education, 74(8), 141.
  • Arseven, A.D. (2001). Alan araştırma yöntemi: ilkeler, teknikler, örnekler. Ankara: Gündüz Eğitim ve Yayıncılık.
  • Avidov-Ungar, O. and Eshet-Alkakay, Y. (2011) Teachers in a world of change: teachers' knowledge and attitudes towards the implementation of innovative technologies in schools, Interdisciplinary Journal of E-Learning and Learning Objects, 7.
  • Başaran, S.D. & Keleş, S. (2015) Yenilikçi Kimdir? Öğretmenlerin Yenilikçilik Düzeylerinin İncelenmesi [Who Is Innovative? Examination of Teachers’ Innovativeness Level], Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education), 30(4), 106-118.
  • Beegan, L. (2014) A study into innovation within an educational context including teachers’ perceptions of innovation within their own schools, The STeP Journal, 1(1),48-57.
  • Blanquer, J.M. (2010) Innover et expérimenter, est-ce très académique? Les Cahiers Innover et Réussir. n°15 Editeur: CRDP Créteil.
  • Bramwell, G. Reilly, R. C. Lilly, F. R. Kronish, N. & Chennabathni, R. (2011). Creative teacher. Roeper Review, 33(1), 228-238.
  • Budak,Y. (2011). Image of ideal teachers among Turkish young teacher candidates, International Journal of Educational Reform, 20(2). Charitonidou, A. & Ioannitou, G. (2012). L’autonomie des enseignants: quels éléments caractérisent l’enseignant autonome et comment ils influent sur la décision de la mise en œuvre d’une innovation pédagogique ? Synergies France n 9 - pp. 51-59.
  • Choon-Keong, T., Aris, B.; Harun, J. & Kean-Wah, L. (2012) Enhancing and assessing student teachers' creativity using brainstorming activities and ICT-based morphological analysis method, Academic Research International, 2(1), 241-250.
  • Cordonier, N. (2011). Epistémologie du «sujet enseignant », dans son rôle d'évaluateur de compétences, Revue International de Pédagogie et de L’enseignement Supérieur,27, 2.
  • Creativite et Innovation. (2013). Année européenne de la Créativité et de l’Innovation http://www.creativite-innovation2009.fr (Retrived at December, 2013)
  • Davis, H., Hartshorne, R. & Ring, G. (2010) Being an innovative teacher: preservice teachers’ conceptions of technology and innovation, International Journal of Education, 2(1).
  • Del Val, M. P., & Fuentes, C. M. (2003). Resistance to change: A literature review and empirical study. Management Decision, 41(12), 148-155.
  • Gorozidis, G. & Papaioannou, A.G. (2014) Teachers' motivation to participate in training and to implement innovations, Teaching and Teacher Education, 39, 1-11.
  • Heather, D., Hartshorne, R & Gail R. (2010). Being an innovative teacher: preservice teachers’ conceptions of technology and innovation, International Journal of Education, 2(1).
  • Hosseini, A.S. (2014) The effect of creativity model for creativity development in teachers, International Journal of Information and Education Technology, 4(2).
  • Jaskyte, K., Taylor, H. & Smariga, H. (2009) Student and faculty perceptions of innovative teaching, Creativity Research Journal, 21(1), 111-116.
  • Jeffrey, B. (2006) Creative teaching and learning: towards a common discourse and practice, Cambridge Journal of Education, 36(3), 399-414.
  • Könnings, K.D., Brand-Gruvel, S. & Merrienboer, J.J.G. (2007). Teachers' perspectives on innovations: implications for educational design, Teaching and Teacher Education, 23, 985-997.
  • Lau, J. & Shiu, J. (2008). Teachers’ perceptions of impending innovation: the use of pair work in large-scale oral assessment in Hong Kong (Available at http://www.iaea.info/documents/paper_2b713687.pdf.) Retrieved on 11.11.2016.
  • Lin, Y.S. (2011) Fostering creativity through education-a conceptual framework of creative pedagogy, Creative Education, 2(3), 149-155.
  • MacIntyre, C.M.R. (2015) Dimensions of Innovative Teaching: A Survey of Public Administration Faculty, Master Thesis, Texas State University (Availaable at: https://digital.library.txstate.edu/bitstream/handle/10877/5516/MacIntyreCaitlin.pdf?sequence=1) (Retrieved on: 12.11.2016)
  • Miles, M. B. & Huberman, A. M. (1994). An expanded sourcebook-qualitative data analysis (2nd ed.). London, UK: Sage Publications.
  • Norum, K., Grabinger, R. S., & Duffield, J. (1999). Healing the universe is an inside job: Teachers' views on integrating technology. Journal of Technology and Teacher Education, 7(3), 187-203.
  • Samašonok, K. & Leškienė-Hussey, B.(2015) Creativity development: theoretical and practical aspects, Journal of Creativity and Business Innovation, 1, 19-34.
  • Stevens, R. J. (2004). Why do educational innovations come and go? What do we know? What can we do? Teaching and Teacher Education, 20, 389-396.
  • Strauss, A. & Corbin, J. (1990) Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage.
  • Teddlie, C. & Yu, F. (2007). Mixed methods sampling: A typology with examples, Journal of Mixed Methods Research, 1(1), 77-100
  • Thurlings, M.; Evers, A.T. & Vermeulen, M. (2015) Toward a model of explaining teachers’ ınnovative behavior: A literature review. Review of Educational Research, 85(3), 430-471.
  • Vannatta, R., Beyerbach, B. & Walsh, C. (2001). From teaching technology to using technology to enhance student learning: preservice teachers’ changing perceptions of technology infusion. Journal of Technology and Teacher Education, 9(1), 105-127.
  • Yıldırım, A. & Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
  • Yılmaz, H. & Kocasaraç H. (2010) Hizmetiçi öğretmen eğitiminde yeni bir yaklaşım: Yenilikçi öğretmenler programı ve değerlendirmesi, Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 11(3), 51-64.
  • Zhu, C., Wang, D., Cai, Y. & Engels, N. (2013) What are competencies are related to teachers' innovative teaching?, Asia-Pacific Journal of Teacher Education, 41(1), 9-27.

Lisansüstü Öğrencilerin Yenilikçi Öğretmen Özelliklerine İlişkin Görüşleri

Year 2018, Volume: 33 Issue: 3, 644 - 655, 31.07.2018

Melek Çakmak Yusuf Budak Yücel Kayabaşı

Abstract

Bu nitel araştırmanın temel amacı lisanüstü öğrencilerin
‘yenilikçi öğretmen’ özelliklerine ilişkin bakış açılarını belirlemektir. Araştırmada
çalışma grubunu, 15 yüksek lisans ve 20 doktora öğrencisi olmak üzere toplam 25
lisansüstü öğrenci oluşturmaktadır. Açık uçlu sorular ile içerik analizi sonucunda
elde edilen bulgulara bağlı olarak, aşağıdaki kategoriler oluşturulmuştur: (1) teknoloji
kullanımı (2) kendini yenilemek (3) gelişmelere açık olmak (4) motivasyon (5) meslektaşlar
ile işbirliği (6) öğrenci merkezli düşünmek (7) rehberlik. Ayrıca, katılımcıların
çoğu kendilerini yenilikçi olarak vurgulamışlardır. Araştırma sonuçlarının, bu konudaki
tartışmalara bir bakış açısı sağlayacağı umulmaktadır.

Keywords

yenilik yenilikçi öğretmen mezun öğrenciler nitel araştırma mesleki gelişim

References

  • Alter, N. (2000) L’innovation ordinaire. Paris: PUF.
  • Anderson, C. (2010) Presenting and evaluating qualitative research, American Journal of Pharmaceutical Education, 74(8), 141.
  • Arseven, A.D. (2001). Alan araştırma yöntemi: ilkeler, teknikler, örnekler. Ankara: Gündüz Eğitim ve Yayıncılık.
  • Avidov-Ungar, O. and Eshet-Alkakay, Y. (2011) Teachers in a world of change: teachers' knowledge and attitudes towards the implementation of innovative technologies in schools, Interdisciplinary Journal of E-Learning and Learning Objects, 7.
  • Başaran, S.D. & Keleş, S. (2015) Yenilikçi Kimdir? Öğretmenlerin Yenilikçilik Düzeylerinin İncelenmesi [Who Is Innovative? Examination of Teachers’ Innovativeness Level], Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education), 30(4), 106-118.
  • Beegan, L. (2014) A study into innovation within an educational context including teachers’ perceptions of innovation within their own schools, The STeP Journal, 1(1),48-57.
  • Blanquer, J.M. (2010) Innover et expérimenter, est-ce très académique? Les Cahiers Innover et Réussir. n°15 Editeur: CRDP Créteil.
  • Bramwell, G. Reilly, R. C. Lilly, F. R. Kronish, N. & Chennabathni, R. (2011). Creative teacher. Roeper Review, 33(1), 228-238.
  • Budak,Y. (2011). Image of ideal teachers among Turkish young teacher candidates, International Journal of Educational Reform, 20(2). Charitonidou, A. & Ioannitou, G. (2012). L’autonomie des enseignants: quels éléments caractérisent l’enseignant autonome et comment ils influent sur la décision de la mise en œuvre d’une innovation pédagogique ? Synergies France n 9 - pp. 51-59.
  • Choon-Keong, T., Aris, B.; Harun, J. & Kean-Wah, L. (2012) Enhancing and assessing student teachers' creativity using brainstorming activities and ICT-based morphological analysis method, Academic Research International, 2(1), 241-250.
  • Cordonier, N. (2011). Epistémologie du «sujet enseignant », dans son rôle d'évaluateur de compétences, Revue International de Pédagogie et de L’enseignement Supérieur,27, 2.
  • Creativite et Innovation. (2013). Année européenne de la Créativité et de l’Innovation http://www.creativite-innovation2009.fr (Retrived at December, 2013)
  • Davis, H., Hartshorne, R. & Ring, G. (2010) Being an innovative teacher: preservice teachers’ conceptions of technology and innovation, International Journal of Education, 2(1).
  • Del Val, M. P., & Fuentes, C. M. (2003). Resistance to change: A literature review and empirical study. Management Decision, 41(12), 148-155.
  • Gorozidis, G. & Papaioannou, A.G. (2014) Teachers' motivation to participate in training and to implement innovations, Teaching and Teacher Education, 39, 1-11.
  • Heather, D., Hartshorne, R & Gail R. (2010). Being an innovative teacher: preservice teachers’ conceptions of technology and innovation, International Journal of Education, 2(1).
  • Hosseini, A.S. (2014) The effect of creativity model for creativity development in teachers, International Journal of Information and Education Technology, 4(2).
  • Jaskyte, K., Taylor, H. & Smariga, H. (2009) Student and faculty perceptions of innovative teaching, Creativity Research Journal, 21(1), 111-116.
  • Jeffrey, B. (2006) Creative teaching and learning: towards a common discourse and practice, Cambridge Journal of Education, 36(3), 399-414.
  • Könnings, K.D., Brand-Gruvel, S. & Merrienboer, J.J.G. (2007). Teachers' perspectives on innovations: implications for educational design, Teaching and Teacher Education, 23, 985-997.
  • Lau, J. & Shiu, J. (2008). Teachers’ perceptions of impending innovation: the use of pair work in large-scale oral assessment in Hong Kong (Available at http://www.iaea.info/documents/paper_2b713687.pdf.) Retrieved on 11.11.2016.
  • Lin, Y.S. (2011) Fostering creativity through education-a conceptual framework of creative pedagogy, Creative Education, 2(3), 149-155.
  • MacIntyre, C.M.R. (2015) Dimensions of Innovative Teaching: A Survey of Public Administration Faculty, Master Thesis, Texas State University (Availaable at: https://digital.library.txstate.edu/bitstream/handle/10877/5516/MacIntyreCaitlin.pdf?sequence=1) (Retrieved on: 12.11.2016)
  • Miles, M. B. & Huberman, A. M. (1994). An expanded sourcebook-qualitative data analysis (2nd ed.). London, UK: Sage Publications.
  • Norum, K., Grabinger, R. S., & Duffield, J. (1999). Healing the universe is an inside job: Teachers' views on integrating technology. Journal of Technology and Teacher Education, 7(3), 187-203.
  • Samašonok, K. & Leškienė-Hussey, B.(2015) Creativity development: theoretical and practical aspects, Journal of Creativity and Business Innovation, 1, 19-34.
  • Stevens, R. J. (2004). Why do educational innovations come and go? What do we know? What can we do? Teaching and Teacher Education, 20, 389-396.
  • Strauss, A. & Corbin, J. (1990) Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage.
  • Teddlie, C. & Yu, F. (2007). Mixed methods sampling: A typology with examples, Journal of Mixed Methods Research, 1(1), 77-100
  • Thurlings, M.; Evers, A.T. & Vermeulen, M. (2015) Toward a model of explaining teachers’ ınnovative behavior: A literature review. Review of Educational Research, 85(3), 430-471.
  • Vannatta, R., Beyerbach, B. & Walsh, C. (2001). From teaching technology to using technology to enhance student learning: preservice teachers’ changing perceptions of technology infusion. Journal of Technology and Teacher Education, 9(1), 105-127.
  • Yıldırım, A. & Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
  • Yılmaz, H. & Kocasaraç H. (2010) Hizmetiçi öğretmen eğitiminde yeni bir yaklaşım: Yenilikçi öğretmenler programı ve değerlendirmesi, Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 11(3), 51-64.
  • Zhu, C., Wang, D., Cai, Y. & Engels, N. (2013) What are competencies are related to teachers' innovative teaching?, Asia-Pacific Journal of Teacher Education, 41(1), 9-27.
There are 34 citations in total.

Details

Primary Language English
Journal Section Makaleler
Authors

Melek Çakmak 0000-0002-3371-4937

Yusuf Budak 0000-0001-9625-204X

Yücel Kayabaşı 0000-0002-9251-4054

Publication Date July 31, 2018
Published in Issue Year 2018 Volume: 33 Issue: 3

Cite

APA Çakmak, M., Budak, Y., & Kayabaşı, Y. (2018). Graduate Students’ Perspectives on the Qualities of Innovative Teachers. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33(3), 644-655.
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