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INNOVATIVE TEACHERS IN TURKEY GROUP NAME: NEW AGE ED 401. 02 SAMPLE PROJECT DR. HAYAL KÖKSAL educationgh.wordpress.com wowturkey.com Yunus Emre Asil & Aylin Coşkun & Mustafa Kemal Daşdemir (L)

Innovative Teachers in Turkey

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Page 1: Innovative Teachers in Turkey

INNOVATIVE TEACHERS

IN TURKEY

GROUP NAME: NEW AGE

ED 401. 02

SAMPLE PROJECT

DR. HAYAL KÖKSAL

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Yunus Emre Asil & Aylin Coşkun & Mustafa Kemal Daşdemir (L)

Page 3: Innovative Teachers in Turkey

CONTENTDEFINITION OF “INNOVATIVE TEACHERS”

OUR PROBLEM&AIM

WHAT DOES “SUCCESS” MEAN FOR US?

LITERATURE REVIEW

FISHBONE DIAGRAM

MATRIX DIAGRAM

OUR GANTT CARD

DATA COLLECTION

FINDINGS

INTERVIEW WITH AND INNOVATIVE TEACHER: “ ASUDE ÖRNEKLER”

CONCLUSION & SUGGESTIONS & LIMITATIONS & REFERENCES & ACKNOWLEDGEMENTS

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Page 4: Innovative Teachers in Turkey

WHAT DOES “INNOVATIVE

TEACHERS” MEAN?

Ministry of National Education: http://yenilikciogretmenler.meb.gov.tr

Innovative teachers

integrate information technologies with teaching and

learning environment

keep learning new things and updating their occupational

knowledge and skills

are passionate about learning and teaching

are open to changes, to take risks and to confront difficulties

thinkonline.smarttutor.com

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Page 5: Innovative Teachers in Turkey

WHAT DOES “INNOVATIVE

TEACHERS” MEAN?

“An Innovative Teacher is someone who

uses (is open to use) any teaching strategy,

approach, technique or tool in a way to

produce significant gain for student

outcomes or experiences.”

https://www.rit.edu/~w-drupal/sites/rit.edu.provost/files/RIT-Innovation_Definition_and_Rubric.pdf

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Page 6: Innovative Teachers in Turkey

BRAINSTORMING

FOR POSSIBLE PROBLEMS

Why is it hard to define “Innovative Teachers”? How can we

define it?

Why are there few people who know the notion of “Innovative

Teachers”.

Why aren’t teachers in Turkey innovative?

Why does it seem difficult to apply methods, activities etc.

suggested by “Innovative Teachers” to real classrooms?

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Page 7: Innovative Teachers in Turkey

OUR PROBLEM&AIM

PROBLEM

Why aren’t

teachers in Turkey

innovative?

AIM

Our aim is to find out

the possible reasons

for our problem.

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Page 8: Innovative Teachers in Turkey

WHAT DOES “SUCCESS” MEAN

FOR US?

If we can find out possible, concrete reasons and

solutions to our problem and if we can raise

awareness about “Innovative Teachers” at least at our

practicum schools, then we may be counted as

successful.

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Page 9: Innovative Teachers in Turkey

LITERATURE REVIEW

“We live in an era where evertyhing is subject to constant

change.”

(Köksal, 2014)

So we need innovative minds to deal with changing world conditions. It takes

Innovative Teachers to educate innovative minds. However, there are certain problems

preventing teachers from being innovative.

Expecting immediate positive results:

Innovative teachers may expect immediate, extremely positive results from

their endevours. Hovewer, it is not always possible to succeed. When innovation has not

shown positive results it may cause a serious psychological let down for the teacher.

Because of this fear of failure teacher may not want to try new things in the classroom

(Swenson, 1972).

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Page 10: Innovative Teachers in Turkey

LITERATURE REVIEWWrong ideas of teachers

Ouyang (2000) states that “An

essential charecteristic of an Innovative

Teacher is being open to innovations, new

ideas, technologies and methods. This means

that Innovative Teacher is subject to constant

learning process. However, the idea that “We

are paid for teaching, not for learning.” can

block the process of innovation and teachers’

motivation to learn.”

Colleagues’ approach to “Innovative

Teachers”:

Students may think and declare that

classroom of the Innovative Teacher is more

engaging and inspiring compared to other

teachers’ classrooms. In this way unwanted

friction arose between Innovative Teacher

and peer teachers who want to preserve their

former status (Ouyang, 2000).

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Page 11: Innovative Teachers in Turkey

LITERATURE REVIEW Indifference to innovations: The teacher may remain indifferent to

the innovations conducted by their colleagues in their classrooms. S/he

may shy away from discussing new ideas and personal classroom

practices with his/her colleagues that will inevitably inhibit the

development of creative teaching (Wang, 2013).

Lack of administrative support: Chesler (2011) states that if the

administratives do not sopport innovations either by directly stating

their support for innovative teachers or by encouraging an atmosphere

where all staff publickly support innovations, it is very unlikely that

innovations can find a place where they can thrive.

Lack of core competencies: There are certain competencies an

Innovative Teacher should have: “Learning Competency, Social

Competency, Educational Competency and Technological Competency

(Wang, 2013).”

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Page 12: Innovative Teachers in Turkey

BRAINSTORMING

FOR FISHBONE DIAGRAM

CurriculumLack of in-service training

Cultural and educational backgrounds of students

Conservationist views

Challenge

Experience

Colleagues

Courage

Communication

Use of

technology

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Page 13: Innovative Teachers in Turkey

FISHBONE DIAGRAM

Why aren’t

teachers in

Turkey

innovative?

Education System Environmental Factors

Teacher Factors Student Factors

Lack of guidance

from MONECurriculum

Lack of

in-service training

Conservationist

views

Physical conditions

of schools

Lack of motivation

Burnout

Family Cultural and educational

backgrounds of studentsBad attitudes

towards

education

Lack of motivation

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Page 14: Innovative Teachers in Turkey

MAIN AND ROOT CAUSES

1. Education System

1. Lack of guidance from MEB

2. Lack of in-service training

3. Curriculum

2. Environmental Factors

1. Physical conditions of schools

2. Conservationist views

3. Teacher Factors

1. Lack of Motivation

2. Burnout

3. Family

4. Student Factors

1. Cultural and educational backgrounds of students

2. Bad attitudes towards education

3. Lack of motivation

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Page 15: Innovative Teachers in Turkey

MATRIX DIAGRAM

Persons/Main

Causes

Teacher-Related

Factors

Environment

al Factors

Education

System

Student –

Related

Factors

Aylin 7 2 6 4

Yunus 6 3 4 1

Mustafa 4 6 5 3

SUM 17 11 15 8

%33 21,56 29,41 15,68

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Page 16: Innovative Teachers in Turkey

MATRIX DIAGRAM

RESULTS

0

2

4

6

8

10

12

14

16

18

Yunus

Mustafa

Aylin

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Page 17: Innovative Teachers in Turkey

MAIN CAUSES OF

MATRIX DIAGRAM

33%

29%

22%

16%

Main Causes

Teacher-RelatedFactors

Education System

EnvironmentalFactors

Student-RelatedFactors

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Page 18: Innovative Teachers in Turkey

Gannt Card

Identify topic

Approval

Literature review and

target identification

Cause and effect analysis

Approval of the main

cause

Solutions for the future

Determined solution tactic

Praparing Survey &

Starting Data Collection

Analysis of data

Conclusion & Suggestions

Preparing PPT & Report

Self- Assesment

Expected

Observed

Page 19: Innovative Teachers in Turkey

DATA COLLECTION

Survey to15 English

teachers from primary,

secondary and high school

levels

Interview with an

Innovative Teacher

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Page 20: Innovative Teachers in Turkey

Questions of the Surveyeducationgh.wordpress.com

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1- How would you define “Innovative

Teachers” with your own words? Can

you give a brief definition including the

possible features of an Innovative

Teacher?

Page 21: Innovative Teachers in Turkey

Questions of the Surveyeducationgh.wordpress.com

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2- “An Innovative Teacher is someone who

uses (is open to use) any teaching strategy,

approach, technique or tool in a way to

produce significant gain for student outcomes

or experiences.”

a-) Do you think that teachers in Turkey are

innovative?

b-) If you think they are, explain your reasons.

But if you think they are not, state your

reasons.

Page 22: Innovative Teachers in Turkey

Questions of the Survey

3- If you think teachers in Turkey are not innovative, what do

you think can be the most important factor? State your

reasons.

Educational system

Teacher-Related Factors

Student-Related Factors

Environmental Factors

Other: ……………….

4- If you think teachers in Turkey are not innovative, can you

give any suggestions to solve this problem?

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Page 23: Innovative Teachers in Turkey

FINDINGSeducationgh.wordpress.com

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1- How would you define “Innovative Teachers” with your own words?

Can you give a brief definition including the possible features of an

Innovative Teacher?

Some answers:

- “Innovative teachers are open-minded, up-to-date, ambitious and hard-working

teachers.”

-“An Innovative Teacher is the one who seeks for the best for her/his teaching

career.”

-“ I think that innovative teachers can use technology and new developments in

his/her field effectively in classroom environment. S/he can adapt everything into

the classroom process.”

Page 24: Innovative Teachers in Turkey

FINDINGS

2.a-) Do you think teachers in Turkey are innovative?

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NO

YES

87%

13%

Page 25: Innovative Teachers in Turkey

FINDINGS

2.b-) If you think they are innovative, explain your reasons. But if you think they

are not, state your reasons.

-“I do not think that teachers in Turkey are innovative. We are lazy people (Turkish

people, genereally). Thus, we don’t want to try new methods in our classrooms. We

are not idealists. We just want to earn money.”

- “No, I think we aren’t innovative,because many teachers, especially the ones over

40 yearsof age, are still using traditional methods. The lessons are designed in a

teacher-centered approach. Students’ needs and opinions are still ignored.”

- “In my opinion, teachers in Turkey are innovative, because newly graduated

teachers are inexperienced but they are following Internet and social media and

latest research in their fields very effectively. For that reason, they are making

use of very innovative methods while teaching.”

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Page 26: Innovative Teachers in Turkey

FINDINGS

3- If you think teachers in Turkey are not innovative, what do you think

can be the most important factor? State your reasons.

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EducationalSystem

Teacher-RelatedFactors

Student-RelatedFactors

EnvironmentalFactors

other

53%

27%13%

7%

Page 27: Innovative Teachers in Turkey

FINDINGS

3- Reasons participants provided for their answers:

-“I think teacher-related factors are the most important ones, because most

teachers are afraid of taking risks and they tend to use traditional methods, since

those methods provide them authority. They feel that if they try something new, it

might cause them to lose their power in the classroom.” (Teacher-related factors)

-“Teacher-related factors are the most important ones, because teachers lack the

competency to become innovative. Since they are not following latest developments

in the field, they are ignorant of newly-created methodologies. They do not know

how to adapt new methods into the classroom.” (Teacher-related factors)

-“Teachers do not have the motivation to use new methods or ideas. Since they see

new methods as extra burden on their shoulders.” (Teacher-related factors)

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Page 28: Innovative Teachers in Turkey

FINDINGS

3- Reasons participants provided for their answers:

-“Teachers are n’t given the necessary education and guidance by the education

system. Innovations are not encouraged and emphasized.”(Educational system)

-“Teachers are not paid enough money to improve themselves. That affects their

motivation in a bad way. For example, many teachers cannot go to the conferences

or seminars organized in different countries.” (Educational system)

-“In our culture, new and innovative things are not accepted easily and most of the

time, they are treated with suspicion.” (Environmental factors)

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Page 29: Innovative Teachers in Turkey

‘INNOVATIVE TEACHERS

PROGRAM’ educationgh.wordpress.comwowturkey.com

This program was launched in 2007 with the cooperation of MONE and Microsoft and it was organized with the below aims;

- To show teachers how benefit from national or international self-developmentopportunities by making effective use of technology,

-To provide web portals for teachers to present their applications and projects,

-To support teachers to display their whole potential, by increasing the quality of learning.

-To emphasize teachers as ‘life-long learners’,

-To point out the importance of technology as an assisstant tool not as a purposeitself,

-To help teachers improve and embrace the new developments.

Page 30: Innovative Teachers in Turkey

INTERVIEW WITH AN

INNOVATIVE TEACHER:

ASUDE ÖRNEKLERwowturkey.com

“ I met the Innovative

Teachers Program in

2007 and I think that it

became a milestone in

my life. I find the

program very creative. It

has made me feel

renewed.”

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Page 31: Innovative Teachers in Turkey

INTERVIEW WITH AN

INNOVATIVE TEACHER:

ASUDE ÖRNEKLEReducationgh.wordpress.com

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1. How did you meet “Innovative Teachers” program?

2. How did it contribute to your teaching philosophy or method?

3. Did you experience any difficulty with the program?

4. Do you think that teachers in Turkey know enough about Innovative

Teachers? Why?

5. How can we raise awareness about the program and its contributions

to us?

6. What are your final comments and suggestions to increase the

number of Innovative Teachers in Turkey?

Page 32: Innovative Teachers in Turkey

CONCLUSION

It has been found that most of the teachers have never heard of

“Innovative Teachers” before. However, they could generate some

reasonable ideas to define it somehow correctly.

They think that being an “Innovative Teacher” will be too

demanding and they already have enough workload.

Most of the teachers stated that teachers in Turkey are not

innovative. Majority of them said that the most important reason

which prevents teachers from being innovative is ‘teacher-related

factors’ (motivation, competency etc).

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Page 33: Innovative Teachers in Turkey

CONCLUSION

Even if they stated that the main problem was teacher-related

factors, they think that the solution must come from outside

(MONE/School Administration) and trigger the motivation of

teachers to be innovative.

They also criticise the Government and the Education System of

Turkey asserting that it is hard to apply “Innovative Teachers” to

their class due to the existing curriculum, physical conditions of

classrooms, public examinations etc.

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Page 34: Innovative Teachers in Turkey

SUGGESTIONS

Furher policy statements and government-funded

development projects should be established within

education designed for innovative teaching (Zhu, 2013).

Some suggestions from the teachers who participated

in our survey are related to the statement above by Zhu:

“Informative conferences or seminars should be

organized in universities for pre-service teachers to be

informed about new ideas and projects in the field.”

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Page 35: Innovative Teachers in Turkey

SUGGESTIONS

Teachers should have a well-established collaboration

with their colleagues so that they can learn from each

other’s experience. Also, administration should provide

an environment where innovations and improvement in

teaching can take place (Chesler, 2011).

For example, teachers can observe one another’s

lessons so that they can evaluate the lessons and share

their comments and suggestions with one another.

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Page 36: Innovative Teachers in Turkey

LIMITATIONS

We conducted our research study with only EFL

teachers. Thus, further participants can be teachers from

other departments.

Our research study endeavours to highlight opinions

of teachers teaching at primary, secondary and high

school levels. Further research including university

instructors’ opinions about “Innovative Teachers” may be

conducted.

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Page 37: Innovative Teachers in Turkey

REFERENCES

“İmece Halkaları Eğitimi” by Hayal Köksal.

Chesler, M., Schmuck, R., & Lippitt, R. (Dec., 2001),. The principal's

role in facilitating innovation. Theory Into Practice, 269-277.

Ouyang, H. (Dec., 2000). One-Way Ticket: A Story of an Innovative

Teacher in Mainland China. Anthropology Education Quarterly, 397-

425.

Swenson, L. (1972, May 9). Innovative Teachers: The Fail Rate Is

High. The Clearing House, 518-520.

Zhu C., Wang D,, Cai Y. H. & Engels, N. (2013). What core

competencies are related to teachers'innovative teaching? Asia-Pacific

Journal of Teacher Education, 41(1), 9-27.

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Page 38: Innovative Teachers in Turkey

ACKNOWLEDGEMENTS

We would like to thank Asude Örnekler who

collaborated with us about the project and

showed us how an Innovative Teacher could be

a good English teacher.

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Page 39: Innovative Teachers in Turkey

THANKS HAYAL KÖKSAL FOR

HER CONTRIBUTIONS TO OUR

PROJECT

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