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Müzakereci öğretim yaklaşımına ilişkin bir derleme

Year 2021, Volume: 8 Issue: 3, 821 - 840, 30.12.2021
https://doi.org/10.30900/kafkasegt.955309

Abstract

Bu çalışma, müzakereci yaklaşımın tanımını, tarihsel gelişimini, müzakereci demokrasi ve müzakereci pedagoji uygulamaları ile yükseköğretim ve öğretmen yetiştirme süreçlerindeki uygulamalarını betimlemiştir. Müzakere ve müzakereci yaklaşımlar, siyasetten ekonomiye, eğitimden pazarlamaya kadar birçok alanda uygulanmıştır. Müzakere, farklı bakış açıları arasında fikir alışverişi olan tartışma ve diyaloglardan farklı olarak, alternatiflerin derinlemesine düşünülmesi ve nihayetinde seçimler yapılması yoluyla zor olan değişimlerle yüzleşmeyi sağlamaktadır. Grup içerisinde gerçekleşen tartışmalar sonucunda yapılan bireysel seçimler, biliş ötesi ile birlikte duyuşsal davranışların da gelişmesine katkı sağlamaktadır. Müzakareci yaklaşım, özelde bireysel farkındalığa, genelde toplumsal uzlaşıya hizmet etmektedir. Aynı şekilde müzakereci yaklaşım, küreselleşmenin ve pandeminin etkisiyle her düzeydeki eğitim talepleri ve sürecin yeniden ele alınması, evrensel perspektifi öncellemesi, çok kültürlülüğe, çok dilliliğe, farklı görüş ve yaklaşımlara toleranslı olmayı gerektirmesi ve son çeyrek yüzyılda sosyal-duygusal öğrenmeye hizmet etmesi açısından diğer öğretim yaklaşımlarından ayrışarak özgünlüğünü ortaya koymaktadır. Dolayısıyla müzakereci demokrasi sürecinde, vatandaşlar belirli konu veya kararları müzakere ederken, konular hakkında daha fazla bilgi sahibi olmayı, karşıt görüşlere saygı duymayı ve daha fazla kamusal argümanlar kullanmayı sağlamaktadır. Özellikle, öğretmen eğitimi sürecinde kullanılması sonucunda oluşan çarpan etkisinin, toplumsal yapılanmaya olumlu etkileri olacağı düşünülen müzakereci öğretim yaklaşımı, bu çalışmada kuramsal olarak yapılandırılmaya çalışılmıştır. Bu süreç, doküman incelemesi ile gerçekleştirilmiş olup, nitel betimsel analiz yöntemi kullanılmış ve yedi ayrı tema elde edilmiştir. Bu temalar; tarihsel gelişim çerçevesinde müzakereci yaklaşım, müzakere, müzakereci demokrasi, müzakereci pedagoji, müzakereci eğitim programları, yükseköğretimde müzakereci yaklaşım ve öğretmen eğitiminde müzakereci yaklaşım olarak ifade edilmiştir. Literatür taraması sonucunda, müzakereci öğretim yaklaşımının, formal öğrenme ortamlarında etkili olarak kullanılabildiği, demokratik perspektife sahip bireylerin yetiştirilmesine ve demokratik toplum oluşumu sürecinde etkili olarak kullanılabileceği sonucuna ulaşılmıştır.

References

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A review of the deliberative teaching approach

Year 2021, Volume: 8 Issue: 3, 821 - 840, 30.12.2021
https://doi.org/10.30900/kafkasegt.955309

Abstract

This study describes the definition of the deliberative approach, its historical development, the practices of deliberative democracy and deliberative pedagogy, its applications in higher education and teacher training processes. Deliberation and deliberative approaches have been applied in many fields from politics to economics, from education to marketing. Unlike discussion and dialogue, which exchanges ideas between different perspectives, negotiation enables confrontation with difficult changes through reflection on alternatives and ultimately making choices. Individual choices made as a result of discussions within the group serve to develop affective behaviors as well as metacognition. The deliberative approach also serves individual awareness in particular and social consensus in general. The deliberative approach differs from other teaching approaches in terms of reconsidering education demands and processes at all levels with the effect of globalization and pandemic, prioritizing the universal perspective, requiring multiculturalism, multilingualism, tolerance to different views and approaches, and serving social-emotional learning. Further, the fact that it was prioritized in the last quarter century reveals its originality. Therefore, in the deliberative democracy process, while citizens are negotiating certain issues or decisions, it provides to have more information about the issues, to respect opposing views and to use more public arguments. Especially, the deliberative teaching approach, which is thought to have positive effects on the social structuring of the multiplier effect and formed as a result of its use in the teacher education process, has been tried to be structured theoretically in this study. This study was carried out with the literature review method and the themes obtained as a result of the qualitative descriptive method were expressed as the deliberative approach, deliberation, deliberative democracy, deliberative pedagogy, deliberative curriculum, deliberative approach in higher education and deliberative approach in teacher education and deliberative teaching approach within the framework of historical development. As a result of the literature review, it has been concluded that the deliberative teaching approach can be used effectively in formal learning environments and can be used effectively in the process of raising individuals with a democratic perspective and in the process of democratic society formation.

References

  • Al-Hadi, T. M. (2015). Using a deliberation-based strategy to enhance the EFL pre-master candidates’ 21st century learning skills. CDELT Occasional Papers in the Development of English Education, 60(2), 7-30.
  • Ali, D., Hinds, T. L., King, S., Lindaman, K., Marsh, B. ve Oeth, E. P. (2020). Deliberation and democratic practice: A student affairs approach. J. Easton (Eds.), Higher Education Exchange: Democracy Divided içinde (s. 33-50). Kettering Foundation.
  • Altınkök, S. (2015). Müzakereci demokrasi ve uygulama yöntemi olarak "vatandaş jürileri" yaklaşımı. Journal of Judgments by the Court of Jurisdictional Disputes/Uyusmazlik Mahkemesi Dergisi, 6, 1-39.
  • Apple, M. W. (2008). Is deliberative democracy enough in teacher education?. M. Cochran-Smith, S. Feiman-Nemser. D. J. McIntyre ve K. E. Demers (Eds), Handbook of Research on Teacher Education: Enduring Questions in Changing Contexts içinde (ss.105-110). New York: Routledge Taylor & Francis Group.
  • Aras, S. V. ve Sözen, S. (2012). Türkiye, Finlandiya ve Güney Kore’de öğretmen yetiştirme programlarının incelenmesi. Çevrimiçi kongrede sunulan bildiri, Niğde. https://www.academia.edu/5006218/T%C3%BCrkiye_Finlandiya_ve_G%C3%BCney_Korede_%C3%96%C4%9Fretmen_Yeti%C5%9Ftirme_Programlar%C4%B1n%C4%B1n_%C4%B0ncelenmesi adresinden 04.03.2021 tarihinde erişilmiştir.
  • Arneback, E. ve Englund, T. (2020). Teachers’ deliberation on communicative potentials in classrooms when students express racism. Reflective Practice, 21(1), 28-40.
  • Banks, J. A. (2001). Citizenship education and diversity: Implications for teacher education. Journal of Teacher Education, 52(1), 5-16.
  • Bayram, A. K. (2016). Topluluk, iktidar ilişkileri, birey ve müzakereci demokrasi. Liberal Düşünce Dergisi, 16(62), 111-120.
  • Biesta, G. (2013). Receiving the gift of teaching: From ‘learning from’to ‘being taught by’. Studies in Philosophy and Education, 32(5), 449-461.
  • Bogaards, M. ve Deutsch, F. (2015). Deliberation by, with, and for University Students. Journal of Political Science Education, 11(2), 221-232.
  • Bohman, J. (1997). Deliberative democracy and effective social freedoom: Capabilities, resources and opportunities. J. Bohman and W. Regh (Eds), Deliberative Democracy: Essays on Reason and Politics içinde (ss. 349-382). Cambridge: The MIT Press.
  • Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2).
  • Brookfield, S. ve Preskill, S. (2005). Discussion as a way of teaching: tools and techniques for democratic classrooms. San Francisco: Jossey-Bass.
  • Conover, P. J., Searing, D. D. Ve Crewe, I. M. (2002). The deliberative potential of political discussion. British Journal of Political Science 32, 21-62.
  • Carcasson, M. (2013). Rethinking civic engagement on campus: The overarching potential of deliberative practice. Higher Education Exchange, 37-48.
  • Chwalisz, C. (2019). A new wave of deliberative democracy. Carnegie Europe, 26, 1-6.
  • Cornwall, A. ve Gaventa, J. (2000). From users and choosers to makers and shapers repositioning participation in social policy. IDS Bulletin, 31(4), 50-62.
  • Dewey, J. (1957). Reconstruction in philosophy. Newyork: Henry Holt and Company.
  • Doherty, J. (2012). Deliberative pedagogy: An education that matters. Connections, 24-27. Erişim adresi: https://www.kettering.org/content/deliberative-pedagogy-education-matters Doytcheva, M. (2009). Çokkültürlülük. İstanbul: İletişim Yayınları.
  • Drury, S. A. M. (2015). Deliberation as communication instruction: A study of a climate change deliberation in an introductory biology course. Journal on Excellence in College Teaching, 26(4), 51-72.
  • Drury, S. A. M., Brammer, L. R. ve Doherty, J. (2013). Learning outcomes of deliberative pedagogy. Working paper for the Kettering Foundation’s Deliberative Pedagogy Research Exchange.
  • Drury, S. A. M. Andre, D., Goddard, S. ve Wentzel, J. (2016). Assessing deliberative pedagogy: Using a learning outcomes rubric to assess tradeoffs and tensions. Journal of Public Deliberation, 12(1), 1-29.
  • Dryzek, J. S. (1996). Foundations for environmental political economy: The search for homo ecologicus?. New Political Economy, 1(1), 27-40. Eisner, E. (1984). No easy answers: Joseph Schwab’s contributions to curriculum. Curriculum Inquiry, 14(2), 201–210.
  • Elster, J. (1998) "Introduction". In Elster, J. (ed.) Deliberative Democracy (p. 1-18). Cambridge: Cambridge University Press.
  • Englund, T. (2015). Toward a deliberative curriculum?. Nordic Journal of Studies in Educational Policy, 2015(1), 48-56.
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There are 88 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Makaleler
Authors

Meltem Yalın Uçar 0000-0002-9922-0905

Melek Dönmez Yapucuoğlu 0000-0002-9946-1397

Publication Date December 30, 2021
Submission Date June 21, 2021
Published in Issue Year 2021 Volume: 8 Issue: 3

Cite

APA Yalın Uçar, M., & Dönmez Yapucuoğlu, M. (2021). Müzakereci öğretim yaklaşımına ilişkin bir derleme. E-Kafkas Journal of Educational Research, 8(3), 821-840. https://doi.org/10.30900/kafkasegt.955309

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