Reflection of Scientific Studies on Educational Activities: Teachers’ Views

Abstract

Although the number of scientific publications in our country has increased in recent years, the quality of those publications and their reflection on practices have become a topic of debate. The purpose of this study is to discover the views of teachers who work in various schools affiliated with the Ministry of National Education and who have received postgraduate education on the research conducted in the Faculties of Education, as well as to present the teachers’ suggestions based on the problems identified. The case study design was used in this research, which was carried out with the qualitative research method. The research’s study group comprises 20 teachers who work in Ministry of National Education-affiliated schools while also studying postgraduate education (master’s and Ph.D.) at the Faculty of Education. To include the participants in the study, the maximum variation sampling approach, which is one of the purposive sampling methods, was utilized. Face-to-face interviews with teachers were used to collect data, which was subsequently analyzed using a content analysis method. Most teachers, according to the results of the content analysis, are informed of academic studies since they have postgraduate education. However, the majority of teachers who do not attend postgraduate education are uninformed of the studies. Teachers’ main suggestions for staying informed about scientific studies include organizing congresses, seminars, and conferences, having academicians visit schools, cooperating between the Ministry of National Education and universities, providing teachers with informative brochures, publishing studies on school websites, and organizing in-service training programs. Although teachers’ views about scientific studies were mostly negative, they did make several recommendations for putting scientific studies into practice.