PEN Academic Publishing   |  ISSN: 1309-0682

Orjinal Araştırma Makalesi | Akdeniz Eğitim Araştırmaları Dergisi 2019, Cil. 13(28) 33-65

Sınıf Öğretmenlerinin Mesleki Kimliklerine Yönelik Görüşleri

Derya Girgin & Çavuş Şahin

ss. 33 - 65   |  DOI: https://doi.org/10.29329/mjer.2019.202.3   |  Makale No: MANU-1901-31-0001.R1

Yayın tarihi: Haziran 30, 2019  |   Okunma Sayısı: 47  |  İndirilme Sayısı: 129


Özet

Araştırmanın amacı sınıf öğretmenlerinin mesleki kimliklerine yönelik görüşlerini belirlemektir. Araştırmada nitel araştırma desenlerinden olgu bilim deseni kullanılmıştır. Araştırmanın çalışma grubunu 2015-2016 öğretim yılında Çanakkale il merkez ve ilçelerinde görev yapan 12 sınıf öğretmeni (6 kadın, 6 erkek) oluşturmaktadır. Araştırmanın verileri yarı yapılandırılmış ve yönlendirici olmayan odak grup görüşme tekniği kullanılarak elde edilmiştir. Araştırma verilerinin modelleştirilmesinde ise NVivo 8. nitel veri analiz programı kullanılmıştır. Araştırmada sınıf öğretmenlerinin mesleki kimliklerini etkileyen yaşantıları; çocukluk, öğrencilik ve öğretmenlik yaşantıları olarak üç alt tema toplanmış ve sınıf öğretmenlerinin mesleki kimliklerini oluşturmada etkili olan deneyimleri, olumlu ve olumsuz deneyimler olarak farklılaştığı sonucuna ulaşılmıştır. Araştırmada mesleki kimliği etkileyen en önemli faktörün; köy okullarında görev yapılması ve farklı öğrenci profilleriyle karşılaşılması olarak belirtilmiştir. Bununla birlikte öğretmen yetiştirme programlarının sınıf öğretmenlerinin mesleki kimlik oluşumuna yönelik etkisinin olumsuz yönde olduğu sonucuna ulaşılmıştır. Araştırma sonuçları çerçevesinde sınıf öğretmenlerinin mesleki kimliklerinin oluşumuna ilişkin çeşitli önerilerde bulunulmuştur.

Anahtar Kelimeler: Sınıf öğretmeni, mesleki kimlik, öğretmen görüşleri


Bu makaleye nasıl atıf yapılır?

APA 6th edition
Girgin, D. & Sahin, C. (2019). Sınıf Öğretmenlerinin Mesleki Kimliklerine Yönelik Görüşleri . Akdeniz Eğitim Araştırmaları Dergisi, 13(28), 33-65. doi: 10.29329/mjer.2019.202.3

Harvard
Girgin, D. and Sahin, C. (2019). Sınıf Öğretmenlerinin Mesleki Kimliklerine Yönelik Görüşleri . Akdeniz Eğitim Araştırmaları Dergisi, 13(28), pp. 33-65.

Chicago 16th edition
Girgin, Derya and Cavus Sahin (2019). "Sınıf Öğretmenlerinin Mesleki Kimliklerine Yönelik Görüşleri ". Akdeniz Eğitim Araştırmaları Dergisi 13 (28):33-65. doi:10.29329/mjer.2019.202.3.

Kaynakça
  1. Ary, D., Jacobs, L.C., Razavieh, A. & Sorenson, C. (2006). Introduction to Research in Education (7th ed.) (Belmont, CA, Thomson Wadsworth). [Google Scholar]
  2. Baderstscher, E. M. (2007). An inquiry into relationships with mathematics: How identities and personal ways of knowing mediate and respond to mathematics content experiences (Doctoral dissertation). Maryland University. Maryland. [Google Scholar]
  3. Baş, T. ve Akturan, U. (2008). Nitel araştırma yöntemleri NVivo 7.0 ile nitel veri analizi. (1. baskı). Ankara: Seçkin Yayıncılık [Google Scholar]
  4. Beauchamp, C. ve Thomas, L. (2009). Understanding Teacher Identity: An Overview of Issues in the Literature and Implications for Teacher Education. Cambridge Journal of Education, 39(2), 175–189. [Google Scholar]
  5. Beijaard, D. (1995). Teachers’ Prior Experiences and Actual Perceptions of Professional Identity. Teachers and Teaching: Theory and Practice,’, 11(2) pp.281-295. [Google Scholar]
  6. Beijaard, D., Meijer, P. C., and Verloop, N. (2004). Reconsidering research on teachers‘ professional identity. Teaching and Teacher education, 20, 107-128. [Google Scholar]
  7. Britten, N. (1995). Qualitative interviews in medical research. British Medical Journal, 311, 251–253. [Google Scholar]
  8. Brown, T. (2006). Negotiating psychological disturbance in pre-service teacher education. Teaching and Teacher Education, 22, 675-689. [Google Scholar]
  9. Broyles, J.W. (1997). Effects of videotape analysis on role development of student teachers in music (Doctoral dissertation). Oklahoma University, Oklahoma. [Google Scholar]
  10. Campbell, S. A. (2005). Ariadne's thread: Pre-service teachers, stories and identities in teacher education (Doctoral dissertation). Colorado University. US [Google Scholar]
  11. Carter, K., & Doyle, W. (1996). Personal narrative and life history in learning to teach. In J. Sikula, T. J. Buttery, & E. Guyton (Eds.), Handbook of Research on Teacher Education (2nd ed., pp. 120–142). New York: Macmillan. [Google Scholar]
  12. Chedzoy, S.M. & Burden, R.L. (2007). What can psychology tell us about teaching dance?The potential contribution of Ajzen's Theory of Planned Behavior. Research in Dance Education, 8(1), 53-69. [Google Scholar]
  13. Cohen J. L. (2008).That’s not treating you as a professional: Teachers constructing complex professional identities through talk. Teachers and Teaching: Theory and Practice, 14(2), 79-93. [Google Scholar]
  14. Cohen, J., L., (2002). Getting recognized: Teachers negotiation professional identities as learners through talk. Teaching and Teacher Education, 26, 473-481. [Google Scholar]
  15. Connelly, M., & Clandinin, J. (1999). Shaping a professional identity: Stories of educational practice. New York, NY: Teachers College Press. [Google Scholar]
  16. Cooper, K. and M. R. Olson (1996). The multiple is of teacher identity. Changing research and practice: Teacher's professionalism, identities and knowledge. M. Kompf, W. R. Bond, D. Dworet and R. T. Boak. London, The Falmer Press: 78-89. [Google Scholar]
  17. Creswell, J.W. (1998). Qualitative Inquiry and Research Design: Choosing Among Five Traditions. Thousand Oaks, California: SAGE. [Google Scholar]
  18. Danielewicz, J. (2001). Teaching selves: Identity, Pedagogy and Teacher Education. Albany,  NY, State University of New York Press. [Google Scholar]
  19. Dilci T., Gür T. (2013). Sınıf Öğretmenliği Öğrencilerinin Profesyonel Kimliklerinin Söylem Çözümlemesi Yöntemiyle Belirlenmesi. Karadeniz Dergi, 4(16), 122 132. [Google Scholar]
  20. Edmunds, H. (2000). The Focus Group Research Handbook. New York: McGraw-Hill [Google Scholar]
  21. Eraut, M. (1994). Developing Professional Knowledge and Competence, London: The Falmer Press. [Google Scholar]
  22. Fern, E.F. (2001). Advanced Focus Group Research. Thousand Oaks, California: SAGE. [Google Scholar]
  23. Flores, M. A. & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and Teacher Education, 22(2), 219-232. [Google Scholar]
  24. Gee, J. (2000). Identity as an analytical lens for research in education. Review of Research in Education. W. Secada. Washington D. C, American Educational Research Association. [Google Scholar]
  25. Gibbs, A. (1997).Focus groups, Social Research Update, 19. Erişim adresi Erişim Tarihi: 15 Ocak 2015 Erişim Adresi: http://sru.soc.surrey.ac.uk/SRU19.html [Google Scholar]
  26. Goss, J.D. & Leinbach, T.R. (1996). Focus groups as alternative research practice, Area, 28 (2), 115–123. [Google Scholar]
  27. Hale, K. D. (2005). Identity formation and development of self in early career teachers (Doctoral dissertation). State University. Blacksburg, Virginia.  [Google Scholar]
  28. Hallman, H. (2007). Negotiating teacher identity: Exploring the use of electronic teaching portfolios with pre-service English teachers. Journal of Adolescent and Adult Literacy, 50, 474–485. [Google Scholar]
  29. Hung, H.-T.(2008). Teacher learning: Reflective practice as a site of engagement for professional identity construction. US-China Education Review, 5(5) 39-49. [Google Scholar]
  30. Isbell, D. C.(2006). Socialization and occupational identity among preservice music teachers enrolled in traditional baccalaureate degree programs. (Doctoral dissertation).  Ithaca College, New York  [Google Scholar]
  31. James-Wilson, S. (2001). The influence of ethnocultural identity on emotions and teaching. Annual Meeting of the American Educational Research Association. New Orleans. [Google Scholar]
  32. Javis-Sellinger, S. (2002). Journey toward becoming teachers: Charting the course of professional development (Doctoral dissertation). The University of British Columbia, Vancouver, British Columbia.  [Google Scholar]
  33. Jones-Walker, C. (2008). (Co)constructing identities in urban classrooms (Doctoral dissertation). University of Pennsylvania. ABD  [Google Scholar]
  34. Kitzinger, J. (1994). The Methodology of Focus Groups: The Importance of Interaction  Between Research Participants. Sociology of Health & Illness, 16 (1):103 121. [Google Scholar]
  35. Krueger, R. A. (1998). Focus groups: A practical guide for applied research. Newbury Park: Sage. [Google Scholar]
  36. Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching & Teacher Education, 21, 899-916. [Google Scholar]
  37. Lincoln, Y. S., & Guba, E. G. (2000). Paradigmatic controversies, contradictions, and emerging confluences. In N. K. Denzin, & Y. S. Lincoln (Eds.), The handbook of qualitative research (2nd ed., pp. 1065-1122), Thousand Oaks, CA: Sage Publications. [Google Scholar]
  38. Liu, Y., & Xu, Y. (2011). Inclusion or exclusion? A narrative inquiry of a language teacher’s identity experience in the ‘new work order’ of competing pedagogies. Teaching and Teacher Education, 27, 589–597. [Google Scholar]
  39. MacIntosh, J. (1981).Focus groups in distance nursing education. Journal of Advanced Nursing, 18 (12), 1981–1985. [Google Scholar]
  40. Markauskaite, L., Sutherland, L. M., & Howard, S. K. (2008). Scaffolds and their correlates in an asynchronous text-based computer-supported collaborative learning environment: Who uses and who benefits? Research and Practice in Technology Enhanced Learning, 3(1), 65–93. [Google Scholar]
  41. Marsh, M. (2002). The shaping of Ms. Nicoli: The discursive fashioning of teacher identities. Qualitative Studies in Education, 15, 333–347. [Google Scholar]
  42. Mays, N. & Pope, C. (1995). Rigour and qualitative research. British Medical Journal, 311, 109–112. [Google Scholar]
  43. Merriam, S. B. (2013). Nitel Araştırma Desen ve Uygulama İçin Bir Rehber. (Çev. S. Turan).Ankara: Nobel Yayıncılık. [Google Scholar]
  44. Miller, S. J. (2005). Geographically 'meaned' pre-service secondary language arts student teacher identities (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses.  [Google Scholar]
  45. Moore, A., Edwards, G., Halpin, D., & George, R. (2002). Compliance, resistance and pragmatism: The (re)construction of schoolteacher identities in a period of intensive educational reform. British Educational Research Journal, 28(4), 551–565. [Google Scholar]
  46. Morgan, D.L. (1997). Focus Groups As Qualitative Research. California: SAGE. [Google Scholar]
  47. Nelson, J.E. & Frontczak, N.T. (1998). How acquaintanceship and analyst can influence focus group results. Journal of Advertising, 17 (1), 41–48. [Google Scholar]
  48. Newman, C. S. (1997). Seeds of professional development in pre-service teachers: A study of their dreams and goals. International Journal of Educational Research, 33, 125–217. [Google Scholar]
  49. O‘connor, K.E. (2008). You choose to care: Teachers, Emotions and Professional Identity.  Teaching and Teacher education, 24,117-126. [Google Scholar]
  50. Ohlén J.,  Segesten, K.(1998). The Professional Identity of a Nurse: Concept analysis and development. Journal of Advanced Nursing, 28(4), 720–727.  [Google Scholar]
  51. Olesen, H. S. (2001). Professional Identity as Learning Processes in Life Histories. Journal of Workplace Learning, 13(7/8), 290–297 [Google Scholar]
  52. Patton, M. Q. (1987). How to use qualitative methods in evaluation. California: Sage Publications, Inc.Sage. [Google Scholar]
  53. Renninger, K. A. (2009). Interest and identity development in instruction: An inductive model. Educational Psychologist, 44(2), 1–14. [Google Scholar]
  54. Saban, A. (2000).Hizmetiçi Egitimde Yeni Yaklaşıımlar, Milli Egitim Dergisi, s.145 [Google Scholar]
  55. Shapiro, S. (2009). Revisiting the teachers’ lounge: Reflections on emotional experience and teacher identity. Teaching and Teacher Education, 26(3), 616–621. [Google Scholar]
  56. Smeby, J.-C. (2007). Connecting to professional knowledge. Studies in Higher Education, 32(2), 207–224. [Google Scholar]
  57. Stewart, D. W., Shamdasani, P. N., & Rook, D. W. (2007). Focus groups: Theory and practice (2nd ed.). Thousand Oaks, CA: Sage. [Google Scholar]
  58. Suler, J. (1995). Using interviews in research. [Google Scholar]
  59. Erişim tarihi 4 Nisan 2015 Erişim adresi:  http://www.rider.edu/~suler/interviews.html.  [Google Scholar]
  60. Ten Dam, G. T. M., & Blom, S. (2006). Learning through participation. The potential of school-based teacher education for developing a professional identity. Teaching and Teacher Education, 22, 647-660. [Google Scholar]
  61. Viera, A. J., & Garrett, J. M. (2005). Understanding Interobserver Agreement: The Kappa Statistic. Family Medicine, 37(5), 360-363. [Google Scholar]
  62. Walkington, J. (2005). Becoming a teacher: Encouraging development of teacher identity  through reflective practice. Asia-Pacific Journal of Teacher Education, 33(1), 53–64. [Google Scholar]
  63. Weber, S. J., & Mitchell, C. (1995). That's funny you don't look like a teacher! Interrogating  images and identity in popular culture. London, UK: Falmer Press. [Google Scholar]
  64. Welmond, M. (2002) Globalization viewed from the periphery: the dynamics of teacher identity in the Republic of Benin. Comparative Education Review, 46(1), 37-65. [Google Scholar]
  65. Wenger, E. (1999). Communities of practice: learning, meaning and identity. Cambridge, Cambridge University Press. [Google Scholar]
  66. Williams, D. L. (2007). Student teaching in an urban context: Student teachers' views and construction of identities. (Doctoral dissertation). Georgia State University, ABD. [Google Scholar]
  67. Woods, P. & Jeffrey, B. (2002). The reconstruction of primary teachers’ identities. British Journal of Sociology of Education, 23 (1), 89-106. [Google Scholar]
  68. Yaşar M., Günay Bilaloğlu R., Karabay A.(2013).Şimdi Ben Öğretmen Mi Oldum? Öğretmenlik Kimliğinin Oluşmasında Etkili Olan Etkenlere Yönelik Öğretmen Adaylarının Görüşleri, e-Turkish Studies (elektronik), cilt.7, ss.269-282 [Google Scholar]
  69. Yıldırım, A. ve Şimşek, A. (2011). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık . [Google Scholar]
  70. Zembylas, M. (2005). Discursive practices, genealogies, and emotional rules: A poststructuralist view on emotion and identity in teaching. Teaching & Teacher Education, 21(8), 935-948. [Google Scholar]