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Öğretmenlik Uygulaması Kapsamında Öğretmen Adaylarının Öğretmen Kimliklerinin İncelenmesi

Yıl 2021, Cilt: 10 Sayı: 2, 762 - 780, 26.06.2021

Hatice Çilsalar Sagnak Gökçe Sancak Aydın

https://doi.org/10.30703/cije.763758

Öz

Öğretmen adayları, öğretmenlik mesleğine hazırlanırken teorik ve uygulamaya yönelik çeşitli öğrenme deneyimleri yaşamaktadır. Bu kapsamda hizmet öncesi eğitimleri sürecinde, katıldıkları öğretmenlik uygulamaları ile eğitim-öğretimi gerçek uygulama ortamlarında deneyimleme fırsatı bulmaktadırlar. Bu çalışmada, öğretmen adaylarının öğretimi deneyimleme sürecinde profesyonel olarak mesleki gelişimlerinin yönelik yürütülen öğretmenlik uygulamalarının kapsamında araştıma ile, öğretmen adaylarının profesyonel öğretmenlik deneyimi ve uygulamaları kapsamında mesleki kimlik algılarının incelenmesi amaçlanmıştır. Nitel araştırma türlerinden olan fenomonolojik desen yardımıyla tasarlanan bu çalışmada, amaçlı örnekleme yöntemiyle öğretmenlik uygulamaları dersi alan 30 öğretmen adayı, çalışmanın katılımcıları olarak belirlenmiştir. Katılımcıların görüş ve algılarını incelemek amacıyla yapılan görüşmelerden elde edilen veriler analiz edilmiştir. Hizmet öncesi öğretmen adaylarının öğretmen kimliklerine dair algıları incelenirken özellikle öğretmenin kim olduğu ve ne yaptığına dair algılar üzerinde durulmuştur. Çalışmada, katılımcılar öğretmenlik uygulaması kapsamında hem uygulama öğretmeni hem de akademik danışmalarının desteği ile öğretmen kimliğinin gelişiminde olumlu yönde değişim olduğunu belirtmişlerdir. Katılımcıların profesyonel öğretmenlik kimlikleri arasında yer alan alt kimliklerinden biri olan doğal kimliği ve sahip oldukları bilgilerden biri olan pedagojik bilginin önemini vurguladıkları görülmüştür. Ayrıca öğretmen adayları profesyonel kimlikleri ile ilgili bütün alt kimliklerine yönelik deneyimlere sahip olduklarını ve eğitim fakültesinde edindikleri bütün bilgileri farklı noktalarda kullandıklarını belirtmişlerdir. Araştırmadan elde edilen bulgular doğrultusunda öğretmen eğitimine katkı sunacağı düşünülen uygulamalara ve araştırmalara yönelik öneriler çalışmada sunulmuştur.

Anahtar Kelimeler

Öğretmen Kimliği Öğretmenlik Uygulaması Öğretmen eğitimi Fenomenoloji öğretmen adayı

Destekleyen Kurum

Yozgat Bozok Üniversitesi

Proje Numarası

6602a-EF/17-138

Teşekkür

Yozgat Bozok Üniversitesi BAP birimine teşekkür ederiz.

Kaynakça

  • Baran, E., Çilsalar, H., and Mesutoğlu, C. (2017). Investigating the preservice teachers’ knowledge sources for classroom management: A case study. Kastamonu Education Journal, 25(1). 155-170
  • Beauchamp, C., and Thomas, L. (2006, July). Imagination and reflection in teacher education: The development of professional identity from student teaching to beginning practice. In Conference Proceedings from the 4th International Conference on Education and Imagination (pp. 12-15).
  • Beauchamp, C., and 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. doi:10.1080/03057640902902252
  • Beijaard, D., Meijer, P. C., and Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107-128. doi:10.1016/j.tate.2003.07.001 Beijaard, D., Verloop, N., and Vermunt, J. D. (2000). Teachers’ perceptions of professional identity: An exploratory study from a personal knowledge perspective. Teaching and Teacher Education, 16(7), 749-764. doi:10.1016/S0742-051X(00)00023-8
  • Börger, H., and Tillema, H. (1993). Transferring knowledge to classroom teaching: Putting knowledge into action. In C. Day, J. Calderhead, and P. Denicolo (Eds.) Research on Teacher Thinking: Understanding Professional Development, (pp. 185-197) Routledge.
  • Canrinus, E. T., Helms-Lorenz, M., Beijaard, D., Buitink, J., and Hofman, A. (2012). Self-efficacy, job satisfaction, motivation and commitment: Exploring the relationships between indicators of teachers’ professional identity. European Journal of Psychology of Education, 27(1), 115-132. doi:10.1007/s10212-011-0069-2
  • Creswell, J. W. (2009). Research design, qualitative, quantitative, and mixed methods approaches (3rd edt). California: SAGE Publications.
  • Day, C. (2002). Developing teachers: The challenges of lifelong learning. Routledge.
  • Doppenberg, J. J., den Brok, P. J., and Bakx, A. W. E. A. (2012). Collaborative teacher learning across foci of collaboration: Perceived activities and outcomes. Teachers and Teacher Education, 28, 899–910. doi:10.1016/j.tate.2012.04.007
  • Duru, S. (2006). The influences on teacher identity and the suggestions for the new teacher identities. Eurasian Journal of Educational Research (EJER), (22), 121-131.
  • Flores, M. A., and Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and Teacher Education, 22(2), 219-232. doi:10.1016/j.tate.2005.09.002
  • Gee, J. (2000). Identity as an analytic lens for research in education. Review of Research in Education. 25, 99-125. doi:10.2307/1167322
  • Goodson, I. F. (1981). Life history and the study of schooling. Interchange Ontario Institute for Studies in Education, 11(4), 62–76. doi:10.1007/BF01810006
  • Kelchtermans, G. (2009). Who I am in how I teach is the message: Self-understanding, vulnerability and reflection? Teachers and Teaching, 15, 257–272. doi:10.1080/13540600902875332
  • Korthagen, F. A. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77-97. doi:10.1016/j.tate.2003.10.002
  • Lamote, C., and Engels, N. (2010). The development of student teachers’ professional identity. European Journal of Teacher Education, 33(1), 3-18. doi:10.1080/02619760903457735
  • Levine, A. H., and Marcus, A. S. (2010). How the structure and focus of teachers’ collaborative activities facilitate and constrain teacher learning. Teaching and Teacher Education, 26, 389–398. doi:10.1016/j.tate.2009.03.001
  • Mayer, D. (1999). Building teaching identities: Implications for preservice teacher education. Paper presented at the Australian Association for Research in Education and New Zealand Association for Research in Education Conference, Melbourne, Australia, 29 November-2 December 1999. https://www.aare.edu.au/data/publications/1999/may99385.pdf
  • Neuendorf, K. A. (2002). The content analysis guidebook. Thousand Oaks, CA: Sage.
  • Olsen, B. (2008). How reasons for entry into the profession illuminate teacher identity development. Teacher Education Quarterly, 35(3), 23-40.
  • Rodgers, C. R., and Scott , K. H. (2008). The development of the personal self and professional identity in learning to teach. In Marilyn Cochran-Smith , Sharon Feiman-Nemser , D. John McIntyre and Kelly E. Demers Lincoln (Edts). Handbook of Research on Teacher Education, Routledge Handbooks Online. https://www.routledgehandbooks.com/doi/10.4324/ 9780203938690.ch40
  • Sachs, J. (2005). Teacher education and the development of professional identity: Learning to be a teacher. Denicolo, P. and Kompf , M. (Edts). Connecting policy and practice: Challenges for teaching and learning in schools and universities, pp. 5–21. Oxford: Routledge. https://www.taylorfrancis.com/books/9780203012529
  • Schlee, R. P., and Van Duzer, J. B. (2007). An examination of alternative approaches to the treatment of confidential information in live case projects. Marketing Education Review, 17(2), 71-82. doi:10.1080/10528008.2007.11489006
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. doi:10.3102/ 0013189X015002004
  • Stronge, J. H. (2018). Qualities of effective teachers. ASCD.
  • Teven, J. J., and McCroskey, J. C. (1997). The relationship of perceived teacher caring with student learning and teacher evaluation. Communication Education, 46(1), 1-9. doi:10.1080/03634529709379069
  • Thomas, L., and Beauchamp, C. (2007). Learning to live well as teachers in a changing world: Insights into developing a professional identity in teacher education. The Journal of Educational Thought, 41(3), 229. doi:10.11575/jet.v41i3.52496
  • Tsang, K. K., and Jiang, L. (2018). Positive emotional experiences in teaching, teacher identity, and student behaviors: A symbolic interactionist perspective. Schools, 15(2), 228-246. doi:10.1086/699890
  • Van der Heijden, H. R. M. A., Geldens, J. J. M., Beijaard, D., and Popeijus, H. L. (2015). Characteristics of teachers as change agents. Teachers and Teaching: Theory and Practice, 21(6), 681-199. doi:10.1080/13540602.2015.1044328
  • Van Veen, K., and Sleegers, P. (2006). How does it feel? Teachers' emotions in a context of change. Journal of Curriculum studies, 38(1), 85-111. doi:10.1080/00220270 500109304
  • Volkmann, M. J., and Anderson, M. A. (1998). Creating professional identity: Dilemmas and metaphors of a first‐year chemistry teacher. Science Education, 82(3), 293-310.doi:10.1002/(SICI)1098-237X(199806)82:3%3C293::AIDSCE1%3E3.0.CO;2-7
  • Walkington, J. (2005). Becoming a teacher: Encouraging development of teacher identity through reflective practice. Asia-Pacific Journal Of Teacher Education, 33(1), 53-64. doi:10.1080/1359866052000341124
  • Yasar, M., Karabay, A., and Bilaloglu, R. (2013). “Have I become a teacher?” The perspectives of pre-service teachers about factors that are effective on the formation of the teacher identity. Turkish Studies, 8(7), 269-282. doi:10.7827/ TurkishStudies.5337
  • Yıldırım, A., and Şimşek, H. (2008). Qualitative Data Analysis in Social Sciences. Ankara: Seçkin Publication.
  • Zembylas, M. (2003). Emotions and teacher identity: A post structural perspective. Teachers and Teaching, 9(3), 213-238. doi:10.1080/13540600309378
  • Zembylas, M. (2005). Discursive practices, genealogies, and emotional rules: A poststructuralist view on emotion and identity in teaching. Teaching and Teacher Education, 21(8), 935-948. doi:10.1016/j.tate.2005.06.005

Examination of Teacher Identities of Pre-service Teachers Within the Scope of Teaching Practice

Yıl 2021, Cilt: 10 Sayı: 2, 762 - 780, 26.06.2021

Hatice Çilsalar Sagnak Gökçe Sancak Aydın

https://doi.org/10.30703/cije.763758

Öz

The pre-service teachers, who are at the beginning of the process of acquiring the teaching profession, have the opportunity to experience teaching within the scope of teaching practices during their education. It is aimed to support their development as a teacher in this experiential process. In this research, teacher identities were examined along with the process in which the pre-service teachers gained their first professional teaching experience by practicing their theoretical knowledge. In this study, which was designed within the scope of phenomenological design, 30 pre-service teachers who took teaching practice courses were identified as participants with the purposive sampling method. Data obtained by the participants' online diaries, kept throughout their teaching practices, and the interviews aiming to determine the views and perceptions of the pre-service teachers were analyzed. It has been determined that their teacher identities were developed during their teaching practice with the help of cooperating teachers and supervisors in university. It was seen that the participants indicated their natural identity and pedagogical knowledge among their teaching identities.

Anahtar Kelimeler

Teacher identity Teaching practise Teacher education Phenomenology

Proje Numarası

6602a-EF/17-138

Kaynakça

  • Baran, E., Çilsalar, H., and Mesutoğlu, C. (2017). Investigating the preservice teachers’ knowledge sources for classroom management: A case study. Kastamonu Education Journal, 25(1). 155-170
  • Beauchamp, C., and Thomas, L. (2006, July). Imagination and reflection in teacher education: The development of professional identity from student teaching to beginning practice. In Conference Proceedings from the 4th International Conference on Education and Imagination (pp. 12-15).
  • Beauchamp, C., and 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. doi:10.1080/03057640902902252
  • Beijaard, D., Meijer, P. C., and Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107-128. doi:10.1016/j.tate.2003.07.001 Beijaard, D., Verloop, N., and Vermunt, J. D. (2000). Teachers’ perceptions of professional identity: An exploratory study from a personal knowledge perspective. Teaching and Teacher Education, 16(7), 749-764. doi:10.1016/S0742-051X(00)00023-8
  • Börger, H., and Tillema, H. (1993). Transferring knowledge to classroom teaching: Putting knowledge into action. In C. Day, J. Calderhead, and P. Denicolo (Eds.) Research on Teacher Thinking: Understanding Professional Development, (pp. 185-197) Routledge.
  • Canrinus, E. T., Helms-Lorenz, M., Beijaard, D., Buitink, J., and Hofman, A. (2012). Self-efficacy, job satisfaction, motivation and commitment: Exploring the relationships between indicators of teachers’ professional identity. European Journal of Psychology of Education, 27(1), 115-132. doi:10.1007/s10212-011-0069-2
  • Creswell, J. W. (2009). Research design, qualitative, quantitative, and mixed methods approaches (3rd edt). California: SAGE Publications.
  • Day, C. (2002). Developing teachers: The challenges of lifelong learning. Routledge.
  • Doppenberg, J. J., den Brok, P. J., and Bakx, A. W. E. A. (2012). Collaborative teacher learning across foci of collaboration: Perceived activities and outcomes. Teachers and Teacher Education, 28, 899–910. doi:10.1016/j.tate.2012.04.007
  • Duru, S. (2006). The influences on teacher identity and the suggestions for the new teacher identities. Eurasian Journal of Educational Research (EJER), (22), 121-131.
  • Flores, M. A., and Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and Teacher Education, 22(2), 219-232. doi:10.1016/j.tate.2005.09.002
  • Gee, J. (2000). Identity as an analytic lens for research in education. Review of Research in Education. 25, 99-125. doi:10.2307/1167322
  • Goodson, I. F. (1981). Life history and the study of schooling. Interchange Ontario Institute for Studies in Education, 11(4), 62–76. doi:10.1007/BF01810006
  • Kelchtermans, G. (2009). Who I am in how I teach is the message: Self-understanding, vulnerability and reflection? Teachers and Teaching, 15, 257–272. doi:10.1080/13540600902875332
  • Korthagen, F. A. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77-97. doi:10.1016/j.tate.2003.10.002
  • Lamote, C., and Engels, N. (2010). The development of student teachers’ professional identity. European Journal of Teacher Education, 33(1), 3-18. doi:10.1080/02619760903457735
  • Levine, A. H., and Marcus, A. S. (2010). How the structure and focus of teachers’ collaborative activities facilitate and constrain teacher learning. Teaching and Teacher Education, 26, 389–398. doi:10.1016/j.tate.2009.03.001
  • Mayer, D. (1999). Building teaching identities: Implications for preservice teacher education. Paper presented at the Australian Association for Research in Education and New Zealand Association for Research in Education Conference, Melbourne, Australia, 29 November-2 December 1999. https://www.aare.edu.au/data/publications/1999/may99385.pdf
  • Neuendorf, K. A. (2002). The content analysis guidebook. Thousand Oaks, CA: Sage.
  • Olsen, B. (2008). How reasons for entry into the profession illuminate teacher identity development. Teacher Education Quarterly, 35(3), 23-40.
  • Rodgers, C. R., and Scott , K. H. (2008). The development of the personal self and professional identity in learning to teach. In Marilyn Cochran-Smith , Sharon Feiman-Nemser , D. John McIntyre and Kelly E. Demers Lincoln (Edts). Handbook of Research on Teacher Education, Routledge Handbooks Online. https://www.routledgehandbooks.com/doi/10.4324/ 9780203938690.ch40
  • Sachs, J. (2005). Teacher education and the development of professional identity: Learning to be a teacher. Denicolo, P. and Kompf , M. (Edts). Connecting policy and practice: Challenges for teaching and learning in schools and universities, pp. 5–21. Oxford: Routledge. https://www.taylorfrancis.com/books/9780203012529
  • Schlee, R. P., and Van Duzer, J. B. (2007). An examination of alternative approaches to the treatment of confidential information in live case projects. Marketing Education Review, 17(2), 71-82. doi:10.1080/10528008.2007.11489006
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. doi:10.3102/ 0013189X015002004
  • Stronge, J. H. (2018). Qualities of effective teachers. ASCD.
  • Teven, J. J., and McCroskey, J. C. (1997). The relationship of perceived teacher caring with student learning and teacher evaluation. Communication Education, 46(1), 1-9. doi:10.1080/03634529709379069
  • Thomas, L., and Beauchamp, C. (2007). Learning to live well as teachers in a changing world: Insights into developing a professional identity in teacher education. The Journal of Educational Thought, 41(3), 229. doi:10.11575/jet.v41i3.52496
  • Tsang, K. K., and Jiang, L. (2018). Positive emotional experiences in teaching, teacher identity, and student behaviors: A symbolic interactionist perspective. Schools, 15(2), 228-246. doi:10.1086/699890
  • Van der Heijden, H. R. M. A., Geldens, J. J. M., Beijaard, D., and Popeijus, H. L. (2015). Characteristics of teachers as change agents. Teachers and Teaching: Theory and Practice, 21(6), 681-199. doi:10.1080/13540602.2015.1044328
  • Van Veen, K., and Sleegers, P. (2006). How does it feel? Teachers' emotions in a context of change. Journal of Curriculum studies, 38(1), 85-111. doi:10.1080/00220270 500109304
  • Volkmann, M. J., and Anderson, M. A. (1998). Creating professional identity: Dilemmas and metaphors of a first‐year chemistry teacher. Science Education, 82(3), 293-310.doi:10.1002/(SICI)1098-237X(199806)82:3%3C293::AIDSCE1%3E3.0.CO;2-7
  • Walkington, J. (2005). Becoming a teacher: Encouraging development of teacher identity through reflective practice. Asia-Pacific Journal Of Teacher Education, 33(1), 53-64. doi:10.1080/1359866052000341124
  • Yasar, M., Karabay, A., and Bilaloglu, R. (2013). “Have I become a teacher?” The perspectives of pre-service teachers about factors that are effective on the formation of the teacher identity. Turkish Studies, 8(7), 269-282. doi:10.7827/ TurkishStudies.5337
  • Yıldırım, A., and Şimşek, H. (2008). Qualitative Data Analysis in Social Sciences. Ankara: Seçkin Publication.
  • Zembylas, M. (2003). Emotions and teacher identity: A post structural perspective. Teachers and Teaching, 9(3), 213-238. doi:10.1080/13540600309378
  • Zembylas, M. (2005). Discursive practices, genealogies, and emotional rules: A poststructuralist view on emotion and identity in teaching. Teaching and Teacher Education, 21(8), 935-948. doi:10.1016/j.tate.2005.06.005
Toplam 36 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

Hatice Çilsalar Sagnak

Gökçe Sancak Aydın 0000-0003-1305-1221

Proje Numarası 6602a-EF/17-138
Yayımlanma Tarihi 26 Haziran 2021
Yayımlandığı Sayı Yıl 2021Cilt: 10 Sayı: 2

Kaynak Göster

APA Çilsalar Sagnak, H., & Sancak Aydın, G. (2021). Examination of Teacher Identities of Pre-service Teachers Within the Scope of Teaching Practice. Cumhuriyet Uluslararası Eğitim Dergisi, 10(2), 762-780. https://doi.org/10.30703/cije.763758
 Kapak Resmi İndir

e-ISSN: 2147-1606

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