Meslekler bir birbirine bağımlı bir sistem oluşturur. Bu
Professions constitute an interdependent system. In general terms, in this system, struggles between the professions occur over their jurisdictions. The ambiguity of the jurisdictions makes it possible both difficulties in practice and intervention of other professions. For this reason, each profession must establish its own body of knowledge that will determine the boundaries of its jurisdiction.This work focuses on the body of knowledge of the industrial design profession. Within this aim, the study will first give information about the sociology of the professions and examine the effect of the professional knowledge on the professional differentiation. In the following sections, as a sui generis knowledge of industrial design profession; the design thinking and monopoly over design thinking will be evaluated through professionalism theses. In the last part of the study, the strategies of monopoly over design thinking will be discussed.
The notion of “design thinking” can be regarded as a way of thinking that consists of both divergent and convergent phases. As a creative problem solving methodology, it first defines the problem with a human-centered perspective and then analyzes all the aspects of the problem as a part of a whole. This approach can be applied in all fields, including design education. With the emerging technology, computer-aided design tools and techniques have become an indispensable part of design professions, and therefore education. However, the way how computer-aided design tools and techniques should be integrated into current design education has not been discussed adequately. This study aims to frame the problems related to the current content, structure and timing of CAD courses. The alternative solutions regarding the integration of CAD courses to product design education will be proposed by using design thinking method.Keywords: design thinking, computer aided design (CAD), design education
This study aimed to investigate EFL (English as a foreign language) teachers' burnout and organizational socialization levels, and any possible relationship between these two aspects by employing Richmond, Wrench and Gorham's (2001) Teacher Burnout Scale and Erdoğan's (2012) Organizational Socialization Scale as quantitative tools. The study further explored the causes of teacher burnout and unsuccessful organizational socialization through a semi-structured interview as a qualitative tool. The results revealed that teachers had a low level of burnout and a high level of organizational socialization, and that there is a negative correlation between teacher burnout and organizational socialization. The interviews indicated that independent of the EFL teachers' burnout levels; the major issues that led to burnout were pre-service education, heavy workload, poor administrative and collegial support, and students' low motivation and misbehaviors.
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