A Study on the Educational, Social and Political Expectations of the Preservice Teachers

Polat, Ümit; Kaysılı, Ahmet; Aydin, Şevket

doi:10.30703/cije.321365

Cited by 5 publications

(2 citation statements)

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“…The results demonstrated that early childhood preservice teachers' perceptions of multiculturalism do not differ with respect to gender. This outcome is in line with prior research which similarly finds out that in terms of gender there is no significant difference between preservice teachers' perceptions of multiculturalism (Bulut & Başbay, 2015;Munroe & Pearson, 2006;Polat, 2009;Polat & Barka, 2012;Rissanen et al, 2015;Tortop, 2014;Yazıcı et al, 2009;Yılmaz & Göçen, 2013). On the other hand, there are also some findings contradicting this result, reporting that female preservice teachers score higher on the perception of multiculturalism scale than male preservice teachers (Aktoprak et al, 2017;Demircioğlu & Özdemir, 2014;Van de Vijver, Breugelmans & Schalk-Soekar, 2008).…”

Section: Discussionsupporting

confidence: 89%

Early Childhood Preservice Teachers’ Levels of Multiculturalism Perception and Ethnocultural Empathy: A Study in the Turkish Context

İLVAN

VAROL

ŞENÖZ

et al. 2023

Participatory Educational Research

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The aim of this study is to investigate the multiculturalism perceptions and ethnocultural empathy levels of early childhood preservice teachers. This study was conducted in a correlational research design. This study had a sample of 380 undergraduate students studying in the academic year 2021-2022 in the Department of Early Childhood Education, Faculty of Education, Turkey. In this study, Multiculturalism Perception Scale, The Scale of Ethnocultural Empathy, and individual demographic form were used. The One-Way Variance Analysis (ANOVA) and Independent Samples t-tests were used to analyze if there are significant differences between early childhood preservice teachers’ descriptive characteristics on their perceptions of multiculturalism and ethnocultural empathy levels. Pearson correlation was utilized to determine the relationship between early childhood preservice teachers’ perceptions of multiculturalism and their ethnocultural empathy levels. According to research results, early childhood preservice teachers’ perceptions of multiculturalism and their ethnocultural empathy are positively correlated. Furthermore, results revealed that those who have cross-cultural friends have higher mean scores on both multiculturalism perception and ethnocultural empathy than those who do not have cross-cultural friends. Moreover, early childhood preservice teachers who want to take courses on multiculturalism have higher scores on multiculturalism perception and ethnocultural empathy than those who do not want to. The results were discussed in the context of related research and recommendations were given for future research.

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Section: Discussionsupporting

confidence: 89%

Early Childhood Preservice Teachers’ Levels of Multiculturalism Perception and Ethnocultural Empathy: A Study in the Turkish Context

İLVAN

VAROL

ŞENÖZ

et al. 2023

Participatory Educational Research

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“…Almost all of the teachers (f=256, 99.6%) who supported this view said that rural population"s need for education is greater, teachers are primary people who can meet this need and hence, teaching profession has higher prestige for people living in the rural areas. In a similar vein, Polat, Kaysılı & Aydın (2015) assert that the perception about teachers also changes depending on the environment people live in, teaching is perceived as an ordinary profession in big cities while the meanings attributed to the teaching profession is more positive and optimistic in the country especially in villagesand teaching is even considered a sacred profession in such areas.…”

Section: Discussionmentioning

confidence: 99%

An Analysis of Teacher Views on the Prestige of Teaching Profession in Turkey

Durdukoca

2018

JETS

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This study aimed at exploring how teachers consider the prestige of their profession in Turkish society. It was conducted using the phenomenology design, which is a qualitative research method. The study group consisted of 674 teachers who participated in the study on a voluntary basis. Participants were selected using the maximum variation sampling method. Research data was collected through interview method and a semi-structured interview form was used as data collection tool. In line with the aim of the study, content analysis was performed by the researcher and an expert, individually, to analyze the data. At the end of the study, it was found that 82% of the participants stated that teaching is not a prestigious profession in Turkey. The teachers also added that the prestige of the teaching profession in Turkey varies across regions with different socio-economic characteristics, across institutions (public-private) and according to the level of teaching, and recommended that steps should be taken to increase social awareness about the significance of the profession.

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Öğretmenlik Mesleğinin İtibarı: Fenomenolojik Bir Araştırma

Karakoyunlu

2024

İnsan Ve Toplum Bilimleri Araştırmaları Dergisi

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Sanayi sonrası topluma geçişle birlikte çalışma yaşamı ve meslekler önemli değişimler yaşamıştır. Özellikle bilgi toplumlarına geçiş, sosyal dinamiklerin yanı sıra mesleklerin de sorgulanmasına neden olmuştur. Kol gücüne dayalı meslekler irtifa kaybederken bilgiye dayalı mesleklere olan rağbet artmıştır. Esasen bu noktada öğretmenliğin bilginin taşıyıcılığına yönelik işlevi nedeni ile mesleki itibarının artması beklenir. Ancak mesleğin her geçen gün itibar kaybettiği alan yazınında pek çok çalışmaya konu edilmiştir. Diğer yandan Türkiye özelinde söz konusu külliyatın konuyu ekseriyetle niceliksel boyutu ile ele aldığı ifade edilebilir. Bu nedenle mesleki itibarla ilgili olarak, meslek mensuplarına yönelik derinlikli çalışmaların sayısı arzu edilen düzeyde değildir. Bu bağlamda mesleğin itibarını ve imajını olumsuz etkileyen faktörlere ve söz konusu faktörlerin birbiri ile ilgisine dair derinlikli çalışmalara ihtiyaç duyulmaktadır. Bu araştırmada öğretmenlik mesleğinin itibarına etki eden sosyo-kültürel faktörlerin, mensupların kendi görüşleri doğrultusunda ortaya konması hedeflenmiştir. Bu amaç doğrultusunda çalışma, nitel araştırma yaklaşımlarından fenomenolojik desene göre tasarlanmış, üyelerin kendi gözünden kendilerine, ortaklaşa düzeyde deneyimlerine ve toplumun gözünden kendilerine olan algılarının anlaşılması hedeflenmiştir. Araştırma grubu olarak Konya merkez ve ilçelerinde farklı branşlarda görev yapan 30 öğretmen, amaçsal örneklem yolu ile seçilerek yarı yapılandırılmış mülakat gerçekleştirilmiştir. Toplanan veriler betimsel ve sistematik analiz ile çözümlenmiş ve temalar oluşturulmuştur. Araştırma sonucunda öğretmenlerin mesleki itibar bakımından kendilerini giderek daha gerilemiş olarak değerlendirdikleri, bu durumun sebebi olarak mesleki yetkinlik, üslup ya da meslektaşların tutumu gibi durumları münferit olarak gördükleri ve değişimin temel dinamiklerini toplumsal kültürün mesleğe atfettiği anlamda aradıkları sonucuna varılmıştır. Üretilen bu yeni anlam ailelerin çocuklara atfettiği değer, sınav odaklı yaklaşımların meslek itibarını sayılara indirgemesi, öğretmenlere yüklenen bakıcı rolü, eğitim simülasyonlarının artışı, öğretmene yüklenen rolün toplumsal ideallerden uzaklaşması, mesleğin giderek kadınsılaşması ve pandemi sürecine bağlanmaktadır.

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A Study on the Educational, Social and Political Expectations of the Preservice Teachers

Cited by 5 publications

References 1 publication

Early Childhood Preservice Teachers’ Levels of Multiculturalism Perception and Ethnocultural Empathy: A Study in the Turkish Context

Early Childhood Preservice Teachers’ Levels of Multiculturalism Perception and Ethnocultural Empathy: A Study in the Turkish Context

An Analysis of Teacher Views on the Prestige of Teaching Profession in Turkey

Öğretmenlik Mesleğinin İtibarı: Fenomenolojik Bir Araştırma

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