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

Abstract

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.

Preservice Teachers’ Professional Engagement and Their Ability to Choose Teaching Techniques

“…When similar studies are reviewed, it is emphasized that teachers should be teachers who are like friends with their students, can make the learning environment more comfortable, and comfortable, can implement their plans, and make their students happier by using different strategies, methods, and techniques (Shinn, 1997) that variables being basic constructors in effective teaching practices, are designated as productive teaching techniques, systematically structured classroom management, personal responsibilities, and positive interpersonal relationships (Manatte & Stow, 1984), that students' problem solving skills and critical thinking can be developed through instructional activities, particularly by choosing appropriate teaching approaches (Dyer & Osborne, 1996), that the methods, techniques, and instructional technologies which are envisaged in the curriculum, include students to the learning process and provide support in developing scientific research competencies such as project work, trips, and observations; applications such as utilizing experimental, and observation tools are not properly used by science and technology teachers, instead, applications such as question-answer, and lecture are preferred (Şimşek, Hırça, & Coşkun, 2012), that teachers have a high level of competence perception towards determining teaching techniques for teaching activities of social studies lesson, they tend to use teacher-centered teaching techniques in their lessons, and that they are in confusion about the concepts of teaching strategy, method, and technique (Durdukoca, 2018).…”