Öğretmenlerin Mesleki Sorun Tanımları: Okul Öncesi Öğretmenleri Bağlamında Bir Değerlendirme

Başturan, Cansu; Görgü, Ertan

doi:10.33308/26674874.2020341163

Cited by 11 publications

(7 citation statements)

References 8 publications

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“…This problem can be solved by having a staff to support teachers in the classroom and reducing the class size. In parallel with our research findings, 21.4% of the teachers who participated in the study by Başturan and Görgü (2020) stated that crowded class was a problem. In accordance with the National Pedagogical Standards for Primary Education in Croatia, in case there are children with special needs in classrooms, the size of the class is reduced and mobile teams consisting of experts such as teaching assistants and sign language interpreters are established and various cooperation activities are carried out in the inclusive education process (Bouillet, 2013).…”

Section: Discussion Conclusion and Implicationssupporting

confidence: 86%

Problems and Practices Experienced by Preschool Education Teachers in Inclusive Education

Vural

Pişkin

Durmuşoğlu

2021

ijocis

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This research was conducted in order to determine the problems that preschool teachers experience in the inclusive education process and to determine the educational practices of teachers for students who benefit from inclusive education. The study was designed in a qualitative design and purposeful sampling method was used. In the study, semi-structured interviews were conducted with 20 preschool teachers working with disadvantaged children in different provinces of Turkey. In forming the questions in the semi-structured interview form, the relevant literature was scanned and the opinions of field experts were consulted. The research data were analyzed by content analysis technique. As a result of the study, it was determined that pre-school teachers do not feel professionally competent in inclusive education and do not receive enough practical training in undergraduate education. It has been observed that teachers have some problems with children, families, administrators and legislation in the learning and teaching process regarding inclusive education. In addition, it has been observed that teachers make various practices for children, families and the educational environment in order to create an inclusive education environment. It is thought that teachers should be supported in terms of knowledge and practice in inclusive education through in-service trainings, and prospective teachers should be offered opportunities to work with children from different disadvantaged groups during undergraduate education.

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Section: Discussion Conclusion and Implicationssupporting

confidence: 86%

Problems and Practices Experienced by Preschool Education Teachers in Inclusive Education

Vural

Pişkin

Durmuşoğlu

2021

ijocis

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“…In a study by Shabbir and Wei (2015), they emphasize that the reasons for teachers' job dissatisfaction are heavy workload, poor salaries, lack of respect and administrative reasons for institutions. According to another study by Başturan and Görgü (2020), the problems of private and public school teachers differ. Teachers working in public schools often state problems with school conditions, classroom materials, class sizes and rest periods, while teachers working in private schools report problems with worthlessness and low wages and working hours.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The reasons for choosing the wage dimension in the study are to evaluate wage as one of the most important problems for teachers (Akpınar, 2008; Alagöz, 2016; Başturan and Görgü, 2020; Demirer, 2012; Eğitim Sen, 2015; Kasapoğlu, 2020; Uygun, 2012), and because it is one of the most important decent work criteria in DWS (Duffy et al , 2017, p. 218) and has effects on other working conditions (European Commission, 2018, p. 61).…”

Section: Theoretical Background Model and Hypotheses Of The Researchmentioning

confidence: 99%

The psychological effect of compensation on decent work dimensions: a research on public and private school teachers in Turkey

Çolakoğlu

Toygar

2021

IJSE

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PurposeThe purpose of this work is to examine the psychological impact of adequate compensation, which is one of the dimensions of Decent Work Scale (DWS) evaluated within the psychology of work theory (PWT), on other dimensions of DWS in teachers working in public and private schools in Turkey.Design/methodology/approachIn this study, DWS developed by Duffy et al. was used. In total, 175 private school teachers and 216 public school teachers participated in the study. The data were analyzed with LISREL 8.7 and SPSS 23.0 package programs.FindingsConsidering the structural equation model formed by the sub-dimensions of the DWS and the path diagrams related to the model, it was seen that the “adequate compensation” dimension made a significant difference in “access to health services” on both public and private school teachers. In private school teachers, there is a significant relationship between the dimension of adequate compensation and “access to healthcare”, “physically and interpersonally safe working conditions”, “free time and rest” and “organizational values that complement family and social values”. However, a significant relationship was not found between the variables other than “access to healthcare” in public school teachers. According to the results of the “Independent Sample T-Test”, there is a significant mean difference between the perceptions of teachers working in public and private schools. When this difference is examined, it was seen that teachers working in public schools have a higher level of good job perception than teachers working in private schools.Research limitations/implicationsDWS is a newly developed scale and has been used in a limited number of studies. It is a scale open to be developed and used with different sample groups.Originality/valueApplication of DWS to teachers working in Turkey is one of the fundamental features that distinguish this study from other studies in this area. In addition, the evaluation of the psychological effects of the adequate compensation dimension, which is an important study factor, on the other dimensions of DWS adds originality to the study. It is predicted that this research will fill the deficiency in the relevant literature.

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“…Sınav sonucuna göre öğretmenler resmi nitelikli okul öncesi eğitim kurumlarına, başka bir deyişle devlet anaokullarına atanırlar. Devlet anaokullarına atanan öğretmenler memur kadrosunda, atanmayan öğretmenler ise özel anaokullarında işçi kadrosunda çalışmaya başlar (Başturan ve Görgü, 2020). Öğretmenlerin çoğu, kamuya atanamamaları nedeniyle zorunluluktan özel anaokullarında çalışmayı seçmektedirler (Çimen ve Karadağ, 2020).…”

Section: Introductionunclassified

Okul Öncesi Öğretmenlerinin Çalışma Koşulları Üstüne Karşılaştırmalı Bir İnceleme: Türkiye ve İrlanda Örneği

Deniz,

Aykar

2024

Mersin Üniversitesi Eğitim Fakültesi Dergisi

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Bu araştırmada Türkiye ve İrlanda’da özel kurumlarda görev yapan okul öncesi öğretmenlerinin çalışma koşullarını, karşılaştıkları güçlükleri, güçlüklerle ilgili çözüm yollarını incelemek ve beklentilerini ortaya koymak amaçlanmıştır. Araştırma, bir nitel araştırma deseni olan karşılaştırmalı durum çalışması olarak desenlenmiştir. Araştırmaya Türkiye’den 13 İrlanda’dan 12 kişi olmak üzere 25 okul öncesi öğretmeni katılmıştır. Araştırmanın verileri yarı yapılandırılmış görüşmeler ile toplanmıştır. Ardından MAXQDA Analytics Pro 2022 programı ile durum içi ve çapraz durum analizleri yapılmıştır. Araştırma sonucuna göre Türkiye’de çalışma koşullarının İrlanda’ya göre daha zor olduğu görülmüştür. Öğretmenlerin yaşadıkları güçlüklerin çalışma koşullarıyla, fiziki olanaklarla, okul politikalarıyla, meslektaşlarla, ebeveynlerle, yöneticilerle, toplumla ve eğitim sistemiyle ilgili olduğu ortaya çıkarılmıştır. Ayrıca sorunların çözümünde tepkisiz kalmaktan işten ayrılmaya kadar farklı çözüm yollarına başvurdukları bulgulanmıştır. Her iki ülkeden öğretmenler çalışma koşullarının iyileştirilmesini, sorunların çözümünde meslektaşlar arasında işbirliği yapılmasını, öğretmenliği mesleğinin saygınlığının artması, hizmet içi eğitim ve kaliteli lisans eğitimi gibi beklentilere sahiptirler. Ek olarak Türk öğretmenler taban maaş uygulamasının geri getirilmesini ve formasyonun kaldırılmasını istediklerini vurgularken İrlanda’daki öğretmenler ise ulusal okul öncesi eğitim programında düzenleme bekledikleri görülmüştür. Sonuç olarak her iki ülkede de özel kurumlarında çalışma koşullarının zor olduğu ve benzer konularda güçlük yaşadıkları görülmüştür.

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Öğretmenlerin Mesleki Sorun Tanımları: Okul Öncesi Öğretmenleri Bağlamında Bir Değerlendirme

Cited by 11 publications

References 8 publications

Problems and Practices Experienced by Preschool Education Teachers in Inclusive Education

Problems and Practices Experienced by Preschool Education Teachers in Inclusive Education

The psychological effect of compensation on decent work dimensions: a research on public and private school teachers in Turkey

Okul Öncesi Öğretmenlerinin Çalışma Koşulları Üstüne Karşılaştırmalı Bir İnceleme: Türkiye ve İrlanda Örneği

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