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Öğretmen Adaylarının Eğitim Görüşlerinin Farklı Değişkenlere Göre İncelenmesi

Year 2010, Volume: 9 Issue: 2, 526 - 540, 26.06.2010

Ercan Kiraz Cennet Engin Demir Meral Aksu Ayşegül Daloğlu Soner Yıldırım

Abstract

Bu çalışma öğretmen adaylarının demografik özellikleri, sosyal ve kültürel değerleri ile eğitime ilişkin görüşlerinin incelendiği geniş çaplı bir araştırmada elde edilen verilerin bir kısmının analizinden oluşmaktadır. Türkiye genelinde 51 eğitim fakültesinde öğrenime yeni başlayan 18, 226 öğretmen adayının eğitim görüşleri ve bu görüşlerin şekillenmesinde rol oynayabilecek farklı değişkenler ele alınmıştır. Eğitim görüşleri muhafazakâr ve liberal olmak üzere iki ana grup etrafında irdelenmiş ve eğitim görüşleri ile cinsiyet, yaş, mezun olunan lise türü, yerleşim yeri, anne-baba eğitim durumu ve anne-baba mesleği arasındaki ilişkiler aranmıştır. Araştırmadan elde edilen bulgular cinsiyet, yaş, mezun olunan okul, yerleşim yeri ve anne baba eğitim düzeyinin öğretmen adaylarının eğitim görüşleri üzerinde anlamlı bir etkisi olduğunu göstermiştir. Anne- baba iş durumu ise öğretmen adaylarının eğitim görüşleri üzerinde anlamlı bir etkiye sahip değildir. Bu sonuçların, eğitim fakültelerinde öğrenim gören öğretmen adaylarının eğitime bakış açıları ve eğitim görüşünü şekillendiren unsurların neler olduğunun bilinmesi bakımından önemli olduğu düşünülmektedir

Keywords

Eğitim görüşleri eğitim felsefesi öğretmen eğitimi

References

  • Aksu, M., Daloğlu, A., Yıldırım, S., Kiraz, E. & Demir, C. E. (2008). Geleceğin öğretmenleri kimler: Eğitim fakülteleri öğrenci profili. Đlköğretmen, 16, 44-49.
  • Başaran, S. T. (2004). Effectiveness of Anatolian Teacher High School in terms of serving their intended purpose. Unpublished doctoral thesis, Middle East Technical University, Ankara, Turkey.
  • Brookhart, S. M. and Freeman, D. J. (1992). Characteristics of entering student teachers. Review of Educational Research, 62, 1, 37-60.
  • Bourdieu, P., 1986. The forms of capital. In: Richardson, J.E. (Ed.), Handbook of Theory of Research for the Sociology of Education. Greenwood, New Haven, CT.
  • Bourdieu, P. (1977). Cultural reproduction and social reproduction. In power and ideology in education, Jerome Karabel and A. H. Hasley (Eds.). Oxford: Oxford University Press
  • Bowles, S. & Gintis, H. (1976). Schooling in capitalist America. New York: Basic Books.
  • Brookhart, S. M. and Freeman, D. J., 1992. Characteristics of entering student teachers. Review of Educational Research, 62, 1, 37-60.
  • Coultas, J.C. and Lewin, K.M.(2002). Who becomes teacher? The characeristics of student teachers in four countries. International Journal of Educational Development,22, 243-260.
  • Çakar, S. (2000). Ortaöğretim terchini etkileyen etkenlerin belirlenmesi (Eskişehir il örneği). Unpublished Master’s thesis. Ankara Üniversitesi, Ankara.
  • Demirbolat, O. A. (2006). Education faculty students’ tendencies and beliefs about the teachers’ role in education: A case study in a Turkish university. Teaching and Teacher Education, 22, 1068-1083.
  • Doyle, M. (1997). Beyond life history as a student: preservice teachers’ beliefs about teaching and learning. College Student Journal, 31, 519-532.
  • Esmer, Y. (1999). Devrim, evrim, statüko: Türkiye’de sosyal, siyasal, ekonomik değerler, Istanbul, TESEV Yayınları.
  • Esmer, Y. (2008). World Values Survey, 1981-2007. Retrieved from, http://betam.bahcesehir.edu.tr/UserFiles/File/sunum/betamsunum7.2.08.ppt, on June, 23, 2008.
  • Gutek, G.L. (1998). Eğitime felsefi ve ideolojik yaklaşımlar. Çeviren Nesrin Kale, Ankara: Pegem.
  • Gutek, G.L. (2004). Philosophical and ideological voices in education. Boston: Pearson.
  • Inglehart, R. & Welzel, C. (2005). Modernization, cultural change and democracy: The human development sequence. New York and Cambridge: Cambridge University Press.
  • Kiraz, E. & Özdemir, D. (2006). The relationship between educational ideologies and technology acceptance in preservice teachers. Journal of Educational Technology and Society, 9, 2, 152-165.
  • Macleod, J. (1987). Ain’t no makin’ it. Boulder, CO: Westview Press.
  • McIntire, W. G. and Pratt, P. A. (1985). Characteristics of freshmen continuing and leaving a teacher education program at the end of their first year. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago. (ERIC Document Reproduction Service No. ED 264 186)
  • Ok, A., and Önkol, P. (2007). Öğretmen yetiştirme programlarındaki öğretmen adaylarının profili. Eğitim ve Bilim, 32, 143, 13-25.
  • O’Neill, W.F. (1990). Educational ideologies: Contemporary expressions of educational philosophy. Iowa: Kendall/Hunt Publishing Company.
  • Opdenakker, M. C., and Van Damme, J. (2006). Teacher characteristics and teaching styles as effectiveness enhancing factors of classroom practice. Teaching and Teacher Education, 22, 1-21.
  • Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307-332.
  • Parkay, F.W., and Stanford, B.H. (1992). Becoming a teacher: Accepting the challenge of a profession (2nd ed.). Boston: Allyn and Bacon
  • Pigge, F. L. and Marso, R. N. (1986). Influences of personal and academic characteristics on beginning teacher education students’ attitudes, concerns, and anxieties towards teaching. Paper presented at the Annual Meeting of the Association of Teacher Educators, Atlanta. (ERIC Document Reproduction Service No. ED 266 140)
  • Richardson, P. W. and Watt, H. M. G. (2006). Who chooses teaching and why? Profiling characteristics and motivations across three Australian universities. Asia-Pacific Journal of Teacher Education, 34, 1, 27-56.
  • Ryan, K. & Cooper, J. M. (2000). Those who can teach. Oston: Houghton Miflin Company.
  • Saban, A. (2003). A Turkish profile of prospective elementary school teachers and their views of teaching. Teaching and Teacher Education, 19, 829-846.
  • Tabachnick, B. G. and Fidell, L. S. (2001). Using multivariate statistics (4th ed.). Boston: Allyn and Bacon.
  • Temizyürek, F. (2008). Türkçe öğretmen adaylarının demografik özellikleri, Türk Eğitim Bilimleri Dergisi, 6(4), 663-692.

Investigating Educational Views of Prospective Teachers According to Different Variables

Year 2010, Volume: 9 Issue: 2, 526 - 540, 26.06.2010

Ercan Kiraz Cennet Engin Demir Meral Aksu Ayşegül Daloğlu Soner Yıldırım

Abstract

The purpose of this study was to analyze part of the findings of the larger study conducted to investigate
prospective teachers’ demographic characteristics, socio-cultural values, and educational views. The study aimed to examine the
effect of certain background variables on educational beliefs of first-year students at the faculties of education in Turkey. Data
was collected from 18,226 first-year students from 51 faculties of education through a questionnaire developed by the research
team. Educational views were grouped into two categories: conservative and liberal. Findings indicated that gender, age, the
type of school graduated the place of residence and parents’ educational level had a significant effect on educational views of
prospective teachers, yet parents’ occupation did not have a significant effect. The findings of the study provided insight into the
factors that shape educational views of prospective teachers. Furthermore, they have some implications for the improvement of
teacher education programs in Turkey

Keywords

Educational beliefs educational philosophy teacher education

References

  • Aksu, M., Daloğlu, A., Yıldırım, S., Kiraz, E. & Demir, C. E. (2008). Geleceğin öğretmenleri kimler: Eğitim fakülteleri öğrenci profili. Đlköğretmen, 16, 44-49.
  • Başaran, S. T. (2004). Effectiveness of Anatolian Teacher High School in terms of serving their intended purpose. Unpublished doctoral thesis, Middle East Technical University, Ankara, Turkey.
  • Brookhart, S. M. and Freeman, D. J. (1992). Characteristics of entering student teachers. Review of Educational Research, 62, 1, 37-60.
  • Bourdieu, P., 1986. The forms of capital. In: Richardson, J.E. (Ed.), Handbook of Theory of Research for the Sociology of Education. Greenwood, New Haven, CT.
  • Bourdieu, P. (1977). Cultural reproduction and social reproduction. In power and ideology in education, Jerome Karabel and A. H. Hasley (Eds.). Oxford: Oxford University Press
  • Bowles, S. & Gintis, H. (1976). Schooling in capitalist America. New York: Basic Books.
  • Brookhart, S. M. and Freeman, D. J., 1992. Characteristics of entering student teachers. Review of Educational Research, 62, 1, 37-60.
  • Coultas, J.C. and Lewin, K.M.(2002). Who becomes teacher? The characeristics of student teachers in four countries. International Journal of Educational Development,22, 243-260.
  • Çakar, S. (2000). Ortaöğretim terchini etkileyen etkenlerin belirlenmesi (Eskişehir il örneği). Unpublished Master’s thesis. Ankara Üniversitesi, Ankara.
  • Demirbolat, O. A. (2006). Education faculty students’ tendencies and beliefs about the teachers’ role in education: A case study in a Turkish university. Teaching and Teacher Education, 22, 1068-1083.
  • Doyle, M. (1997). Beyond life history as a student: preservice teachers’ beliefs about teaching and learning. College Student Journal, 31, 519-532.
  • Esmer, Y. (1999). Devrim, evrim, statüko: Türkiye’de sosyal, siyasal, ekonomik değerler, Istanbul, TESEV Yayınları.
  • Esmer, Y. (2008). World Values Survey, 1981-2007. Retrieved from, http://betam.bahcesehir.edu.tr/UserFiles/File/sunum/betamsunum7.2.08.ppt, on June, 23, 2008.
  • Gutek, G.L. (1998). Eğitime felsefi ve ideolojik yaklaşımlar. Çeviren Nesrin Kale, Ankara: Pegem.
  • Gutek, G.L. (2004). Philosophical and ideological voices in education. Boston: Pearson.
  • Inglehart, R. & Welzel, C. (2005). Modernization, cultural change and democracy: The human development sequence. New York and Cambridge: Cambridge University Press.
  • Kiraz, E. & Özdemir, D. (2006). The relationship between educational ideologies and technology acceptance in preservice teachers. Journal of Educational Technology and Society, 9, 2, 152-165.
  • Macleod, J. (1987). Ain’t no makin’ it. Boulder, CO: Westview Press.
  • McIntire, W. G. and Pratt, P. A. (1985). Characteristics of freshmen continuing and leaving a teacher education program at the end of their first year. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago. (ERIC Document Reproduction Service No. ED 264 186)
  • Ok, A., and Önkol, P. (2007). Öğretmen yetiştirme programlarındaki öğretmen adaylarının profili. Eğitim ve Bilim, 32, 143, 13-25.
  • O’Neill, W.F. (1990). Educational ideologies: Contemporary expressions of educational philosophy. Iowa: Kendall/Hunt Publishing Company.
  • Opdenakker, M. C., and Van Damme, J. (2006). Teacher characteristics and teaching styles as effectiveness enhancing factors of classroom practice. Teaching and Teacher Education, 22, 1-21.
  • Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307-332.
  • Parkay, F.W., and Stanford, B.H. (1992). Becoming a teacher: Accepting the challenge of a profession (2nd ed.). Boston: Allyn and Bacon
  • Pigge, F. L. and Marso, R. N. (1986). Influences of personal and academic characteristics on beginning teacher education students’ attitudes, concerns, and anxieties towards teaching. Paper presented at the Annual Meeting of the Association of Teacher Educators, Atlanta. (ERIC Document Reproduction Service No. ED 266 140)
  • Richardson, P. W. and Watt, H. M. G. (2006). Who chooses teaching and why? Profiling characteristics and motivations across three Australian universities. Asia-Pacific Journal of Teacher Education, 34, 1, 27-56.
  • Ryan, K. & Cooper, J. M. (2000). Those who can teach. Oston: Houghton Miflin Company.
  • Saban, A. (2003). A Turkish profile of prospective elementary school teachers and their views of teaching. Teaching and Teacher Education, 19, 829-846.
  • Tabachnick, B. G. and Fidell, L. S. (2001). Using multivariate statistics (4th ed.). Boston: Allyn and Bacon.
  • Temizyürek, F. (2008). Türkçe öğretmen adaylarının demografik özellikleri, Türk Eğitim Bilimleri Dergisi, 6(4), 663-692.
There are 30 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Ercan Kiraz This is me

Cennet Engin Demir

Meral Aksu This is me

Ayşegül Daloğlu

Soner Yıldırım

Publication Date June 26, 2010
Published in Issue Year 2010 Volume: 9 Issue: 2

Cite

APA Kiraz, E., Demir, C. E., Aksu, M., Daloğlu, A., et al. (2010). Öğretmen Adaylarının Eğitim Görüşlerinin Farklı Değişkenlere Göre İncelenmesi. İlköğretim Online, 9(2), 526-540.
AMA Kiraz E, Demir CE, Aksu M, Daloğlu A, Yıldırım S. Öğretmen Adaylarının Eğitim Görüşlerinin Farklı Değişkenlere Göre İncelenmesi. EEO. June 2010;9(2):526-540.
Chicago Kiraz, Ercan, Cennet Engin Demir, Meral Aksu, Ayşegül Daloğlu, and Soner Yıldırım. “Öğretmen Adaylarının Eğitim Görüşlerinin Farklı Değişkenlere Göre İncelenmesi”. İlköğretim Online 9, no. 2 (June 2010): 526-40.
EndNote Kiraz E, Demir CE, Aksu M, Daloğlu A, Yıldırım S (June 1, 2010) Öğretmen Adaylarının Eğitim Görüşlerinin Farklı Değişkenlere Göre İncelenmesi. İlköğretim Online 9 2 526–540.
IEEE E. Kiraz, C. E. Demir, M. Aksu, A. Daloğlu, and S. Yıldırım, “Öğretmen Adaylarının Eğitim Görüşlerinin Farklı Değişkenlere Göre İncelenmesi”, EEO, vol. 9, no. 2, pp. 526–540, 2010.
ISNAD Kiraz, Ercan et al. “Öğretmen Adaylarının Eğitim Görüşlerinin Farklı Değişkenlere Göre İncelenmesi”. İlköğretim Online 9/2 (June 2010), 526-540.
JAMA Kiraz E, Demir CE, Aksu M, Daloğlu A, Yıldırım S. Öğretmen Adaylarının Eğitim Görüşlerinin Farklı Değişkenlere Göre İncelenmesi. EEO. 2010;9:526–540.
MLA Kiraz, Ercan et al. “Öğretmen Adaylarının Eğitim Görüşlerinin Farklı Değişkenlere Göre İncelenmesi”. İlköğretim Online, vol. 9, no. 2, 2010, pp. 526-40.
Vancouver Kiraz E, Demir CE, Aksu M, Daloğlu A, Yıldırım S. Öğretmen Adaylarının Eğitim Görüşlerinin Farklı Değişkenlere Göre İncelenmesi. EEO. 2010;9(2):526-40.