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Öğretmen Beklentisi Fenomeni Üzerine Bir Derleme Çalışması

Year 2021, Volume: 19 Issue: 2, 1366 - 1390, 28.12.2021
https://doi.org/10.37217/tebd.988678

Abstract

Bu çalışmada, öğretmen beklentisi fenomeni üzerine literatürde öne çıkan yakın tarihli gelişmeler doğrultusunda bir derleme çalışmasının yapılması amaçlanmıştır. Bu derleme çalışmasında ulusal ve uluslararası literatür taranarak özellikle öğretmen beklentisi ile ilgili son gelişmeler derlenmeye çalışılmıştır. Öğretmen beklentisinin tanımlarına ve etkilerine yer verilmiştir. Ayrıca uluslararası literatürde öğretmen beklentisi fenomeni ile doğrudan bağlantı kurulan doğruluk, akademik başarı, beklenti yanlılığı ve önyargı gibi kavramlarla olan ilişkisi ele alınmıştır. Öğretmenlerin beklentilerine göre sınıf davranışları açıklanmaya çalışılmıştır. Öğretmenlerin bireysel ya da bütünsel olarak sınıf/grup düzeyi öğretmen beklentisine sahip olabileceği görülmüştür. Bu nedenle özellikle sınıf düzeyi öğretmen beklentisine güncel kuramsal bir dayanak oluşturan ve önceki modellere nispeten daha bütüncül bir yaklaşım sunduğu düşünülen Rubie-Davies’in Bağlamsal Öğretmen Beklentisi Modeli’ne yer verilmiştir. Öğretmen beklentisi konusunda çalışacak araştırmacılara bir kolaylık sağlanması adına öğretmen beklentisi araştırmalarına genel bir bakış sunularak hangi ölçme yöntemlerinin nasıl kullanıldığı kısaca tanıtılmaya çalışılmıştır. Öğretmen beklentisi konusunda Türkçe literatürde yeterince araştırma yapılmadığı görülmüştür. Türkiye’de öğretmen beklentisi fenomeni üzerine yapılacak akademik çalışmalara ihtiyaç bulunmaktadır.

References

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  • Babad, E., Inbar, J. & Rosenthal, R. (1982). Pygmalion, galatea, and the golem: Investigations of biased and unbiased teachers. Journal of Educational Psychology, 74(4), 459-474. doi: 10.1037/0022-0663.74.4.459
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A Review Study on the Phenomenon of Teacher Expectation

Year 2021, Volume: 19 Issue: 2, 1366 - 1390, 28.12.2021
https://doi.org/10.37217/tebd.988678

Abstract

In this study, it is aimed to conduct a compilation study in line with recent developments in the literature on the phenomenon of teacher expectation. In the study, national and international body of literature is examined and the latest developments in teacher expectation studies are attempted to be compiled. The research includes definitions and effects of teacher expectation. In addition, international literature has discussed its relationship with concepts such as accuracy, academic achievement, unfair expectation, and bias, which are directly linked to the phenomenon of teacher expectation. An attempt is made to explain classroom behavior according to the expectations of teachers. It has been observed that teachers may have class/group-level teacher expectation, individually or as a whole. Therefore, especially Rubie-Davies' contextual teacher expectation model, which is considered to provide a theoretical basis up-to-date with class-level teacher expectation and offers a relatively more holistic approach to previous models, is included. In order to provide convenience for researchers who will work on teacher expectation, an overview of teacher expectation research is presented and an attempt is made to briefly introduce which measurement methods are used. It has been observed that there is not enough research in the Turkish literature on the teacher expectation subject. Academic studies on the phenomenon of teacher expectation are needed in Turkey.

References

  • Agirdag, O., Van Avermaet, P. & Van Houtte, M. (2013). School segregation and maths achievement: A mixed-method study on the role of self-fulfilling prophecies. Teachers College Record, 115(3), 1-50. https://www.tcrecord.org/Content.asp?ContentId=16895 sayfasından erişilmiştir.
  • Alvidrez, J. & Weinstein, R. S. (1999). Early teacher perceptions and later student academic achievement. Journal of Educational Psychology, 91(4), 731-746. doi: 10.1037/0022-0663.91.4.731
  • Archambault, I., Janosz, M. & Chouinard, R. (2012). Teacher beliefs as predictors of adolescents’ cognitive engagement and achievement in mathematics. The Journal of Educational Research, 105(5), 319-328. doi: 10.1080/00220671.2011.629694
  • Auwarter, A. E. & Aruguete, M. S. (2008). Effects of student gender and socioeconomic status on teacher perceptions. The Journal of Educational Research, 101(4), 242-246. doi: 10.3200/JOER.101.4.243-246
  • Babad, E. (1990). Measuring and changing teachers' differential behavior as perceived by students and teachers. Journal of Educational Psychology, 82(4), 683-690.
  • Babad, E., Inbar, J. & Rosenthal, R. (1982). Pygmalion, galatea, and the golem: Investigations of biased and unbiased teachers. Journal of Educational Psychology, 74(4), 459-474. doi: 10.1037/0022-0663.74.4.459
  • Balcı, O. (2018). Kendini gerçekleştiren kehanet kavramını anlamak. Sosyal Bilimler Dergisi, 5(30), 500-510.
  • Barriga, C. A., Rodríguez, C. & Ferreira, R. A. (2019). Factors that bias teacher expectations: Findings from Chile. Revista Latinoamericana de Psicología, 51(3), 171-180. http://repositoriodigital.ucsc.cl/handle/25022009/1615 sayfasından erişilmiştir.
  • Bouderbane, A. (2020). Student social background and teacher expectations: The self-fulfilling prophecy. Cross-Cultural Communication, 16(1), 17-22. doi: 10.3968/11500
  • Brandmiller, C., Dumont, H. & Becker, M. (2020). Teacher perceptions of learning motivation and classroom behavior: The role of student characteristics. Contemporary Educational Psychology, 63(101893), 1-44. doi: 10.1016/j.cedpsych.2020.101893
  • Brophy, J. E. & Good, T. L. (1970). Teachers’ communication of differential expectations for children’s classroom performance: Some behavioral data. Journal of Educational Psychology, 61(5), 365-374. doi: 10.1037/h0029908
  • Brophy, J. E. & Good, T. L. (1974). Teacher-Student relationships: Causes and consequences. New York: Holt, Rinehart and Winston.
  • Chen, Y. H., Thompson, M. S., Kromrey, J. D. & Chang, G. H. (2011). Relations of student perceptions of teacher oral feedback with teacher expectancies and student self-concept. The Journal of Experimental Education, 79, 452-477. doi: 10.1080/00220973.2010.547888
  • Cooper, H. M. (1979). Pygmalion grows up: A model for teacher expectation communication and performance influence. Review of Educational Research, 49(3), 389-410. doi: 10.3102/00346543049003389
  • Cooper, H. M. & Tom, D. Y. H. (1984). Teacher expectation research: A review with implications for classroom instruction. The Elementary School Journal, 85(1), 77-89. doi: 10.1086/461393
  • Darley, J. M. & Fazio, R. H. (1980). Expectancy confirmation processes arising in the social interaction sequence. American Psychologist, 35(10), 867-881. doi: 10.1037/0003-066X.35.10.867
  • De Boer, H., Bosker, R. J. & Van der Werf, M. P. C. (2010). Sustainability of teacher expectation bias effects on long-term student performance. Journal of Educational Psychology, 102(1), 168-179. doi: 10.1037/a0017289.supp
  • De Jong, R. J., Van Tartwijk, J., Verloop, N., Veldman, I. & Wubbels, T. (2012). Teachers' expectations of teacher-student interaction: Complementary and distinctive expectancy patterns. Teaching and Teacher Education, 28(7), 948-956. doi: 10.1016/j.tate.2012.04.009
  • Demanet, J. & Van Houtte, M. (2012). Teachers’ attitudes and students’ opposition school misconduct as a reaction to teachers’ diminished effort and affect. Teaching and Teacher Education, 28, 860-869. doi: 10.1016/j.tate.2012.03.008
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There are 79 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Articles
Authors

Hasan İğde 0000-0001-8857-6319

Publication Date December 28, 2021
Submission Date August 30, 2021
Acceptance Date October 25, 2021
Published in Issue Year 2021 Volume: 19 Issue: 2

Cite

APA İğde, H. (2021). Öğretmen Beklentisi Fenomeni Üzerine Bir Derleme Çalışması. Türk Eğitim Bilimleri Dergisi, 19(2), 1366-1390. https://doi.org/10.37217/tebd.988678

The Journal of Turkish Educational Sciences is published by Gazi University.