Öğretmen Niteliklerinin Belirlenmesinde Paydaşların Görüşleri

Year 2022, Volume: 4 Issue: 2, 376 - 397, 30.09.2022

Süleyman Yaman Belgin Bal İncebacak , Aslı Sarışan Tungaç

Abstract

Bu çalışmanın amacı eğitimin tüm paydaşlarının gözünden öğretmen niteliklerinin belirlenmesidir. Araştırma görüşme yöntemi ile gerçekleştirilmiştir. Araştırmada öğretmenlerin paydaşları olan öğretim elemanı, öğretmen, öğrenci, öğretmen adayı, veli ve idareci olmak üzere 433 paydaştan görüş alınmıştır. Veriler, Covid-19 salgını döneminde çevrimiçi ortamda hazırlanan yarı yapılandırılmış görüşme formu ile toplanmış ve içerik analizi yöntemi ile çözümlenmiştir. Analizlere göre öğretmen nitelikleri üç tema altında toplanmıştır. Bu temalar mesleki bilgi, mesleki beceri, tutum ve değerler olarak adlandırılmıştır. Öğretmenler ile ilgili en önemli niteliklerin bu üç tema altında yer alan; bilgi sahibi olma, uygulamalı etkinlik yapma, iletişim becerisi sahibi olma, dürüst ve adil olma olduğu belirlenmiştir. Bunlar gibi ortak nitelikler yanında her paydaş grubunun kendi bakış açısına göre değerlendirme yaptığı ve diğer paydaşların görüşlerinden farklı niteliklere önem verdiği de tespit edilmiştir.

Keywords

Nitelikli öğretmen, Paydaş görüşleri, Mesleki bilgi, Mesleki beceri, Tutum ve değerler, Nitelikli öğretmen, Paydaş görüşleri, Mesleki bilgi, Mesleki beceri, Tutum ve değerler

References

• Aaronson, D., Barrow, L., & Sander, W. (2007). Teachers and student achievement in the Chicago public high schools, Journal of Labor Economics. 25 (1), 95-135.
• Altunbay, M., & Alaca, J. (2021). Öğretmen temalı filmlerde sunulan “ideal öğretmen” modeli. Milli Eğitim Dergisi, 50(230), 409-422. DOI: 10.37669/milliegitim.685711.
• Arnon, S., & Reichel, N. (2007). Who is the ideal teacher? Am I? Similarity and difference in perception of students of education regarding the qualities of a good teacher and of their own qualities as teachers. Teachers And Teaching: Theory And Practice, 13(5), 441-464.
• Arseven, A. D. (1994). Field research method, principles techniques examples. Ankara: Gül Publishing
• Atar, H. Y. (2014). Multilevel effects of teacher characteristics on TIMSS 2011 science achievement. Education and Science, Large-Scale Assessment, 39(172), 121-137.
• Başdemir, H. Y. (2014). Interim suggestions for education reform in Turkey. Liberal Thinking, 19(76), 101-118.
• Betts, P., & Frost L. (2000). Subject knowledge and teacher preparation, Education Canada, 40(1), 38-39.
• Booth, D., & Coles, R. (2017). What is a" good" teacher? Pembroke Publishers Limited.
• Borg, S. (2006). The distinctive characteristics of foreign language teachers. Language Teaching Research, 10(1), 3-31.
• Buaraphan, K. (2012). Multiple perspectives on desirable characteristics of science teachers for educational reform. The Asia-Pacific Education Researcher, 21(2), 384-393.
• Büyüköztürk, Ş. (2005). Anket geliştirme. Türk Eğitim Bilimleri Dergisi, 3(2), 133-151.
• Büyüköztürk, Ş., Akbaba Altun, S., & Yıldırım, K. (2010). TALIS Turkey national report. MEB General Directorate of Foreign Relations, Ankara. 06.02.2021 Retive from: https://oygm.meb.gov.tr/meb_iys_dosyalar/2020_09/10142823_TALIS_RAPORU-.pdf
• Cerit, Y. (2008). Students, teachers and administrators’ views on metaphors with respect to the concept of teacher, The Journal of Turkish Educational Sciences, 6(4), 693-712.
• Chang, C.Y. (2001). Comparing the impacts of a problem-based computer-assisted instruction and the direct-interactive teaching method on student science achievement. Journal of Science Education and Technology, 10(2), 147-156.
• Check, J. (1986). Positive traits of the effective teacher- Negative traits of the ineffective one. Education, 106, 326-334.
• Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. New York: Routledge.. Creswell, J. W. (2013). Qualitative inquiry & research design choosing among five approaches (3rd Ed.). Thousand Oaks, CA SAGE Publications.
• Çalışkan, M., Işık, A. N., & Saygın, Y. (2013). Prospective teachers' perception of ideal teacher. Elementary Education Online, 12(2), 575-584.
• Darling-Hammond, L. (2010). Teacher education and the American future, Journal of Teacher Education, 61(1–2), 35-47. Dijital Öğretmenler (n.d.). https://dijitalogretmenler.com/ Retrieved January 9, 2022, from https://dijitalogretmenler.com/.
• Feng, L., & Sass, T.R. (2018). The impact of incentives to recruit and retain teachers in “hard-to-staff” subjects, Journal of Policy Analysis and Management, 37(1), 112-135
• Ferguson, P., & Womack, S.T. (1993), The impact of subject matter and on teaching performance, Journal of Teacher Education. 44(1), 55-63
• Glaser, B., & Strauss, A. (1967). The Discovery of Grounded Theory: Strategies for Qualitative Research. Mill Valley, CA: Sociology Press.
• Goe, L. (2007). The link between teacher quality and student outcomes: A research synthesis. National Comprehensive Center for Teacher Quality. Unpublished Dochtora Tessis. Vanderbilt University, https://eric.ed.gov/?id=ED521219
• Goldhaber, D., & E. Anthony (2007).Can teacher quality be effectively assessed? National board certification as a signal of effective teaching. The Review of Economics and Statistics, 89(1), 134-150.
• Guba, E. G., & Lincoln, Y. S. (1982). Epistemological and methodological bases of naturalistic inquiry. Educational Communication and Technology Journal, 30(4), 233-252.
• Gündüz, M. (2014). Primary school students’ thoughts about efficient teacher. YYU Journal of Education Faculty, 11(I), 114-128.
• Hallinan, M.T. (2008). Teacher influences on students’ attachment to school. Sociology of Education, 81(3) 271-283.
• Hoy, C., Bayne-Jardine, C. C., & Wood, M. (2000). Improving quality in education. Psychology Press.
• Johnson, B., & Christiensen, L. (2014). Educational reserach quantative, qualitative and mixed approaches: Mixed methods (A. Turkdogan, Trans.). Ankara: Eğiten Book
• Kim, L. E., Jörg, V., & Klassen, R. M. (2019). A meta-analysis of the effects of teacher personality on teacher effectiveness and burnout. Educational Psychology Review, 31,163–195.
• Koutsoulis, M. (2003). The characteristics of the effective teacher in Cyprus public high school: The students' perspective. Arlington, VA: American Association of School Administrators. (ERIC Eric Document Reproduction Service No. 478 761).
• Kutnick, P., & Jules, V. (1993) Pupils’ perception of a good teacher: A developmental perspective from Trinidad and Tobago. British Journal of Educational Psychology, 63, 400–413.
• Lang, H., McKee, B., & Conner, K. (1993). Characteristics of effective teachers: A descriptive study of the perceptions of faculty and deaf college students. American Annals of the Deaf, 138, 252-259.
• Lee, F. L. M., Yeung, A. S., Tracey, D., & Barker, K. (2015). Inclusion of children with special needs in early childhood education: What teacher characteristics matter. Topics in early childhood special education, 35(2), 79-88.
• Lei, z., & Zhao, Y. (2007). Technology uses and student achievement: A longitudinal study. Computers & Education, 49(2), 284-296.
• Liu, S., & Meng, L. (2009). Perceptions of teachers, students and parents of the characteristics of good teachers: A cross-cultural comparison of China and the United States. Educational Assessment, Evaluation and Accountability, 21, 313-328.
• Maden, S., Durukan, E., & Aslan, A. (2010). Turkish teacher candidates’ views about teacher qualifıcations. Turkish Studies International Periodical For the Languages, Literature and History of Turkish or Turkic, 5(4), 1364-1378.
• Miles, M. B., & Huberman, A. M. (2016). Qualitative data analysis (S. Akbaba Akgül and A. Ersoy, Trans.). Ankara: Pegem Academy Publishing.
• Milli Eğitim Bakanlığı (MEB) (2017). Öğretmenlik mesleği genel yeterlilikleri, Öğretmen Yetiştirme ve Geliştirme Genel müdürlüğü, Ankara.
• Milli Eğitim Bakanlığı. (1973). Milli Eğitim Temel Kanunu. Ankara: Resmi Gazete, Tarih: 24.6.1973 Sayı: 14574.
• Minor, L., Onwuegbuzie, A., Witcher, A., & James, T. L. (2002). Preservice teachers' educational beliefs and their perceptions of characteristics of effective teachers. The Journal of Educational Research, 96, 116-127.
• Morgil, F. İ., & Yılmaz, A. (1999). Duties and qualifications of science teachers, suggestions for science teacher training. Journal of Hacettepe University Faculty of Education, 15, 181-186.
• Murphy, P. K., Delli, L. A., & Edwards, M. N. (2004). The good teacher and teaching: Comparing beliefs of second-grade students, preservice teachers, and inservice teachers. The Journal of Experimental Education, 72(2), 69-92.
• Nikitina, L., & Furuoka, F. (2008). “A language teacher is like…” examining malaysian students’ perceptions of language teachers trough metaphor analysis. Electronic Journal of Foreign Language Teaching, 5(2), 192-205.
• OECD (2005). Teachers matter: Attracting, developing and retaining effective teachers. Paris https://www.oecd.org/education/school/34990905.pdf
• Okçabol, R. (2004). Teacher training from the perspective of students, teachers, teacher candidates and instructors! XIII. National Educational Sciences Congress, 6-9 July 2004 İnönü University, Faculty of Education, Malatya.
• Opdenakker, M. C., & Damme, J. V. (2005). Teacher characteristics and teaching styles as effectiveness enhancing factors of classroom practice. Teaching and Teacher Education, 22(1), 1-21.
• Özkan, M., & Arslantaş, H. İ. (2013). A study of scaling with ranking judgment method on characteristic of effectıve teacher. Trakya University Journal of Social Sciences, 15(1), 311-330.
• Park, G. P., & Lee, H. W. (2006). The characteristics of effective English teachers as perceived by high school teachers and students in Korea, Asia Pacific Education Review, 7(2),236-248.
• Raichel, N. (2022). The image of the ‘good teacher’ in the modern school in Eretz Israel, 1885-1914, Israel Affairs, 28(2), 232-248 DOI: 10.1080/13537121.2022.2041315
• Ronfeldt, M., Farmer, S.O., McQueen, K., & Grissom, J.A., (2015). Teacher collaboration in instructional teams and student achievement, American Educational Research Journal, 52(3), 475-514
• Schmoker, M. (2004). Learning communities at the crossroads: Toward the best schools we’ve ever had. Phi Delta Kappan, 86(1), 84-88.
• Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for information, 22(2), 63-75
• Stronge, J. H., Ward, T. J., Tucker, P. D., & Hindman, J. L. (2008). What is the relationship between teacher quality and student achievement? An exploratory study. Journal of Personal Evaluation Education, 20, 165-184.
• Taşkaya, S. M. (2012). The analysis of the characteristics a qualified teacher according to the opinions of prospective teachers. Journal of the Social Sciences Institute, 33(2), 283-298.
• Tavşancıl, E., & Aslan, A. E. (2001). Content analysis and application examples for oral, written and other materials. İstanbul: Epsilon Publishing.
• Turkish: TDK (2022, September 12). Nitelik. https://sozluk.gov.tr/
• UNESCO Institute for Statistics. (2006). Teachers and educational quality: Monitoring global needs for 2015. http://unesdoc.unesco.org/images/0014/001457/145754e.pdf.
• Walls, R. T., Nardi, A. H., Von Minden, A. M., & Hoffman, N. (2002). The characteristics of effective and ineffective teachers. Teacher Education Quarterly, 29(1), 39-48.
• Witcher, A. E., Onwuegbuzie, A. J., & Minor, L. C. (2001). Characteristics of effective teachers: Perceptions of preservice teachers. Research in the Schools, 8(2), 45–57
• Yıldırım, A. (2013). Teacher Education Research in Turkey: Trends, İssues and Priority Areas. Education and Science, 38(169), 175-191.
• Yıldırım, A., & Şimşek, H. (2018). Sosyal bilimler için nitel araştırma yöntemleri. Ankara: Seçkin Publishing.
• Yıldırım, A., Ünal, A., & Çelik, M. (2011). The analysis of principle’s, supervisor’s and teacher’s perception of the term teacher”. Journal of Human Sciences, 8(2), 93-108.
• Yu, R., & Singh, K. (2018). Teacher support, instructional practices, student motivation, and mathematics achievement in high school The Journal of Educational Research, 111(1), 81-94.