Öğretmenlik Mesleği Genel Yeterliklerindeki Öğretmen Kimliğinin Freire’ye Göre İncelenmesi

Year 2022, Volume: 4 Issue: 2, 47 - 65, 31.12.2022

Gözde Balıkçı

Abstract

Bu çalışma Milli Eğitim Bakanlığı tarafından 2017 yılında güncellenen Öğretmenlik Mesleği Genel Yeterlikleri dokümanını içerdiği öğretmen kimliği açısından incelemek için yapılmıştır. Araştırmanın amacı dokümandaki öğretmen kimliğini belirlemek ve bu öğretmen kimliğinin eğitimci ve eleştirel pedagojinin kuramcılarından olan Freire’nin çalışmalarındaki öğretmen kimliğini yansıtıp yansıtmadığını incelemektir. Bu çalışmada içerik analizi yöntemi ile güncel yeterlik belgesi incelenmiş ve belgede yansıtılan öğretmen kimliği ile Freire’nin öğretilerine göre şekillenen iki öğretmen kimliği karşılaştırılmıştır. Freire’ye göre öğretmenler hem profesyonel hem de toplum liderleridirler. Güncel öğretmen yeterlikleri belgesinde öğretmenlerin profesyonellikleri öne çıkarılmış ve yansıtıcı düşünen uzman olarak kimlikleri belirlenmiştir. Ancak öğretmenleri toplum lideri olma özellikleri çok kısıtlı kalmıştır. Freire öğretmenlerin toplumu dönüştüren uzmanlar olduğunu iddia ederken, toplum lideri olarak öğretmen kimliği güncel öğretmen yeterlikleri belgesinde görülmemiştir. İçerik analizi sonuçları ışığında yeterlik belgesi hakkında bazı tavsiyeler ve gelecekteki araştırma konuları için de önerilerde bulunulacaktır.

Keywords

Öğretmenlik mesleği genel yeterlikleri, Öğretmen yeterlikleri, Öğretmen kimliği, Freire ve öğretmen kimliği

An Investigation of the Teacher Identity in the General Competencies for Teaching Profession in Turkey from a Freirean Perspective

Abstract

This study aims to analyse the teacher identity situated in the current competencies for teachers in Turkey updated by the Ministry of National Education (MoNE) in 2017. The main aim of the analysis is to identify the situated identity of the teachers in the document and to examine whether the teacher identity in the document reflects Freire’s theories and doctrine who was an educator and an advocate of critical pedagogy. The content analysis is conducted to identify themes and categories in the current document, and they are compared to the two themes in Freire’s work. According to Freire, there are two roles of teachers: teachers as professionals and teachers as society leaders. Teacher professionalism is promoted in the document, and teachers are situated as reflective practitioners in the document. However, the emphasis on teacher leadership is highly limited. While Freire emphasizes the transformative role of teachers in society, the theme teachers as society leaders is not found in the document. Some suggestions and implications regarding teacher competences will be presented.

Keywords

Teacher competency document, Teacher identity, Freire and teacher identity, teacher competencies

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