A New Concept in Teacher Identıty Research: Teacher Agency

Year 2020, , 32 - 55, 30.06.2020

Cahit Erdem

https://doi.org/10.17984/adyuebd.712097

Cited By: 4

Abstract

Teacher agency, considered as an element of teacher identity, has become a concept upon which studies have elaborated recently. However, academic research studies on this concept carried out in Turkey is highly limited. Indeed, there is not a compromise even on the Turkish equivalent of the concept. In this study, in which ‘öğretmen etkenliği’ is adopted, the issues of Turkish meaning of teacher agency, its relation with teacher identity, emergence of the concept and its definitions, its theoretical foundations, characteristics of agentic teachers, related areas of research such as educational changes and professional development, and research studies on teacher agency carried out in Turkey are elaborated on based on an extensive literature review. In addition, in the conclusion, how teacher agency can be developed is discussed in the contexts of arrangement of teachers’ work contexts, in service training and pre-service teacher education. With this study, it is aimed to offer a comprehensive source about teacher agency in Turkish to form a basis for future studies to be carried out in Turkey.

Keywords

teacher agency, curriculum, professional development, agentic teacher

Öğretmen Kimliği Araştırmalarında Yeni Bir Kavram: Öğretmen Etkenliği

Abstract

Öğretmen kimliğinin bir ögesi olarak değerlendirilen öğretmen etkenliği son yıllarda üzerinde durulan bir kavram olarak karşımıza çıkmaktadır. Bununla birlikte, Türkiye’de bu kavram üzerine yapılmış akademik araştırmalar son derece sınırlıdır. Öyle ki kavramın Türkçesi konusunda bir fikir birliği bulunmamaktadır. Öğretmen etkenliği kavramının tercih edildiği bu çalışma kapsamında, öğretmen etkenliğinin Türkçe’ye çevrilmesi, öğretmen kimliği ile ilişkisi, kavramın ortaya çıkışı ve tanımlanması, kuramsal alt yapısı, etken öğretmenlerin özellikleri, eğitimsel değişiklikler ve mesleki gelişim gibi ilgili çalışma alanları ve Türkiye’de bu konuda yapılan araştırmalar kapsamlı bir alan yazın incelemesine dayalı olarak açıklanmıştır. Ayrıca çalışmanın sonuç bölümünde, öğretmenlerin bağlamlarının düzenlenmesi, hizmet içi eğitim ve hizmet öncesi öğretmen eğitimi kapsamlarında etkenliğin nasıl geliştirilebileceği tartışılmıştır. Bu çalışma ile öğretmen etkenliği hakkında kapsamlı bir kaynak oluşturarak Türkiye’de yapılacak çalışmalar için bir temel oluşturarak alan yazına katkı sunmak hedeflenmektedir.

Keywords

öğretmen failliği, öğretmen etkinliği, eğitim programı, mesleki gelişim, etken öğretmen

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