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Okulöncesi Öğretmen Adayları Anlatıyor: Neden Okulöncesi Öğretmenliği ve Nasıl Bir Çocuk/Çocukluk Tanımı?

Year 2019, Volume: 12 Issue: 1, 316 - 341, 31.01.2019
https://doi.org/10.30831/akukeg.446774

Abstract

Erken çocukluk öğretmen eğitimi
araştırmaları alanyazını, okul öncesi öğretmen adaylarının meslek seçiminde rol
oynayan faktörlerin çocuğa ve çocukluğa dair sahip oldukları görüş ve
inanışları çerçevesinde incelenmesinin önemini vurgulamaktadır. Bu çalışma,
erken çocukluk eğitimi birinci sınıf öğrencilerinin meslek seçiminde rol
oynayan faktörlerin neler olduğunu ve bunların öğretmen adaylarının çocuk ve
çocukluğa dair algılarıyla ne yönlerden örtüştüğünü araştırmaktadır. Çalışma
deseni nitel araştırma yaklaşımlarından “durum çalışması” olup, 15 öğretmen
adayı ile her biri 60 ila 90 dakika arasında süren çok boyutlu yapılandırılmış
derinlemesine görüşme tekniği kullanılmıştır. Bulgular (a) içsel motivasyon,
(b) dışsal motivasyon, (c) özgecil/alturistik sebepler, (d) ödün verme ve (e)
geçmiş bireysel deneyimler gibi faktörlerin öğretmen adaylarının meslek seçiminde
belirleyici olduğunu göstermektedir. Öğretmen adaylarının meslek seçimi
faktörleri ile sahip oldukları çocuk/çocukluk algıları arasındaki ilişki John
Wall’un (2010) çocuğa ve çocukluğa dair tarihsel ve felsefi yaklaşım kuramı
çerçevesinde incelendiği zaman net bir ilişki görünmemekle beraber; meslek
seçimi faktörlerinin (a) tepeden alta, (b) alttan yukarı, (c) gelişimsel ve (d)
çocukist-aktif gibi çocuk/çocukluk algıları ile karmaşık şekilde ilişkilendiği
anlaşılmaktadır. Çalışma, meslek seçimi faktörleri ve bu faktörlerin
çocuk/çocukluk algısı ile arasındaki karmaşık ilişkiyi kuramsal açıdan
derinlemesine ortaya koymakta ve aynı zamanda erken çocukluk öğretmen eğitimi
alanına öneriler sunmaktadır.

References

  • Albeck, S. (1987). Expectations of rewards from the chosen profession. Society and Welfare, 8(1), 24-32.
  • Azman, N. (2013). Choosing teaching as a career: Perspectives of male and female Malaysian student teachers in training. European Journal of Teacher Education, 36(1), 113-130.
  • Bastick, T. (2000). Why teacher trainees choose the teaching profession: comparing trainees in metropolitan and developing countries. International Review of Education, 46, 343-349.
  • Boz, Y., & Boz, N. (2008). Kimya ve matematik öğretmen adaylarının öğretmen olma nedenleri. Kastamonu Eğitim Dergisi, 16(1), 137-144.
  • Chang-Kredl, S., & Kingsley, S. (2014). Identity expectations in early childhood teacher education: Pre-service teachers’ memories of prior experiences and reasons for entry into the profession. Teaching and Teacher Education, 43, 27-36.
  • Charlesworth, R., Hart, C. H., Burts, D. C., Mosley, J., & Fleege, P. O. (1993). Measuring the developmental appropriateness of kindergarten teachers’ beliefs and practices. Early Childhood Research Quarterly, 8, 255-276.
  • Clark, C., & Peterson, P. (1986). Teachers’ thought processes. M. C. Wittrock (Editör), Handbook of research on teaching kitabında (sayfa 255-296). New York: Macmillan.
  • Corsaro, W. A. (1997). The sociology of childhood. Thousand Oaks, CA: Pine Forge.
  • Court, D., Merav, L., & Ornan, E. (2009). Preschool teachers’ narratives: a window on personal‐professional history, values and beliefs. International Journal of Early Years Education, 17(3), 207-217.
  • Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, Kaliforniya: Sage Yayınları.
  • Erdiller, Z. B., Erdemir, E., & Erbil, F. (Hakem değerlendirmesinde). Çocuk ve çocukluk: Okulöncesi öğretmenleri anlatıyor. Eğitimde Nitel Araştırmalar Dergisi.
  • Eskicumalı, A. (2002). Eğitim, öğretim ve öğretmenlik mesleği. Y. Özden (Editör), Öğretmenlik mesleğine giriş kitabında (sayfa 14-25). Ankara: Pegem Yayıncılık.
  • Evans, H. (1993). The choice of teaching as a career. Social and Economic Studies, 42(2), 225-242.
  • Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research, 38(1), 47-65.
  • Ginzberg, E. (1972). Toward a theory of occupational choice: A restatement. The Vocational Guidance Quarterly, 20, 169-176.
  • Glaser, B. G., & Strauss, A. (1967). The discovery of Grounded Theory: Strategies for qualitative research. Chicago: Aldine Yayınları.
  • Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. N. K. Denzin ve Y. S. Lincoln (Editörler), Handbook of qualitative research kitabında (sayfa 105-117). Thousand Oaks, California: Sage Yayınları.
  • Gürbüz, H., & Sülün, A. (2004). Türkiye'de biyoloji öğretmenleri ve biyoloji öğretmen adaylarının nitelikleri. Milli Eğitim Dergisi, 161, 192-204.
  • Holland, J. L. (1985) The self-directed search: A guide to educational and vocational planning-1985 revision. Odessa, FL: Psychological Assessment Resources.
  • Isenberg, J. P. (1990). Teachers’ thinking and beliefs and classroom practice. Childhood Education, 66, 322-327.
  • Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. Beverly Hills, California: Sage Yayınları.
  • Manuel, J., & Hughes, J. (2006). ‘It has always been my dream’: Exploring pre‐service teachers’ motivations for choosing to teach. Teacher Development, 10(1), 5-24.
  • Kagan, D. M. (1992). Implications of research on teacher beliefs. Educational Pyschologist, 27(1), 65-90.
  • Kyriacou, C., & Coulthard, M. (2000). Undergraduates' views of teaching as a career choice. Journal of Education for Teaching, 26(2), 117-126.
  • Merriam, S. B. (1998). Qualitative research and case study application in education. San Francisco: Jossey-Bass.
  • Özsoy, G., Özsoy, S., Özkara, Y., & Memiş, A. D. (2010). Factors affecting pre-service teachers’ choice of teaching as a profession. Elementary Education Online, 9(3), 910-921.
  • Pajares, F. (1992). Teachers’ beliefs and educational research: cleaning up a messy construct. Review of Educational Research, 62, 307-332.
  • Roe, A. (1957). Early determinants of vocational choice. Journal of Counseling Psychology, 4(3), 212.
  • Richardson, P. W., & Watt, H. M. (2005). ‘I’ve decided to become a teacher’: Influences on career change. Teaching and teacher education, 21(5), 475-489.
  • Spodek, B. (1988). Implicit theories of early childhood education teachers: Foundations for professional behavior. B. Spodek, O.N. Saracho, & D.L. Peters (Editörler), Professionalism and the early childhood practitioner kitabında (sayfa 161-172). New York: Teachers College Press.
  • Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2. Edisyon). Thousand Oaks: Sage Yayınları.
  • Super, D. E. (1980). A life-span, life space approach to career development. Journal of Vocational Behavior, 13, 282-298.
  • Thomson, M. M., Turner, J. E., & Nietfeld, J. L. (2011). A typological approach to investigate the teaching career decision: Motivations and beliefs about teaching of prospective teacher candidates. Teaching and Teacher Education, 28(3), 324-335.
  • Ubuz, B., & Sarı, S. (2008). Sınıf öğretmeni adaylarının öğretmenlik mesleğini seçme nedenleri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 24, 113-119. Wall, J. (2010). Ethics in light of childhood. Georgetown University Press.
  • Wright, H. R. (2015). The Child in society. London: Sage.
  • Yıldırım, A., & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri (8. Edisyon). Ankara: Seçkin Yayıncılık.
  • Yonemura, M. (1986). A teacher at work: Professional development and the early childhood educator. New York, NY: Teacher College Press.
  • Yong, B. (1995). Teacher trainees’ motives for entering into a teaching career in Brunei, Darussalam. Teaching and Teacher Education, 2(3), 275-280.
  • Yüce, K., Şahin, E. Y., Koçer, Ö., & Kana, F. (2013). Motivations for choosing teaching as a career: A perspective of pre-service teachers from a Turkish context. Asia Pacific Education Review, 14(3), 295-306.

Preschool Teacher Candidates Reporting: Why Preschool Teaching and What Type of Child/Childhood Definition?

Year 2019, Volume: 12 Issue: 1, 316 - 341, 31.01.2019
https://doi.org/10.30831/akukeg.446774

Abstract

Early childhood teacher education literature
emphasizes the importance of examining the factors that play role in teacher
candidates’ career choices in light of the views and beliefs they hold toward
child/childhood. This study investigates what factors play a role in first year
early childhood education teacher candidates’ career choices and how these
factors overlap with their perceptions of child and childhood. The design was a
“case study” of qualitative research approaches and multidimensional structured
in-depth interviews, each of which lasted 60 to 90 minutes, were conducted with
15 teacher candidates. Findings show that such factors as (a) internal
motivation, (b) external motivation, (c) altruistic reasons, (d) sacrificing,
and (e) past personal experiences were determinant in teacher candidates’
career choices. When the relationship between teacher candidates’ career choice
reasons and their child/childhood perceptions was examined based on John Wall’s
(2010) historical and theoretical approach to childhood and childhood, no
precise and apparent relationship was found. Yet it is understood that the
factors of career choice are intricately related to (a) top down, (b) bottom
up, (c) developmental and (d) childist-active perceptions of childhood. The
study reveals in depth the theoretical implications of career choice factors
and the complex relationship between these factors and child/childhood
perceptions and presents suggestions for early childhood teacher education.

References

  • Albeck, S. (1987). Expectations of rewards from the chosen profession. Society and Welfare, 8(1), 24-32.
  • Azman, N. (2013). Choosing teaching as a career: Perspectives of male and female Malaysian student teachers in training. European Journal of Teacher Education, 36(1), 113-130.
  • Bastick, T. (2000). Why teacher trainees choose the teaching profession: comparing trainees in metropolitan and developing countries. International Review of Education, 46, 343-349.
  • Boz, Y., & Boz, N. (2008). Kimya ve matematik öğretmen adaylarının öğretmen olma nedenleri. Kastamonu Eğitim Dergisi, 16(1), 137-144.
  • Chang-Kredl, S., & Kingsley, S. (2014). Identity expectations in early childhood teacher education: Pre-service teachers’ memories of prior experiences and reasons for entry into the profession. Teaching and Teacher Education, 43, 27-36.
  • Charlesworth, R., Hart, C. H., Burts, D. C., Mosley, J., & Fleege, P. O. (1993). Measuring the developmental appropriateness of kindergarten teachers’ beliefs and practices. Early Childhood Research Quarterly, 8, 255-276.
  • Clark, C., & Peterson, P. (1986). Teachers’ thought processes. M. C. Wittrock (Editör), Handbook of research on teaching kitabında (sayfa 255-296). New York: Macmillan.
  • Corsaro, W. A. (1997). The sociology of childhood. Thousand Oaks, CA: Pine Forge.
  • Court, D., Merav, L., & Ornan, E. (2009). Preschool teachers’ narratives: a window on personal‐professional history, values and beliefs. International Journal of Early Years Education, 17(3), 207-217.
  • Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, Kaliforniya: Sage Yayınları.
  • Erdiller, Z. B., Erdemir, E., & Erbil, F. (Hakem değerlendirmesinde). Çocuk ve çocukluk: Okulöncesi öğretmenleri anlatıyor. Eğitimde Nitel Araştırmalar Dergisi.
  • Eskicumalı, A. (2002). Eğitim, öğretim ve öğretmenlik mesleği. Y. Özden (Editör), Öğretmenlik mesleğine giriş kitabında (sayfa 14-25). Ankara: Pegem Yayıncılık.
  • Evans, H. (1993). The choice of teaching as a career. Social and Economic Studies, 42(2), 225-242.
  • Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research, 38(1), 47-65.
  • Ginzberg, E. (1972). Toward a theory of occupational choice: A restatement. The Vocational Guidance Quarterly, 20, 169-176.
  • Glaser, B. G., & Strauss, A. (1967). The discovery of Grounded Theory: Strategies for qualitative research. Chicago: Aldine Yayınları.
  • Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. N. K. Denzin ve Y. S. Lincoln (Editörler), Handbook of qualitative research kitabında (sayfa 105-117). Thousand Oaks, California: Sage Yayınları.
  • Gürbüz, H., & Sülün, A. (2004). Türkiye'de biyoloji öğretmenleri ve biyoloji öğretmen adaylarının nitelikleri. Milli Eğitim Dergisi, 161, 192-204.
  • Holland, J. L. (1985) The self-directed search: A guide to educational and vocational planning-1985 revision. Odessa, FL: Psychological Assessment Resources.
  • Isenberg, J. P. (1990). Teachers’ thinking and beliefs and classroom practice. Childhood Education, 66, 322-327.
  • Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. Beverly Hills, California: Sage Yayınları.
  • Manuel, J., & Hughes, J. (2006). ‘It has always been my dream’: Exploring pre‐service teachers’ motivations for choosing to teach. Teacher Development, 10(1), 5-24.
  • Kagan, D. M. (1992). Implications of research on teacher beliefs. Educational Pyschologist, 27(1), 65-90.
  • Kyriacou, C., & Coulthard, M. (2000). Undergraduates' views of teaching as a career choice. Journal of Education for Teaching, 26(2), 117-126.
  • Merriam, S. B. (1998). Qualitative research and case study application in education. San Francisco: Jossey-Bass.
  • Özsoy, G., Özsoy, S., Özkara, Y., & Memiş, A. D. (2010). Factors affecting pre-service teachers’ choice of teaching as a profession. Elementary Education Online, 9(3), 910-921.
  • Pajares, F. (1992). Teachers’ beliefs and educational research: cleaning up a messy construct. Review of Educational Research, 62, 307-332.
  • Roe, A. (1957). Early determinants of vocational choice. Journal of Counseling Psychology, 4(3), 212.
  • Richardson, P. W., & Watt, H. M. (2005). ‘I’ve decided to become a teacher’: Influences on career change. Teaching and teacher education, 21(5), 475-489.
  • Spodek, B. (1988). Implicit theories of early childhood education teachers: Foundations for professional behavior. B. Spodek, O.N. Saracho, & D.L. Peters (Editörler), Professionalism and the early childhood practitioner kitabında (sayfa 161-172). New York: Teachers College Press.
  • Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2. Edisyon). Thousand Oaks: Sage Yayınları.
  • Super, D. E. (1980). A life-span, life space approach to career development. Journal of Vocational Behavior, 13, 282-298.
  • Thomson, M. M., Turner, J. E., & Nietfeld, J. L. (2011). A typological approach to investigate the teaching career decision: Motivations and beliefs about teaching of prospective teacher candidates. Teaching and Teacher Education, 28(3), 324-335.
  • Ubuz, B., & Sarı, S. (2008). Sınıf öğretmeni adaylarının öğretmenlik mesleğini seçme nedenleri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 24, 113-119. Wall, J. (2010). Ethics in light of childhood. Georgetown University Press.
  • Wright, H. R. (2015). The Child in society. London: Sage.
  • Yıldırım, A., & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri (8. Edisyon). Ankara: Seçkin Yayıncılık.
  • Yonemura, M. (1986). A teacher at work: Professional development and the early childhood educator. New York, NY: Teacher College Press.
  • Yong, B. (1995). Teacher trainees’ motives for entering into a teaching career in Brunei, Darussalam. Teaching and Teacher Education, 2(3), 275-280.
  • Yüce, K., Şahin, E. Y., Koçer, Ö., & Kana, F. (2013). Motivations for choosing teaching as a career: A perspective of pre-service teachers from a Turkish context. Asia Pacific Education Review, 14(3), 295-306.
There are 39 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Articles
Authors

Zeynep Berna Erdiller-yatmaz

Ersoy Erdemir

Fetiye Erbil This is me

Publication Date January 31, 2019
Submission Date July 23, 2018
Published in Issue Year 2019 Volume: 12 Issue: 1

Cite

APA Erdiller-yatmaz, Z. B., Erdemir, E., & Erbil, F. (2019). Okulöncesi Öğretmen Adayları Anlatıyor: Neden Okulöncesi Öğretmenliği ve Nasıl Bir Çocuk/Çocukluk Tanımı?. Journal of Theoretical Educational Science, 12(1), 316-341. https://doi.org/10.30831/akukeg.446774