Öğretmen Eğitimi Sürecinin Bilişim Teknolojileri Öğretmen Adaylarının Mesleki Kimlikleri Üzerindeki Etkisi

Year 2019, Volume: 52 Issue: 2, 435 - 467, 01.08.2019

Deniz Atal

https://doi.org/10.30964/auebfd.509526

Abstract

Bu araştırmanın amacı, öğretmen eğitimi sürecinin
Bilişim Teknolojileri (BT) öğretmen adaylarının mesleki kimlikleri üzerindeki
etkisini incelemektir. Nitel araştırma desenlerinden temel yorumlayıcı desen
kullanılarak gerçekleştirilen araştırmaya Ankara Üniversitesi, Hacettepe
Üniversitesi ve Gazi Üniversitesi, Bilgisayar ve Öğretim Teknolojileri Eğitimi
programında 2016-2017 eğitim-öğretim yılında öğrenim görmekte olan 36 öğretmen
adayı katılmıştır. Öğretmen adayları amaçlı örnekleme yöntemi kullanılarak belirlenmiştir.
Bu öğretmen adaylarından 13’ü Ankara Üniversitesinde, 13’ü Hacettepe
Üniversitesinde, 10’u ise Gazi Üniversitesinde öğrenim görmektedir.
Katılımcıların 12’si erkek, 24’ü kadındır. Araştırmanın verileri araştırmacı
tarafından geliştirilen yarı yapılandırılmış görüşme formu ile toplanmış ve
tümevarımsal içerik analizi kullanılarak çözümlenmiştir. Sonuçlar göstermiştir
ki; araştırmaya katılan BT öğretmen adaylarının yarısından fazlası
öğretmenliğini yapmak üzere mezun oldukları BT alanını ve BT öğretmenlerinin
kim olduklarını net bir biçimde tanımlayamamaktadır. Kendilerini mesleğini
sürdürme konusunda yeterli, özgüvenli ve istekli hissetmeyen BT öğretmen
adayları, aldıkları eğitimin kendilerini iyi bir BT öğretmeni olarak görmeleri
için yeterli olmadığını düşünmektedirler. 
Öte yandan, katılımcıların geliştirmiş olduğu mesleki kimlikler üzerinde
öğretmen eğitimi sürecinde aldıkları eğitimin niteliğinin, öğretim üyeleri ile
kurulan iletişim ve etkileşimin, okul deneyimi sürecinin ve sağlanan kurumsal
desteğin önemli etkileri olduğu belirlenmiştir. Araştırma ile ulaşılan
sonuçlara dayalı olarak BT öğretmen adaylarının mesleki yetersizlik algısı ve
olumsuz mesleki kimlik ile mezun olmamaları için yapılması gerekenler
tartışılmıştır.  

Keywords

mesleki kimlik, öğretmen eğitimi, profesyonel gelişim

Influence of Teacher Education Processes on the Professional Identities of Information and Communication Technologies Teacher Candidates

Abstract

This study has examined the effects of teacher
education processes on professional identity of Information and Communication
Technology (ICT) teacher candidates. For this reason, this study has been
conducted in basic interpretive qualitative approach which is one of the
qualitative research methods. Using the purposeful sampling techniques,
participants are ICT teacher candidates, from three universities, 13 from
Ankara University, 13 from Hacettepe University and 10 from Gazi University, in
Ankara. The study group consists of 12 men, 24 women ICT teacher candidates.
Data have been collected through a semi-structured interview form developed by
the researcher and have been analyzed using inductive content analysis. As a
result of the study, it has been showed that more than half of the ICT teacher
candidates could not clearly define the area that they graduated, and
themselves as ICT teachers. Moreover, ICT teacher candidates who feel
inefficient, insecure and reluctant to pursue their profession think that
teacher education is not enough to see themselves as a good ICT teacher. The
effectiveness of the courses, communication and interaction with lecturers,
school experiences and institutional supports have important effects on
professional identities of ICT teacher candidates. Base on the results,
recommendations to ICT teacher candidates for graduating without perception of
inadequacy and negative professional identity have been discussed.

Keywords

Professional identity, teacher education, professional development

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