Öğretmen Adaylarının Öğretmenlik Uygulaması Sürecinde İyi Oluşlarının Araştırılması

Abstract

Öğretmen adaylarının psikolojilerini ve iyi oluşlarını etkileyen faktörleri anlamak, ilgili literatürde nispeten daha az ilgi görmüştür. Bu nedenle bu çalışma, öğretmen adaylarından anlatılar toplayarak ve öğretmen adaylarıyla yarı yapılandırılmış görüşmeler yaparak öğretmenlik uygulamaları sırasında kendi iyi oluşlarını nasıl anladıklarını araştırmayı amaçlamaktadır. Veriler, Yorumlayıcı Fenomenolojik Analiz (IPA) yaklaşımı kullanılarak analiz edilmiştir. Sonuçlar, öğretmen adaylarının iyi oluşlarını etkileyen bir dizi faktör olduğunu ortaya çıkarmıştır. Bunlar; motivasyon, öğrenciler, mesleğe olan takdirleri, yetersizlik hissi, ilişki yönetimi, birden fazla rol, teknik endişeler ve algılanan gelecek gibi faktörlerdir. Çalışma sonucunda elde edilen bulgular göz önünde bulundurulduğunda öğretmen adaylarının mevcut iyi oluşlarının mesleki uygulamalarını şekillendirmedeki önemine işaret etmekle birlikte öğretmen eğitimi alanında çalışan öğretmen eğitimcileri, öğrenciler ve araştırmacılar için önemli bilgiler sağlamaktadır. Genel olarak bakıldığında çalışma öğretmenlik uygulamaları sırasında öğretmen adaylarının iyi oluşlarının karmaşık ve çok yönlü doğasını göz önüne sermekte, öğrencilerin psikolojik ve duygusal durumlarını etkileyen çeşitli faktörleri dikkate alan daha bütünsel bir yaklaşımın gerekliliğini vurgulamaktadır.

Keywords

• İyi oluş
• Öğretmenlik uygulaması
• Öğretmen eğitimi

Exploring the Wellbeing of Pre-Service Teachers During Their Practicum

Abstract

Understanding the psychology of pre-service teachers and the factors that affect their well-being have received relatively little attention in the relevant literature. Therefore, the present study seeks to investigate how pre-service teachers perceive their wellbeing during their practicum by collecting data from pre-service teachers via narratives and semi-structured interviews. Interpretative Phenomenological Analysis (IPA) was used to analyze the data. The results revealed a number of factors influencing the well-being of pre-service teachers, including motivation, students, their appreciation of the profession, feelings of inadequacy, relationship management, their multiple roles, technical concerns, and future perceptions. The findings highlight how pre-service teachers’ well-being influences their professional practices and provide insights for teacher educators, pupils, and researchers who are concerned with the well-being of pre-service teachers and work in the field of teacher education. Overall, the study sheds light on the complex and multifaceted nature of pre-service teacher wellbeing during practicum and emphasizes the need for a more holistic approach that considers the various factors that influence pupils' psychological and emotional states.

Keywords

• Wellbeing
• Practicum
• Teacher education

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