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Sınıf Öğretmenlerinin Mesleki Kimlik Oluşum Süreçlerinin İncelenmesi: Bir Durum Çalışması

Year 2019, Volume: 7 Issue: 3, 1174 - 1204, 31.07.2019

Derya Girgin , Çavuş Şahin

Abstract

Bu araştırmanın amacı sınıf öğretmenlerinin mesleki kimliklerinin oluşum süreçlerini incelemektir. Araştırma nitel araştırma desenlerinden durum çalışması deseninde tasarlanmıştır. Araştırmada sınıf öğretmenlerinin mesleki kimlik oluşum süreçlerini tanımlamak açısından birden fazla durumun olduğu ve her durumun kendi içinde bütüncül olarak ele alınıp karşılaştırıldığı bütüncül çoklu durum deseni kullanılmıştır. Araştırmanın çalışma grubunu 2015-2016 öğretim yılında Çanakkale il merkez ve ilçelerinde görev yapan 12 sınıf öğretmeni (6 kadın, 6 erkek) oluşturmaktadır. Çalışma grubunun belirlenmesinde amaçlı örnekleme çeşitlerinden biri olan ölçüt örnekleme çeşidi kullanılmıştır. Araştırmada kimlik oluşum süreçlerini irdelemek amacıyla bir takım etkinlikler uygulanmıştır. Araştırmada elde edilen veriler içerik analizi yöntemi ile analiz edilmiştir. Araştırmadan elde edilen sonuçlara göre mesleki kimliğin farklı yapılarına işaret eden birçok tema ve alt tema tespit edilmiştir. Son olarak, tartışma ve sınıf öğretmenlerin mesleki kimliğinin oluşumuna ilişkin öneriler, bulgular ışığında sunulmuştur.

Keywords

Sınıf öğretmeni Mesleki kimlik Durum çalışması

Supporting Institution

Çanakkale Onsekiz Mart Üniversitesi Bilimsel Araştırma Projeleri Koordinasyon Birimi

Project Number

SDK-2015-509

References

  • Arastaman G., Öztürk Fidan İ. ve Fidan T.(2018). Nitel araştırmada geçerlik ve güvenirlik: kuramsal bir inceleme. YYÜ Eğitim Fakültesi Dergisi (YYU Journal of Education Faculty), 15(1), 37-75.
  • Baderstscher, E. M. (2007). An inquiry into relationships with mathematics: How identities and personal ways of knowing mediate and respond to mathematics content experiences (Doctoral dissertation). Maryland University, Maryland.
  • Beijaard, D., Meijer, P. C. & Verloop, N. (2004). Reconsidering research on teachers’ professional identity.Teaching and Teacher education, 20, 107-128.
  • Beijaard, D., Verloop, N. & Vermunt, J. D. (2000). Teachers’ perceptions of professional identity: an exploratory study from a personal knowledge perspective. Teaching and Teacher Education, 16, 749-764.
  • Best, J. W. & Kahn, J. V. (2017). Eğitimde araştırma yöntemleri. M. Durmuşçelebi (Çev.), O. Köksal (Çev. Ed.). Konya: Dizgi Ofset.
  • Bogdan, R. C. & Biklen, S. K. (1998). Qualitative research for education: an introduction to theory and methods. Boston: Allyn and Bacon.
  • Brown, T. (2006). Negotiating psychological disturbance in pre-service teacher education. Teaching and Teacher Education, 22, 675-689.
  • Broyles, J. W. (1997). Effects of videotape analysis on role development of student teachers in music (Doctoral dissertation). Oklahoma University, ABD.
  • Bullough, R.V. (2005). Being and becoming a mentor: School-based teacher educators and teacher educator identity. Teaching and Teacher Education. 21, 143-155.
  • Campbell, S. A. (2005). Ariadne's thread: Pre-service teachers, stories and identities in teacher education (Doctoral dissertation). Colorado University. US
  • Carr, W. & Kemmis, S. (2003). Becoming critical: Education knowledge and action research. New York, NY: Routledge.
  • Castañeda, F. (2011). Teacher identity constructıon: Exploring the nature of becoming a primary school language teacher. (Doctoral dissertation).Newcastle University. England.
  • Chedzoy, S. M. & Burden, R. L. (2007). What can psychology tell us about teaching dance? The potential contribution of ajzen's theory of planned behavior. Research in Dance Education, 8(1), 53-69.
  • Chmiliar, l. (2010). Multiple-case designs. In A. J. Mills, G. Eurepas & E. Wiebe (Eds.), Encyclopedia of case study research (pp. 582-583). USA: Sage.
  • Cohen, L., Manion, L. & Morrison, K. (2000), Research methods in education. London: Routledge Falmer.
  • Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches (2nd ed.). USA: Sage.
  • Danielewicz, J. (2001). Teaching selves: Identity, pedagogy and teacher education. Albany, NY, State University of New York Press.
  • Dilci, T. ve Gür, T. (2013). Sınıf öğretmenliği öğrencilerinin profesyonel kimliklerinin söylem çözümlemesi yöntemiyle belirlenmesi. Karadeniz Dergi, 4(16), 122 132.
  • Etheridge, J. (2005). Memories and reflections as sources for understanding teacher identity (Master‘s Thesis). Concordia University, Kanada.
  • Gee, J. P. (1996a). Social linguistics and literacies: Ideology in discourses (2nd ed.). London: Taylor & Francis.
  • Gee, J. P. (1996b). On mobots and classrooms: The converging languages of the new capitalism and schooling. Organization, 3, 385-407.
  • Gee, J. P. (2000). Teenagers in new times: A new literacy studies perspective. Journal of Adolescent and Adult Literacy, 43, 412-420.
  • Gerring, J. (2007). Case study research: Principles and practices. New York: Cambridge University Press.
  • Guba, E. G. (1981). Criteria for assessing the trustworthiness of naturalistic inquiries. Educational Technology Research and Development, 29(2), 75-91
  • Hallman, H. (2007). Negotiating teacher identity: Exploring the use of electronic teaching portfolios with pre-service English teachers. Journal of Adolescent and Adult Literacy, 50, 474–485.
  • Hammerness, K., Darling-Hammond, L. & Bransford, J. (2005). How teachers learn and develop. In L. Darling Hammond & J. Bransford (Eds.), Preparing teachers for a changing world (pp. 358-389). San Franscisco, CA: Jossey-Bass.
  • Helms, J. V. (1998). Science-and me: subject matter and identity in secondary school science teachers. Journal of Research in Science Teaching, 35(7), 811-834.
  • Hong, J. Y. (2010). Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession. Teaching and Teacher Education, 26, 1530-1543.
  • Hsieh, B. (2010). Exploring the complexity of teacher professional identity, (Doctoral dissertation), University of California, Berkeley, CA.
  • Isbell, D. C.(2006). Socialization and occupational identity among preservice music teachers enrolled in traditional baccalaureate degree programs. (Doctoral dissertation). Ithaca College, New York.
  • Javis-Sellinger, S. (2002). Journey toward becoming teachers: Charting the course of professional development (Doctoral dissertation). The University of British Columbia, Vancouver, British Columbia.
  • Leininger, M. (1994). Evaluation criteria and critique of qualitative research studies. In J. M. Morse (Ed.). Critical ıssues in qualitative research methods (pp. 95-115). Thousand Oaks, CA: Sage.
  • Lincoln, Y. S. & Guba, E. G. (1986). But is it rigorous? Trustworthiness and authenticity in naturalistic evaluation. New Directions for Evaluation, 30, 73-84.
  • Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass Publishers.
  • Merriam, S. B. (2013). Nitel araştırma: Desen ve uygulama için bir rehber (3. Baskıdan Çeviri) S. Turan (Çev. Ed.). Ankara: Nobel Yayın Dağıtım.
  • Merriam, S. B. & Tisdell, E. J. (2015). Qualitative research: A guide to design and ımplementation (Fourth Edition). San Fransisco, CA: Jossey Bass.
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis. .USA: SAGE Publications.
  • Miles, M. B. & Huberman, A. M. (2015). Nitel veri analizi: genişletilmiş bir kaynak kitap (1. Baskı). S. Akbaba Altun ve A. Ersoy (Çev. Eds). Ankara: Pegem Akademi
  • Miller, S. J. (2005). Geographically 'meaned' pre-service secondary language arts student teacher identities (Doctoral dissertation). University of New Mexico, Albuquerque, New Mexico.
  • Moje, E. & Luke, A. (2009). Literacy and identity: Examining the metaphors in history and contemporary research. Reading Research Quarterly. 44(4), 415-437.
  • Olsen, B. (2008). Introducing teacher identity and this volume. Teacher Education Quarterly, 35(3), p.3
  • Pausigere, P. (2014). Primary maths teacher learning and identity within a numeracy in-service community of practice (Doctoral dissertation). Rhodes University, South Africa.
  • Saban, A. (2000). Hizmetiçi eğitimde yeni yaklaşımlar, Milli Eğitim Dergisi, 145, https://dhgm.meb.gov.tr/yayimlar/dergiler/Milli_Egitim_Dergisi/145/saban.htm
  • Sandelowski, M. (1986). The problem of rigor in qualitative research. Advances in nursing science, 8(3), 27-37.
  • Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22(2), 63-75.
  • Snyder, E. & Spreitzer, E. (1984). Identity and commitment to the teacher role. Teaching Sociology, 11(2), 151-166.
  • Stake, R. R. (2005). Case studies. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (Third edition). London: Sage.
  • Starr, S., Haley, H-.L., Mazor, K. M., Ferguson, W., Philbin, M. & Quirk, M. (2006). Initial testing of an instrument to measure teacher identity in physicians. Teaching and Learning Medicine, 18(2), 117-125.
  • Strauss, A. L. & Corbin, J. (1990). Basic of qualitative research: grounded theory producers and techniques. Newbury Park, CA: Sage.
  • Travers, K. A. (2000). Exploring the development of teacher identity: A study of prospective teachers learning to teach (Doctoral dissertation). University of Wisconsin, Madison.
  • Tsui, A. B. M. (2003). Understanding expertise in teaching; case studies of esl teachers. Cambridge, Cambridge University Press.
  • Williams, D. L. (2007). Student teaching in an urban context: Student teachers' views and construction of identities. (Doctoral dissertation). Georgia State University, ABD.
  • Yaşar M., Karabay A. ve Günay Bilaloğlu R. (2013). Şimdi ben öğretmen mi oldum? Öğretmenlik kimliğinin oluşmasında etkili olan etkenlere yönelik öğretmen adaylarının görüşleri. e-Turkish Studies (elektronik), 7, 269-282. 12 Şubat 2015 tarihinde https://www.researchgate.net/publication/272874691_Simdi_Ben_Ogretmen_mi_Oldum_Ogretmenlik_Kimliginin_Olusmasinda_Etkili_Olan_Etkenlere_Yonelik_Ogre adresinden erişildi.
  • Yıldırım, A. ve Şimşek, A. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. (8. Baskı). Ankara: Seçkin Yayınları
  • Yin, R. K. (2003). Case study research design and methods (3. Baskı). London: Sage Publications.

Investigation of Professional Identity Formation Processes of Primary Teachers: A Case Study

Year 2019, Volume: 7 Issue: 3, 1174 - 1204, 31.07.2019

Derya Girgin , Çavuş Şahin

Abstract

The aim of this study is to examine the formation process of the professional identities of primary teachers. The research was designed in the case study design from qualitative research patterns.In this study, a holistic multi-state pattern is used, where multiple situations are present and each situation is handled and compared. The study group consisted of 12 primary teachers (6 females, 6 males) who work in Çanakkale city center and districts in the 2015-2016 academic year. The criterion sampling type, which is one of the purposive sampling types, was used to determine the study group. In order to examine the identity formation processes in the research, various activities were applied. The data obtained in the research were analyzed by content analysis method. According to the results obtained from the research, many themes and sub themes have been identified which point to different structures of professional identity. Finally, the discussion and suggestions for the formation of the professional identity of the primary teachers are presented according to the findings.

Keywords

Primary teacher Professional identity Case study

Project Number

SDK-2015-509

References

  • Arastaman G., Öztürk Fidan İ. ve Fidan T.(2018). Nitel araştırmada geçerlik ve güvenirlik: kuramsal bir inceleme. YYÜ Eğitim Fakültesi Dergisi (YYU Journal of Education Faculty), 15(1), 37-75.
  • Baderstscher, E. M. (2007). An inquiry into relationships with mathematics: How identities and personal ways of knowing mediate and respond to mathematics content experiences (Doctoral dissertation). Maryland University, Maryland.
  • Beijaard, D., Meijer, P. C. & Verloop, N. (2004). Reconsidering research on teachers’ professional identity.Teaching and Teacher education, 20, 107-128.
  • Beijaard, D., Verloop, N. & Vermunt, J. D. (2000). Teachers’ perceptions of professional identity: an exploratory study from a personal knowledge perspective. Teaching and Teacher Education, 16, 749-764.
  • Best, J. W. & Kahn, J. V. (2017). Eğitimde araştırma yöntemleri. M. Durmuşçelebi (Çev.), O. Köksal (Çev. Ed.). Konya: Dizgi Ofset.
  • Bogdan, R. C. & Biklen, S. K. (1998). Qualitative research for education: an introduction to theory and methods. Boston: Allyn and Bacon.
  • Brown, T. (2006). Negotiating psychological disturbance in pre-service teacher education. Teaching and Teacher Education, 22, 675-689.
  • Broyles, J. W. (1997). Effects of videotape analysis on role development of student teachers in music (Doctoral dissertation). Oklahoma University, ABD.
  • Bullough, R.V. (2005). Being and becoming a mentor: School-based teacher educators and teacher educator identity. Teaching and Teacher Education. 21, 143-155.
  • Campbell, S. A. (2005). Ariadne's thread: Pre-service teachers, stories and identities in teacher education (Doctoral dissertation). Colorado University. US
  • Carr, W. & Kemmis, S. (2003). Becoming critical: Education knowledge and action research. New York, NY: Routledge.
  • Castañeda, F. (2011). Teacher identity constructıon: Exploring the nature of becoming a primary school language teacher. (Doctoral dissertation).Newcastle University. England.
  • Chedzoy, S. M. & Burden, R. L. (2007). What can psychology tell us about teaching dance? The potential contribution of ajzen's theory of planned behavior. Research in Dance Education, 8(1), 53-69.
  • Chmiliar, l. (2010). Multiple-case designs. In A. J. Mills, G. Eurepas & E. Wiebe (Eds.), Encyclopedia of case study research (pp. 582-583). USA: Sage.
  • Cohen, L., Manion, L. & Morrison, K. (2000), Research methods in education. London: Routledge Falmer.
  • Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches (2nd ed.). USA: Sage.
  • Danielewicz, J. (2001). Teaching selves: Identity, pedagogy and teacher education. Albany, NY, State University of New York Press.
  • Dilci, T. ve Gür, T. (2013). Sınıf öğretmenliği öğrencilerinin profesyonel kimliklerinin söylem çözümlemesi yöntemiyle belirlenmesi. Karadeniz Dergi, 4(16), 122 132.
  • Etheridge, J. (2005). Memories and reflections as sources for understanding teacher identity (Master‘s Thesis). Concordia University, Kanada.
  • Gee, J. P. (1996a). Social linguistics and literacies: Ideology in discourses (2nd ed.). London: Taylor & Francis.
  • Gee, J. P. (1996b). On mobots and classrooms: The converging languages of the new capitalism and schooling. Organization, 3, 385-407.
  • Gee, J. P. (2000). Teenagers in new times: A new literacy studies perspective. Journal of Adolescent and Adult Literacy, 43, 412-420.
  • Gerring, J. (2007). Case study research: Principles and practices. New York: Cambridge University Press.
  • Guba, E. G. (1981). Criteria for assessing the trustworthiness of naturalistic inquiries. Educational Technology Research and Development, 29(2), 75-91
  • Hallman, H. (2007). Negotiating teacher identity: Exploring the use of electronic teaching portfolios with pre-service English teachers. Journal of Adolescent and Adult Literacy, 50, 474–485.
  • Hammerness, K., Darling-Hammond, L. & Bransford, J. (2005). How teachers learn and develop. In L. Darling Hammond & J. Bransford (Eds.), Preparing teachers for a changing world (pp. 358-389). San Franscisco, CA: Jossey-Bass.
  • Helms, J. V. (1998). Science-and me: subject matter and identity in secondary school science teachers. Journal of Research in Science Teaching, 35(7), 811-834.
  • Hong, J. Y. (2010). Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession. Teaching and Teacher Education, 26, 1530-1543.
  • Hsieh, B. (2010). Exploring the complexity of teacher professional identity, (Doctoral dissertation), University of California, Berkeley, CA.
  • Isbell, D. C.(2006). Socialization and occupational identity among preservice music teachers enrolled in traditional baccalaureate degree programs. (Doctoral dissertation). Ithaca College, New York.
  • Javis-Sellinger, S. (2002). Journey toward becoming teachers: Charting the course of professional development (Doctoral dissertation). The University of British Columbia, Vancouver, British Columbia.
  • Leininger, M. (1994). Evaluation criteria and critique of qualitative research studies. In J. M. Morse (Ed.). Critical ıssues in qualitative research methods (pp. 95-115). Thousand Oaks, CA: Sage.
  • Lincoln, Y. S. & Guba, E. G. (1986). But is it rigorous? Trustworthiness and authenticity in naturalistic evaluation. New Directions for Evaluation, 30, 73-84.
  • Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass Publishers.
  • Merriam, S. B. (2013). Nitel araştırma: Desen ve uygulama için bir rehber (3. Baskıdan Çeviri) S. Turan (Çev. Ed.). Ankara: Nobel Yayın Dağıtım.
  • Merriam, S. B. & Tisdell, E. J. (2015). Qualitative research: A guide to design and ımplementation (Fourth Edition). San Fransisco, CA: Jossey Bass.
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis. .USA: SAGE Publications.
  • Miles, M. B. & Huberman, A. M. (2015). Nitel veri analizi: genişletilmiş bir kaynak kitap (1. Baskı). S. Akbaba Altun ve A. Ersoy (Çev. Eds). Ankara: Pegem Akademi
  • Miller, S. J. (2005). Geographically 'meaned' pre-service secondary language arts student teacher identities (Doctoral dissertation). University of New Mexico, Albuquerque, New Mexico.
  • Moje, E. & Luke, A. (2009). Literacy and identity: Examining the metaphors in history and contemporary research. Reading Research Quarterly. 44(4), 415-437.
  • Olsen, B. (2008). Introducing teacher identity and this volume. Teacher Education Quarterly, 35(3), p.3
  • Pausigere, P. (2014). Primary maths teacher learning and identity within a numeracy in-service community of practice (Doctoral dissertation). Rhodes University, South Africa.
  • Saban, A. (2000). Hizmetiçi eğitimde yeni yaklaşımlar, Milli Eğitim Dergisi, 145, https://dhgm.meb.gov.tr/yayimlar/dergiler/Milli_Egitim_Dergisi/145/saban.htm
  • Sandelowski, M. (1986). The problem of rigor in qualitative research. Advances in nursing science, 8(3), 27-37.
  • Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22(2), 63-75.
  • Snyder, E. & Spreitzer, E. (1984). Identity and commitment to the teacher role. Teaching Sociology, 11(2), 151-166.
  • Stake, R. R. (2005). Case studies. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (Third edition). London: Sage.
  • Starr, S., Haley, H-.L., Mazor, K. M., Ferguson, W., Philbin, M. & Quirk, M. (2006). Initial testing of an instrument to measure teacher identity in physicians. Teaching and Learning Medicine, 18(2), 117-125.
  • Strauss, A. L. & Corbin, J. (1990). Basic of qualitative research: grounded theory producers and techniques. Newbury Park, CA: Sage.
  • Travers, K. A. (2000). Exploring the development of teacher identity: A study of prospective teachers learning to teach (Doctoral dissertation). University of Wisconsin, Madison.
  • Tsui, A. B. M. (2003). Understanding expertise in teaching; case studies of esl teachers. Cambridge, Cambridge University Press.
  • Williams, D. L. (2007). Student teaching in an urban context: Student teachers' views and construction of identities. (Doctoral dissertation). Georgia State University, ABD.
  • Yaşar M., Karabay A. ve Günay Bilaloğlu R. (2013). Şimdi ben öğretmen mi oldum? Öğretmenlik kimliğinin oluşmasında etkili olan etkenlere yönelik öğretmen adaylarının görüşleri. e-Turkish Studies (elektronik), 7, 269-282. 12 Şubat 2015 tarihinde https://www.researchgate.net/publication/272874691_Simdi_Ben_Ogretmen_mi_Oldum_Ogretmenlik_Kimliginin_Olusmasinda_Etkili_Olan_Etkenlere_Yonelik_Ogre adresinden erişildi.
  • Yıldırım, A. ve Şimşek, A. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. (8. Baskı). Ankara: Seçkin Yayınları
  • Yin, R. K. (2003). Case study research design and methods (3. Baskı). London: Sage Publications.
There are 55 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Derya Girgin 0000-0002-6114-7925

Çavuş Şahin 0000-0002-4250-9898

Project Number SDK-2015-509
Publication Date July 31, 2019
Published in Issue Year 2019 Volume: 7 Issue: 3

Cite

APA Girgin, D., & Şahin, Ç. (2019). Sınıf Öğretmenlerinin Mesleki Kimlik Oluşum Süreçlerinin İncelenmesi: Bir Durum Çalışması. Eğitimde Nitel Araştırmalar Dergisi, 7(3), 1174-1204.
AMA Girgin D, Şahin Ç. Sınıf Öğretmenlerinin Mesleki Kimlik Oluşum Süreçlerinin İncelenmesi: Bir Durum Çalışması. Derginin Amacı ve Kapsamı. July 2019;7(3):1174-1204.
Chicago Girgin, Derya, and Çavuş Şahin. “Sınıf Öğretmenlerinin Mesleki Kimlik Oluşum Süreçlerinin İncelenmesi: Bir Durum Çalışması”. Eğitimde Nitel Araştırmalar Dergisi 7, no. 3 (July 2019): 1174-1204.
EndNote Girgin D, Şahin Ç (July 1, 2019) Sınıf Öğretmenlerinin Mesleki Kimlik Oluşum Süreçlerinin İncelenmesi: Bir Durum Çalışması. Eğitimde Nitel Araştırmalar Dergisi 7 3 1174–1204.
IEEE D. Girgin and Ç. Şahin, “Sınıf Öğretmenlerinin Mesleki Kimlik Oluşum Süreçlerinin İncelenmesi: Bir Durum Çalışması”, Derginin Amacı ve Kapsamı, vol. 7, no. 3, pp. 1174–1204, 2019.
ISNAD Girgin, Derya - Şahin, Çavuş. “Sınıf Öğretmenlerinin Mesleki Kimlik Oluşum Süreçlerinin İncelenmesi: Bir Durum Çalışması”. Eğitimde Nitel Araştırmalar Dergisi 7/3 (July 2019), 1174-1204.
JAMA Girgin D, Şahin Ç. Sınıf Öğretmenlerinin Mesleki Kimlik Oluşum Süreçlerinin İncelenmesi: Bir Durum Çalışması. Derginin Amacı ve Kapsamı. 2019;7:1174–1204.
MLA Girgin, Derya and Çavuş Şahin. “Sınıf Öğretmenlerinin Mesleki Kimlik Oluşum Süreçlerinin İncelenmesi: Bir Durum Çalışması”. Eğitimde Nitel Araştırmalar Dergisi, vol. 7, no. 3, 2019, pp. 1174-0.
Vancouver Girgin D, Şahin Ç. Sınıf Öğretmenlerinin Mesleki Kimlik Oluşum Süreçlerinin İncelenmesi: Bir Durum Çalışması. Derginin Amacı ve Kapsamı. 2019;7(3):1174-20.
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