An Althusserian Perspective on Teachers' Educational Beliefs: Changes in the Physical Appearance of Schools as Ideological Apparatuses

Year 2024, Volume: 9 Issue: 2, 41 - 65, 31.12.2024

Ayhan Aksakallı , Rıza Salar

Abstract

In this study, it is aimed to reveal the educational beliefs that the changes in the physical appearance of schools in the context of Althusser's ideological apparatuses will reveal in teachers. Thirty-eight teachers working in different provinces of Turkey and working in different branches participated in the study. Semi-structured interviews consisting of seven basic questions were conducted with the teachers. Qualitative data were analysed through phenomenographic analysis. From the data, three categories for the explanatory category of "educational practice" in terms of educational beliefs and three categories for ways of description, two categories for the explanatory category of "teacher practice" in terms of educational beliefs and two categories for ways of description, three categories for the explanatory category of "power practice" in terms of educational beliefs and three categories for ways of description were obtained. This study shows the educational beliefs revealed in teachers in terms of three parameters (education, teacher, power) selected in the context of Althusser's ideological apparatuses. It is thought that the findings obtained will help us to see the changes that may occur in teachers' educational beliefs as a result of changes in the physical appearance of schools.

Keywords

Ideological apparatuses, power, educational beliefs, phenomenology

References

• Abdulhakimoğulları, E. D. (2019). The use of photography ın the context of althusser’s ideological state apparatus. Journal of Political Administrative and Local Studies, 2(1), 27-42.
• Akerlind, G. S. (2005). Learning about phenomenography: Interviewing, data analysis and the qualitative research paradigm. Teaching in Higher Education, 10(2), 111–125.
• Akerlind, G. S. (2005). Variation and commonality in phenomenographic research methods. Higher Education Research and Development, 24(4), 321- 334.
• Åkerlind, G. S. (2012). Variation and commonality in phenomenographic research methods. Higher Education Research & Development, 31(1), 115–127.
• Akın, U., & Arslan, G. (2014). Ideology and education: a different view on state and education relationship. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 4(1), 81-90.
• Alkın Şahin, S., Tunca, N., & Ulubey, Ö. (2013). The relationship between teacher candidates education beliefs and critical thinking disposition (European Conference on Curriculum Studies). Future Directions: Uncertainy and Possibility, University of Minho, Portugal- Braga, 18-19, October.
• Althusser, L. (2005). Yeniden üretim üzerine (Çev. A. Işık Ergüden). İstanbul: İthaki Yayınları.
• Althusser, L. (2008). İdeoloji ve Devletin İdeolojik Aygıtları. İstanbul: İthaki Yayınları.
• Althusser, L. (2016). İdeoloji ve devletin ideolojik aygıtları (5. Baskı, Çev. Alp Tümertekin). İstanbul: İthaki Yayınları.
• Bandura, A. (1997). Self- eficacy: Toward a unifying theory of behavioral change. Psycholoical Review, 84(2), 191-215.
• Bandura, A. (1997). Self- eficacy: Toward a unifying theory of behavioral change. Psycholoical Review, 84(2), 191-215.
• Bauch, P. A. (1982). Predicting elementary classroom teaching practices from teachers educational beliefs (Paper presented at the Annual Meeting of the American Educational Research Association, New York, NY, March 19-23).
• Booth, S. (1997). On phenomenography, learning and teaching. Higher Education Research & Development, 16(2), 135–158.
• Borhan, E. (2022). Ideological transformation of education: a theoretical evaluation. Yenisey Uluslararası Dil, Edebiyat ve Eğitim Dergisi, 25-34.
• Bowden, J. A. (2000). The nature of phenomenographic research. Melbourne: RMIT University Press.
• Bowden, J. A., & Green, P. (Eds.). (2005). Doing developmental phenomenography. Melbourne: RMIT University Press.
• Buchmann, M. (1984). The use of research knowledge in teacher education and teaching. American Journal of Education, 92(4), 421-439.
• Candan, H., & Işık, M. (2019).The function of schools as a political socialization tool in the ideological state: a conceptual analysis. Süleyman Demirel Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 24(3), 567-585.
• Çetin, H. (2001). Devlet, İdeoloji ve Eğitim. Cumhuriyet Üniversitesi Sosyal Bilimler Dergisi. 25 (2), 201–211.
• Dijk, T. V. (2003). “Söylem ve ideoloji: çok anlamlı bir yaklaşım”, söylem ve ideoloji (Ed. Barış Çoban, Zeynep Özarslan). İstanbul: Su Yayınları.
• Dursun, D. (2012). Siyaset Bilimi. İstanbul: Beta Yayınları.
• Eagleton, T. (2015). İdeoloji (4. Baskı, Çev. Muttalip Özcan). İstanbul: Ayrıntı Yayınları.
• Enstwistle, N. (1997). Introduction: Phenomenographic in higher education. Higher Education Research and Development, 16(2), 127-134.
• Entwistle, N. (1997). Contrasting perspectives on learning. Instructional Science, 26(1), 1–18.
• Ertürk, S. (1993). Eğitimde Program Geliştirme. Ankara: Meteksan Matbaacılık.
• Freedman, J. I., Sears, D. O., & Carlsmith, J. M. (2003). Sosyal psikoloji (Çev. A. Dönmez). Ankara: İmaj yayınları.
• Freire, P. (2013). Ezilenlerin Pedagojisi. (Çev. D. Hatatoğlu & E. Özbek). İstanbul: Ayrıntı Yayınları.
• Gutek, G. L. (2014). Eğitime felsefi ve ideolojik yaklaşımlar (Çev. N. Kale). Ütopya Yayınevi.
• Güngör, S. (2001). Althusser’de ideoloji kavramı. Süleyman Demirel Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, Cilt: 6, Sayı: 2, ss.221-231.
• Haney, J. J., Lumpe, A. T., & Czerniak, C. M. (2003). Constructivist beliefs about the science classroom-learning environment: perspectives from teachers, administrators, parents, community members, and students. School Science and Mathematics, 103(8), 366-377.
• Hasselgren , B., & Beach, D. (1997). Phenomenography “a good looking brother” of phenomenology? Higher Education Research and Development, 16(2), 191–202.
• Heywood, A. (2016). Siyasi İdeolojiler (10. Baskı). Ankara: BB101.
• Illich, I. (2012). Okulsuz Toplum (Çev. M. Özay). İstanbul: Şule Yayınları.
• İnal, K. (2004). Eğitim ve İktidar: Türkiye’de Ders Kitaplarında Demokratik ve Milliyetçi Değerler. Ankara: Ütopya Yayınları.
• Kağıtçıbaşı, Ç. (2006). Yeni insan ve insanlar. İstanbul: Evrim Yayınları.
• Kaygısız, İ. (1997). Eğitim Felsefesi ve Türk Eğitim Sisteminin Felsefi Temelleri. Eğitim ve Yaşam, 8, 5–15.
• Kazancı, M. (2002). Althusser, ideoloji ve iletişimin dayanılmaz ağırlığı. Ankara Üniversitesi SBF Dergisi, Cilt: 55, Sayı: 1, ss. 55-87.
• Koballa, T., Graber, W., Coleman, C., & Kemp, C. (2000). Prospective gymnasium teachers conceptions of chemistry learning and teaching. International Journal of Science Education, 22(2), 209-224.
• Lam, H. C. (2018). The phenomenography tradition in the study of classroom teaching. International Journal of Research & Method in Education, 42(5), 513–524. https://doi.org/10.1080/1743727X.2018.1518417
• Larrain, J. (1995). İdeoloji ve kültürel kimlik (Çev. Neşe Nur Domaniç). İstanbul: Sarmal Yayınevi.
• Levin, T., & Wadmany, R. (2006). Thecahers’ beliefs and practices in thechology-based clasroom: A developmental view. Journal of Research on Techologhy in Education, 39(2), 157-181.
• Livinston, M. J., McClain, B. R., & Despain, B. C. (1995). Assesingthe consistency between theachers’ philosophies and educational goals. Education, 116(1), 124-129.
• Mardin, Ş. (2004). İdeoloji. İstanbul: İletişim Yayınları.
• Marton, F. (1981). Phenomenography—Describing conceptions of the world around us. Instructional Science, 10(2), 177–200.
• Marton, F., & Booth, S. (1997). Learning and awareness. Mahwah, NJ: Lawrence Erlbaum Associates.
• Marton, F., & Pong, W. Y. (2005). On the unit of description in phenomenography. Higher Education Research & Development, 24(4), 335–348.
• Morton, F., & Booth, S. (1997). Learning and awareness. Hillsdale, N. J: Lawrance Erlbaun Ass.
• Mumby, D. K. (1989). Ideology & the Social Construction of Meaning: A Communication Perspective. Communication Quarterly. Vol: 37, No: 4, pp. 291 -304.
• Nisbett, R., & Ross, L. (1980). Human inference: Strategies and shor tcoming of social judgment. Englewood Cliffs, NJ: Premice- Hall.
• Oğuz, A., Altınkurt, Y., Yılmaz, K., & Hatipoğlu, S. (2014). The relationship between educational beliefs and learner autonomy support behaviors of teachers. Turkish Journal Educationnal Studies, 1(1), 37-78. Pajares, F. M. (1992). Theachers beliefs and educational research: cleaningup a messy construct. Review of Educational Research, 62(3), 307-332.
• Prosser, M., & Trigwell, K. (1999). Understanding learning and theaching the experience in higher education. U. K : Buckingham.
• Richardson, J. T. E. (1999). The concepts and methods of phenomenographic research. Review of Educational Research, 69(1), 53–82.
• Rideout, G. W. (2006). Eeducational beliefs and the learning environment. Academic Exchange Quartely, 10(2), 67-71.
• Sandberg, J. (1997). Are phenomenographic results reliable? Higher Education Research & Development, 16(2), 203–212.
• Savaşçı Açıkalın, F. (2009). Theacher believes and practice in science education. Asia Pacific Forum an on Science Learning and Theaching, 10(1), 1-14.
• Silvernail, D. L. (1992a). The devolopment and factor structure of the educational beliefs questionnaire. Educational and Psychological Measurement, 52(3), 663-667.
• Silvernail, D. L. (1992b). The educational philosopphies of secondary school theachers. The High School Journal,75(3), 162-166.
• Sin, S. (2010). Considerations of quality in phenomenographic research. International Journal of Qualitative Methods, 9(4), 305–319.
• Spring, J. (2010). Özgür Eğitim (Çev. A. Emekçi). İstanbul: Ayrıntı Yayınları.
• Straub, J. M., & Maynes, N. (2021). Rigorous phenomenography: A conceptual model. Journal of Studies in Education, 11(2).
• Strauss, A. L. (1987). Qualitative analysis for social scientists. NY: Cambridge University Press.
• Şimşek, M. Ş., Akgemci, T., & Çelik, A. (2003). Introduction to behavioral sciences and behavior in organizations. Konya: Adım Publishing.
• Şişman, M. (2002). Eğitimde mükemmellik arayışı (etkili okullar). Ankara: Pegem Yayınları.
• Tandeur, J., Hermans, R., vanBreak, J. V., & Valcke, M. (2008). Exploring the link between theachers’ education belief profiles and different types of computer use in the clasroom. Computers in Human Behavior, 24(6), 2541-2553.
• Tavşancıl, E. (2005). Tutumların ölçülmesi ve SPPS ile veri analizi. Ankara: Nobel Yayınları.
• Trigwell, K. (2000). A phenomenographic interview on teaching. Studies in Higher Education, 25(3), 273–284. Wolcott, H. F., (1994). Transforming qualitative data: Description, analysis, and interpretation. Thousand Oaks, California: Sage.
• Yapıcı, M. (2004). İdeoloji ve eğitim. Uluslararası İnsan Bilimleri Dergisi, (1), 2–8.
• Yates, C., Partridge, H., & Bruce, C. (2012). Exploring information experiences through phenomenography. Library and information research, 36(112), 96-119.
• Yero, J. L. (2002). Beliefs, theaching in mind: How theacher thinking shapes education. Hamilton, MT: Mind Flight Publishing.
• Yıldırım, A., & Şimşek, H. (2008). Sosyal Bilimlerde Nitel Araştırma Yöntemleri.(6. Baskı). Ankara: Seçkin Yayıncılık.
• Yılmaz, K. Altınkurt, Y., & Çokluk, Ö. (2011). Development of educational beliefs scale: Validity and reliability study. Educational Sciences: Theory and Practice, 11 (1), 335-350.