Öğretmenlerin Kültürel Sermayelerininin Mesleki Yeterliklerine Yansıması: Fenemonolojik Bir Araştırma

Abstract

Bu araştırmada, sınıf öğretmenlerinin kültürel sermayelerini etkileyen temel unsurlar ile bu sermayenin kişisel-sosyal gelişimleri ve mesleki yeterliklerine yansımaları incelenmiştir. Bu doğrultuda çalışma, öğretmenlerin kültürel sermayeye ilişkin deneyimlerini derinlemesine incelemek amacıyla fenomenolojik desende nitel bir araştırma olarak tasarlanmıştır. Araştırma, 2024–2025 eğitim-öğretim yılında Malatya ilindeki devlet okullarında görev yapan 17 sınıf öğretmeniyle yürütülmüş ve veri toplamak amacıyla yarı yapılandırılmış görüşme formu kullanılmıştır. Bulgular, öğretmenlerin kültürel sermayelerinin aileden aktarılan değerler, sosyal çevre, eğitim deneyimleri ve teknoloji-medya kullanımı gibi kaynaklarla şekillendiğini ve bu unsurların mesleki yeterlikleri doğrudan veya dolaylı olarak etkilediğini göstermektedir. Özellikle aile desteği ve değer aktarımı, öğretmenlerin mesleki motivasyonunu ve eğitim süreçlerine yönelik algılarını güçlendirirken; sosyal çevre, farklı bakış açılarına açıklığı teşvik etmektedir. Ayrıca, kültürel sermayenin iletişim ve empati becerilerini geliştirdiği ve öğretmenlerin öğrencilerle ve meslektaşlarıyla daha etkili etkileşimler kurmasına katkı sunduğu belirlenmiştir. Elde edilen sonuçlar, öğretmenlerin mesleki yeterliklerinin geliştirilmesinde kültürel sermayenin önemli bir unsur olduğunu ve bu bağlamda öğretmen yetiştirme programlarında kültürel sermayeyi destekleyici stratejilerin geliştirilmesi gerektiğini ortaya koymaktadır.

Keywords

• Kültürel Sermaye
• Öğretmen
• Mesleki Yeterlik
• Aile
• Sosyal Çevre

Teachers' Cultural Capital Reflections on Their Professional Competences: A Phenomenological Study

Abstract

This study examines the fundamental factors that influence classroom teachers' cultural capital and how this capital affects their personal and social development, as well as their professional competence. This study was designed as a qualitative phenomenological research to explore teachers’ experiences regarding cultural capital. Seventeen classroom teachers working in public schools in Malatya Province during the 2024–2025 academic year participated in the study, which used a semi-structured interview form to collect data. The findings demonstrate that teachers' cultural capital is influenced by factors such as family values, social environment, educational experiences, and technology and media usage. These elements directly or indirectly impact their professional competence. Family support and value transmission, in particular, strengthen teachers' professional motivation and perceptions of educational processes, while the social environment encourages openness to different perspectives. Furthermore, the study determined that cultural capital fosters communication and empathy skills, enhancing teachers' ability to interact effectively with students and colleagues. These results suggest that cultural capital is a critical component of developing teachers' professional competencies, and strategies that support cultural capital should be incorporated into teacher training programs.

Keywords

• Cultural Capital
• Teachers
• Professional Competence
• Families
• Social Environments

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