Özel Öğretim Kurumlarında Mesleğe Yeni Başlayan Sınıf Öğretmenlerinin İstihdamı ve İlk Yıl Deneyimleri

Year 2016, Issue: 2, 195 - 208, 01.08.2016

Turgay Öntaş

Abstract

Bu araştırmada mesleğe yeni başlayan sınıf öğretmenlerinin istihdam süreçleri ve özel öğretim kurumlarındaki ilk yıl deneyimlerini ortaya koymak amaçlanmıştır. Sınıf öğretmeni istihdamında en fazla pay kamu kaynakları ile finanse edilen kamu okullarına aittir. Bununla birlikte tüm mezunlar kamu okullarına atanmak istediklerinde mezun sayısı ve atanma durumları açısından büyük bir açık meydana gelmektedir. Bu durumda özel öğretim kurumları sınıf öğretmenleri için alternatif kariyer imkânı yaratmaktadır. Araştırmada sınıf öğretmenlerinin ve okul yöneticilerinin gözünden gerçek deneyimlerini yansıtmak amacıyla nitel araştırma deseni tercih edilmiştir. Veriler yarı yapılandırılmış görüşmelerden ve dokümanlardan elde edilmiştir. Veriler analizinde betimsel analiz tekniği kullanılmıştır. Araştırmanın bulguları, araştırma sorularına bağlı olarak belirlenen temalar ve kodlar çerçevesinde verilmiştir. Kariyer teması kapsamında sektör tercihi, istihdam ve seçim süreçleri, mesleki gelişim ve mesleği terk; ilk yıl başarısını etkileyen faktörler teması içerisinde öğretimi etkileyen faktörler, uyum ve vasıf odağı; problemlerin algılanması temasında baskı, iş yükü, psikolojik ve fiziksel yorgunluktan şikâyet, gibi esnek çalışma kodlarına yer verilmiştir

Keywords

Kariyer, Özel öğretim kurumu, Mesleğe giriş, Öğretmen eğitimi, Sınıf öğretmeni

Employment and First Year Experience of Beginner Primary School Teachers at Private Educational Institutions

Abstract

In this study to demonstrate primary school teachers’ employment process and their first year teaching in private educational organizations is aimed. The major employer of primary school teachers is public schools that are funded by state. There will be a gap between grade inflation and employment rate when all of the teacher candidates claim to be appointed to public schools. Hence private educational organizations provide alternative career opportunities for teacher candidates. Qualitative methods will be used in this study to display real evidence from the eyes of teachers and also principals. The data have been obtained through documents and interview techniques. After the data have been collected, descriptive analysis has been used. The findings of the study were given within the frame of themes and codes which were determined based on the problem statement. The first theme, career was presented in the context of choosing sector, recruitment and selecting process, professional development, leave the profession. The second theme, factors affecting first years’ success was explained in the context of teaching factors, consistency and skills focus. The third theme was presented in a category of pressure, workload, complaining psychological and physical exhaustion, flexible working conditions

Keywords

Career, Private educational institution, Entering the profession, Teacher education, Primary school teacher

References

• Açıkalın, A. (1996). Çağdaş örgütlerde insan kaynağının personel yönetimi. Pegem A Yayıncılık: Ankara.
• Adams, A. & Tulasiewicz, W. (1995). The Crisis in Teacher Education: a European Concern? London: The Falmer Press.
• Aksoy, N. (2008). Birleştirilmiş sınıflarda eğitim-öğretim: genç ve deneyimsiz öğretmenlerin görüşlerine dayalı bir araştırma. Eğitim Bilim Toplum, 6(21), 82-108. Retriewed from http:// www.egitimbilimtoplum.com.tr/index.php/ebt/article/ view/358/pdf
• Avalos, B., & Aylwin, P. (2007). How young teachers experience their professional work in Chile. Teaching and Teacher Education, 23(4), 515–528.
• Aysal, S. (2007). Kariyer girişi evresi öğretmenlerinin profesyonel gelişimi. Yayınlanmamış yüksek lisans tezi. Marmara Üniversitesi, İstanbul.
• Bakioğlu, A. (1996). Öğretmenlerin kariyer evreleri (Türkiye’de resmi lise öğretmenleri üzerinde yapılan bir araştırma. M.Ü. Atatürk Eğitim Fakültesi 2. Ulusal Eğitim Sempozyumu Bildirileri, 18-20 Eylül 1996. İstanbul, Türkiye
• Bakkenes, I., Vermunt, J. D., & Wubbels, T. (2010). Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers. Learning and Instruction, 20, 533–548. Retriewed from http://ac.els-cdn. com/S0959475209000929/1-s2.0-S0959475209000929-main. pdf?_tid=8bb8d6b4-53ef-11e6-bf7b-00000aab0f6c&acdnat= 1469620078_45cea244a0a7ecd3bfe8b55e5f593af4
• Britt, P. M. (1997). Perceptions of Beginning Teachers: Novice Teachers Reflect upon Their Beginning Experiences (pp. 1–9). Memphis, TN: Mid-South Educational Research Association.
• make first-year experience in private schools in comparable.
• Gür, B. S. (2014). Deskilling of teachers: the case of Turkey. Educational Sciences: Theory & Practice, 14(3), 887-890. doi: 10.12738/estp.2014.3.2116
• Darling-Hammond, L., Chung, R. & Frelow. F. (2002). Variation in teacher preparation: how well do different pathways prepare teachers to teach? Journal of Teacher Education, 53(4), 286- 302. doi: 10.1177/0022487102053004002
• Darling-Hammond, L. & Youngs, P. (2002). Defining “highly qualified teachers”: what does “scientifically-based research” actually tell us? Educational Researcher, 31(9), 13-25. Retriewed from https://www.uww.edu/Documents/colleges/ coeps/academics/Darling-Hammond%20what%20the%20 research%20tells%20us.pdf
• Hoekstra, A., Brekelmans, M., Beijaard, D., & Korthagen, F. (2009). Experienced teachers’ informal learning: Learning activities and changes in behavior and cognition. Teaching and Teacher Education, 25, 663–673. Retriewed from http://doi.org/ doi:10.1016/j.tate.2008.12.007
• Hong, J. Y. (2012). Why do some beginning teachers leave the school, and others stay? Understanding teacher resilience through psychological lenses, Teachers and Teaching: theory and practice, 18(4), 417-440. doi: 10.1080/13540602.2012.696044
• IKGM. (2014). 2014 Yılı Eylül dönemi öğretmenlik için başvuru ve atama duyurusu. MEB. Retrieved from http://ikgm.meb. gov.tr/meb_iys_dosyalar/2014_09/11065140_2014_eylul_ donemi_ilk_atama_duyurusu.pdf.pdf
• IKGM. (2015). Alanlara kaynak olan yükseköğretim programları. MEB. Retrieved from http://atama.meb.gov.tr/sonuclar/kaynak_ okul_tamami/kaynak_okullar.asp?Sonuc=sonucGoster
• Imig, D. G., & Imig, S. R. (2006). What do beginning teachers need to know? Journal of Teacher Education, 57(3), 286 – 291.
• Ingersoll, R. M., & Smith, T. M. (2004). Do teacher induction and mentoring matter? NASSP Bulletin, 88(638), 28–40. Retriewed from http://repository.upenn.edu/cgi/viewcontent. cgi?article=1134&context=gse_pubs
• Johnson, S. M., & Kardos, S. M. (2004). Professional culture and the promise of colleagues. In S. M. Johnson (Ed.), Finders and keepers: Helping new teachers survive and thrive in our schools (pp. 139–165). San Francisco: Jossey-Bass.
• Karslı, M. D., & Güven, S. (2011). Öğretmen yetiştirme politikaları. In Türkiye’de öğretmen yetiştirme (pp. 53–84). Ankara: Pegem Akademi.
• Kersaint, G., Lewis, J., Potter, R., & Meisels, G. (2007). Why teachers leave: factors that influence retention and resignation. Teaching and Teacher Education, 23,775–794.
• Korkmaz, İ., Saban, A., Akbaşlı, S. (2004). Göreve yeni başlayan sınıf öğretmenlerinin karşılaştıkları güçlükler. Kuram ve Uygulamada Eğitim Yönetimi, 38, 266-277.
• Kwakman, K. (2003). Factors affecting teachers’ participation in professional learning activities. Teaching and Teacher Education, 19, 149–170. Retriewed from http://doi.org/ doi:10.1016/S0742-051X(02)00101-4
• Kyriacou, C., & Kunc, R. (2007). Beginning teachers’ expectations of teaching. Teaching and Teacher Education, 23, 1246–1257. Retriewed from http://doi.org/10.1016/j.tate.2006.06.002
• Lacey, C. (1977). The socialization of teachers. London: Methuen and Co.
• Lasky, S.(2005). A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching and Teacher Education, 21, 899–916
• Lohman, M. C. (2006). Factors influencing teachers’ engage- ment in informal learning activities. Journal of Workplace Learning, 18, 141-156. Retriewed from http://dx.doi. org/10.1108/13665620610654577. http://dx.doi.org/10.15390/EB.2014.2949
• Saka, Y., Southerland, S. A., Kittleson, J., & Hutner, T. (2013). Understanding the induction of a science teacher: the interaction of identity and context. Research in Science Education, 43, 1221–1244. doi 10.1007/s11165-012-9310-5
• Sarı, M. H. (2011). Göreve yeni başlayan sınıf öğretmenlerinin karşılaştıkları sorunlar. Yayınlanmamış Yüksek Lisans Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
• Scherff, L. (2008). Disavowed: the stories of two novice teachers. Teaching and Teacher Education, (24). 1317–1332. doi:10.1016/j.tate.2007.06.002
• Straka, G. A. (2004). Informal learning: genealogy, concepts, antagonisms and questions. ITB Forschungsberichte, 15, 1–17. Retriewed from http://www.pedocs.de/volltexte/2014/9162/ pdf/Straka_2004_Informal_learning.pdf
• Şişman, M. (2014). Eğitim Bilimine Giriş. Ankara: Pegem Akademi.
• TEDMEM. (2015). Ulusal Eğitim Programı 2015-2022. Ankara: Türk Eğitim Derneği.
• Thomas, L., & Beauchamp, C. (2011). Understanding new teachers’ professional identities through metaphor. Teaching and Teacher Education, 27, 762–769. Retriewed from http:// doi.org/10.1016/j.tate.2010.12.007
• Tüm Özel Öğretim Kurumları Derneği. (TÖDER). (2015). Retriewed from www.toder.org/sayfa/tanitim
• Türkiye Özel Okullar Derneği. (TÖZOK). (2015). Retriewed from http://www.ozelokullardernegi.org.tr/Sayfa/kurumsal/tarihce
• Tynja¨la¨, P. (2008). Perspectives into learning at the workplace. Educational Research Review, 3, 130-154.
• Ulvik, M., Smith, K. & Helleve, I. (2009). Novice in secondary school – the coin has two sides. Teaching and Teacher Education, 25, 835-842. doi: 10.1016/j.tate.2009.01.003
• Van Eekelen, I. M., Bosbuizen, H. P. A., & Vermunt, J. D. (2005). Self-regulation in higher education teacher training. Higher Education, 20, 447-471. Retriewed from http://dx.doi. org/10.1007/s10734-004-6362-0.
• Veenman, S. (1984). Perceived Problems of Beginning Teachers. Review of Educational Research, 54(2), 143–178.
• Veenman, S. (1987). On becoming a teacher: an analysis of initial training. Paper presented at the Conference on Education of the World Basque Congress. Retriewed from https://eric. ed.gov/?q=ED312231&id=ED312231
• Vermunt, J. D., & Vermetten, Y. J. (2004). Patterns in student learning: relationships between learning strategies, conceptions of learning, and learning orientations. Educational Psychology Review, 16, 359- 384
• Vermunt, J.D. & Verloop, N. (1999). Congruence and friction between learning and teaching. Learning and Instruction, 9, 257–280.
• Wang, J., Odell, S.J., & Schwille, S.A. (2008). Effects of teacher induction on beginning teachers teaching: a critical review of the literature. Journal of Teacher Education, 59, 132–152.
• Weiss E. M. (1999) Perceived workplace conditions and first-year teachers’ morale, career choice commitment, and planned retention: a secondary analysis. Teaching and Teacher Education, 15, 861–879.
• Yıldırım, A. & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık
• Yıldızlar, M. (2011). Öğretmen eğitimine yön veren yasalar. In Türkiye’de öğretmen yetiştirme (pp. 87–115). Ankara: Pegem Akademi.
• Saka, Y., Southerland & Books, J. (2009). Becoming a member of a school community while working toward science education reform: teacher induction from a cultural historical activity theory (CHAT) perspective. Science Education, 93, 996-1025. Retriewed from http://onlinelibrary.wiley.com/doi/10.1002/ sce.20342/epdf