Research Article
Roles of Physical, Pedagogical Environment and Leadership Practices toward Humanizing Education: Teachers’ Views
Abstract
It
is considered that modern
education is designed to shape students like lifeless physical objects. It is
also accepted that the art of teaching as filling students with knowledge like
filling a bottle from a tap. Ultimately, this kind of education ignores basic
human values and solidarity among them, whereas students need to determine
their own ways in their nature. In this respect, during educational practices; physical,
pedagogical environment and leadership practices may play important roles
to settle values among students. Therefore, this qualitative study purposed to explore teachers’ views on roles
of physical and pedagogical environment and administrators’ leadership
practices toward humanizing education. Results revealed that physical and
pedagogical learning environments were not designed to make educational
processes more humanized. Also, administrators’ leadership practices do not
serve education to become more humanized. It is recommended that while
designing and managing educational processes, human factor should be in the
center.
Thanks
A part of this research was presented at Globets 2018 in Belgrade, Serbia.
References
- Addison, N.; Burgess,L; Steers, J.;& Trowell, J.(2010). Understanding Art Education: Engaging reflexively with practice, London: Routledge. Apple, A. (1995). Education as power (2nd ed.) New York, NY: Routledge. Bailey, K. D. (1994). Methods of social research (4th ed.). New York, NY: The Free Press. Bancroft, S; Fawcett, M; Hay, P. (2008). Researching children researching the world: × 5 × 5 = creativity, Stoke-on-Trent, Trentham. Bartolomé, L. I. (1994). Beyond the methods fetish: Toward a humanizing pedagogy. Harvard Educational Review, 64(2), 173–194. Bogdan, R. C., & Biklen, S. K. (1998). Qualitative research in education: An introduction to theory and methods (3rd ed.). Needham Heights, MA: Allyn & Bacon. Büyüköztürk, Ş., Çakmak, E., Akgün, Ö., Karadeniz, Ş. & Demirel, F. (2009). Bilimsel Araştırma Yöntemleri, 4. Edition. Ankara: Pegem Akademi. Cohen, L., Manion, L. ve Morrison, K. (2007). Research methods in education (6th ed.) London: New York, Routledge. Creswell, J. (2002). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Merrill Prentice Hall. Darder, A., & Torres, R.D. (2004). After race: Racism after multiculturalism. New York, NY: New York University Press. Darder, A. (1998). Teaching as an act of love: Reflections on Paulo Freire and his contributions to our lives and our work. In A. Darder, M. Baltodano, & R. D. Torres (Eds.), The critical pedagogy reader (2nd ed., pp. 497–510). New York, NY:Routledge. Darling-Hammond, L. (2012). Policy frameworks for new assessments. In P. Griffin, B. McGaw, & E. Care, (Eds.), Assessment and teaching of 21st century skills (pp. 301–340). New York, NY: Springer. Darroch, A. (2006). Effective school leadership practices supporting the Alberta Initiative for school improvement (AISI), University of Alberta, 1992 Davies, D. (2011). Teaching science creatively, London: Routledge. Denzin, N. K., & Lincoln, Y. S. (Eds.). (2005). The Sage handbook of qualitative research (3rd ed.). Thousand Oaks, CA: Sage. Earthman, G.I. (2004). Prioritization of 31 criteria for school building adequacy', American civil Liberties union foundation of Maryland. Accessed online on 08/04/2018 http://www.aclumd.org/aTop%20Issues/Education%20Reform/EarthmanFinal105 04.pdf Fránquiz, M., & Salazar, M. (2004). The transformative potential of humanizing pedagogy: Addressing the diverse needs of Chicano/Mexicano students. High School Journal, 87(4), 36–53. Freire, P. (1970). Pedagogy of the oppressed. New York, NY: Continuum. Gandini, L. Hill, L. Cadwell, C. Schwall (Eds.), (2005). In the spirit of the studio: Learning from the Atelier of Reggio Emilia, New York: Teachers’ College Press. Giroux, H. (2013). Youth in revolt: Reclaiming a democratic future. Boulder, CO: Paradigm. Jeffrey, B. (2006). Creative teaching and learning: Towards a common discourse and practice Cambridge Journal of Education, 36 (3), 399-414 Kerkhof, van de M. (2006). Repertory grid technique (RGT).Integrated assessment, 6(4), 7-34. Krippendorff, K. (2004). Content Analysis: An Introduction to Its Methodology. London: Sage Publications. Ladson-Billings, G. (2007). Pushing past the achievement gap: An essay on the language of deficit thinking. Journal of Negro Education, 76(3), 316–323. Law, L. P. (2015). Humanizing education: teacher leaders influencing pedagogical change. Unpublished doctoral thesis, Iowa State University. Leithwood, K. A., Jantzi, D., & Steinbach, R. (1999). Changing leadership for changing times. Philadelphia: Open University Press. Lewis, J. Asberry, J.; DeJarnett, G.; King, G., (2016). The Best Practices for Shaping School Culture for Instructional Leaders, ERIC Digests, https://files.eric.ed.gov/fulltext/EJ1120644.pdf Lynch, A. D., Lerner, R. M., & Leventhal, T. (2013). Adolescent academic achievement and school engagement: An examination of the role of school-wide peer culture. Journal of Youth and Adolescence, 42(1), 6-19. Marshall, C., & Rossman, G. B. (2006). Designing qualitative research (4th ed.).Thousand Oaks, CA: Sage. Mayring, P. (2014). Qualitative Content Analysis. Theoretical Foundation, Basic Procedures and Software Solution. Austria. www.files.qualitative-content-analysis.aau.at/. Date of Access: 18.04.2017. MacNeil, A. J.; Prater, D. L., & Busch, S. (2009). The effects of school culture and climate on student achievement, International Journal of Leadership in Education, 12:1, 73-84, DOI: 10.1080/13603120701576241 McLaren, P. (2005). Capitalists and conquerors: A critical pedagogy against empire. Lanham, MD: Rowman & Littlefield. Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage. Rodriguez, A., & Smith, M. D. (2011). Reimagining Freirean pedagogy: Sendero for teacher education. Journal for Critical Education Policy Studies, 9(1), 91–103. Salazar, M. D. (2013). A humanizing pedagogy: Reinventing the principles and practice of education as a journey toward liberation. Review of Research in Education, 37(1),121–148. doi:10.3102/0091732X12464032 Vecchi, V. (2010). Art and creativity in Reggio Emilia: Exploring the role and potential of ateliers in early childhood education, London: Routledge. Westerman, W. (2005) Folk schools, popular education, and a pedagogy of community action. The critical pedagogy reader. New York, NY: Routledge. Yıldırım, A. & Şimşek, H. (2006). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. 6. Baskı. Ankara: Seçkin Yayıncılık.
Fiziksel, Pedagojik Çevre ve Liderlik Uygulamalarının Eğitimin İnsancıllaştırılmasındaki Rolleri: Öğretmen Görüşleri
Abstract
Modern eğitimin öğrencileri cansız nesneler gibi biçimlendirdiği
söylenebilir. Hatta öğretim sanatının öğrencileri akan bir musluktan bir şişeyi
doldurma gibi bilgiyle doldurma gayretinde olduğu uzmanlarca da kabul
edilmektedir. Sonuçta, öğrenciler arasında insani değerler ve dayanışma ihmal
edilmektedir. Hâlbuki öğrenciler kendi yollarını kendi doğalarına göre belirlemek
ihtiyacındadırlar. Bu bağlamda, eğitim uygulamaları öğrenciler arasında insani
değerler ve dayanışma duygusunu yerleştirme konusunda önemli roller
oynayabilir. Bu nedenle, mevcut nitel araştırma fiziksel öğrenme çevresi,
pedagojik öğrenme çevresi ve yöneticilerin yönetsel uygulamalarının eğitimin
insancıllaştırılması sürecindeki rollerine dair öğretmenlerin görüşlerini
ortaya çıkartmayı amaçlamaktadır. Araştırmanın sonuçları fiziksel öğrenme ve
pedagojik öğrenme çevresinin eğitimin insancıllaştırılması amacına uygun bir
şekilde düzenlenmediğini ortaya koymaktadır. Yine yöneticilerin yönetsel
uygulamalarının eğitimin insancıllaştırılmasına hizmet etmemektedir. Eğitimin
planlanması ve uygulanması süreçlerinde insan faktörünün merkezde olması
gerektiği önerilmektedir.
References
- Addison, N.; Burgess,L; Steers, J.;& Trowell, J.(2010). Understanding Art Education: Engaging reflexively with practice, London: Routledge. Apple, A. (1995). Education as power (2nd ed.) New York, NY: Routledge. Bailey, K. D. (1994). Methods of social research (4th ed.). New York, NY: The Free Press. Bancroft, S; Fawcett, M; Hay, P. (2008). Researching children researching the world: × 5 × 5 = creativity, Stoke-on-Trent, Trentham. Bartolomé, L. I. (1994). Beyond the methods fetish: Toward a humanizing pedagogy. Harvard Educational Review, 64(2), 173–194. Bogdan, R. C., & Biklen, S. K. (1998). Qualitative research in education: An introduction to theory and methods (3rd ed.). Needham Heights, MA: Allyn & Bacon. Büyüköztürk, Ş., Çakmak, E., Akgün, Ö., Karadeniz, Ş. & Demirel, F. (2009). Bilimsel Araştırma Yöntemleri, 4. Edition. Ankara: Pegem Akademi. Cohen, L., Manion, L. ve Morrison, K. (2007). Research methods in education (6th ed.) London: New York, Routledge. Creswell, J. (2002). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Merrill Prentice Hall. Darder, A., & Torres, R.D. (2004). After race: Racism after multiculturalism. New York, NY: New York University Press. Darder, A. (1998). Teaching as an act of love: Reflections on Paulo Freire and his contributions to our lives and our work. In A. Darder, M. Baltodano, & R. D. Torres (Eds.), The critical pedagogy reader (2nd ed., pp. 497–510). New York, NY:Routledge. Darling-Hammond, L. (2012). Policy frameworks for new assessments. In P. Griffin, B. McGaw, & E. Care, (Eds.), Assessment and teaching of 21st century skills (pp. 301–340). New York, NY: Springer. Darroch, A. (2006). Effective school leadership practices supporting the Alberta Initiative for school improvement (AISI), University of Alberta, 1992 Davies, D. (2011). Teaching science creatively, London: Routledge. Denzin, N. K., & Lincoln, Y. S. (Eds.). (2005). The Sage handbook of qualitative research (3rd ed.). Thousand Oaks, CA: Sage. Earthman, G.I. (2004). Prioritization of 31 criteria for school building adequacy', American civil Liberties union foundation of Maryland. Accessed online on 08/04/2018 http://www.aclumd.org/aTop%20Issues/Education%20Reform/EarthmanFinal105 04.pdf Fránquiz, M., & Salazar, M. (2004). The transformative potential of humanizing pedagogy: Addressing the diverse needs of Chicano/Mexicano students. High School Journal, 87(4), 36–53. Freire, P. (1970). Pedagogy of the oppressed. New York, NY: Continuum. Gandini, L. Hill, L. Cadwell, C. Schwall (Eds.), (2005). In the spirit of the studio: Learning from the Atelier of Reggio Emilia, New York: Teachers’ College Press. Giroux, H. (2013). Youth in revolt: Reclaiming a democratic future. Boulder, CO: Paradigm. Jeffrey, B. (2006). Creative teaching and learning: Towards a common discourse and practice Cambridge Journal of Education, 36 (3), 399-414 Kerkhof, van de M. (2006). Repertory grid technique (RGT).Integrated assessment, 6(4), 7-34. Krippendorff, K. (2004). Content Analysis: An Introduction to Its Methodology. London: Sage Publications. Ladson-Billings, G. (2007). Pushing past the achievement gap: An essay on the language of deficit thinking. Journal of Negro Education, 76(3), 316–323. Law, L. P. (2015). Humanizing education: teacher leaders influencing pedagogical change. Unpublished doctoral thesis, Iowa State University. Leithwood, K. A., Jantzi, D., & Steinbach, R. (1999). Changing leadership for changing times. Philadelphia: Open University Press. Lewis, J. Asberry, J.; DeJarnett, G.; King, G., (2016). The Best Practices for Shaping School Culture for Instructional Leaders, ERIC Digests, https://files.eric.ed.gov/fulltext/EJ1120644.pdf Lynch, A. D., Lerner, R. M., & Leventhal, T. (2013). Adolescent academic achievement and school engagement: An examination of the role of school-wide peer culture. Journal of Youth and Adolescence, 42(1), 6-19. Marshall, C., & Rossman, G. B. (2006). Designing qualitative research (4th ed.).Thousand Oaks, CA: Sage. Mayring, P. (2014). Qualitative Content Analysis. Theoretical Foundation, Basic Procedures and Software Solution. Austria. www.files.qualitative-content-analysis.aau.at/. Date of Access: 18.04.2017. MacNeil, A. J.; Prater, D. L., & Busch, S. (2009). The effects of school culture and climate on student achievement, International Journal of Leadership in Education, 12:1, 73-84, DOI: 10.1080/13603120701576241 McLaren, P. (2005). Capitalists and conquerors: A critical pedagogy against empire. Lanham, MD: Rowman & Littlefield. Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage. Rodriguez, A., & Smith, M. D. (2011). Reimagining Freirean pedagogy: Sendero for teacher education. Journal for Critical Education Policy Studies, 9(1), 91–103. Salazar, M. D. (2013). A humanizing pedagogy: Reinventing the principles and practice of education as a journey toward liberation. Review of Research in Education, 37(1),121–148. doi:10.3102/0091732X12464032 Vecchi, V. (2010). Art and creativity in Reggio Emilia: Exploring the role and potential of ateliers in early childhood education, London: Routledge. Westerman, W. (2005) Folk schools, popular education, and a pedagogy of community action. The critical pedagogy reader. New York, NY: Routledge. Yıldırım, A. & Şimşek, H. (2006). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. 6. Baskı. Ankara: Seçkin Yayıncılık.
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