Öğretmenlerin Sorun Tanımlamaları ve Direnç Stratejileri: Öğretmen Anlatıları Üzerine Toplumbilimsel Bir Çözümleme

Year 2010, Volume: 9 Issue: 3, 1007 - 1026, 26.06.2010

Yasemin Esen

Abstract

Bu makalenin amacı, öğretmenlerin meslek içindeki toplumsallaşma sürecinde yaşadıkları sorunları ve direnç biçimlerini, kendi deneyimleri, duyguları, tanımları, kavramsallaştırmaları bağlamında, yine kendi anlatıları (narrative) aracılığıyla ele almak ve toplumbilimsel bir çerçeve içinde yorumlamaktır. Öğretmenlerin tekil ve özgün anlatıları, öğretmenlik mesleğini toplumbilimsel bir çerçeveden yorumlamak ve anlamak açısından birincil ve önemli kaynaklardır. Kavramsal ve kuramsal olarak yorumcu, feminist ve eleştirel pedagojilere yaslanan bu çalışma, öğretmeni bir aktör olarak odağa almakta ve öğretmenin “sesini” merkeze çekmeyi hedeflemektedir. Bu çerçevede, nitel araştırma modeline göre tasarlanan bu çalışmada, dokuz sosyal bilgiler öğretmeniyle yapılan yarı-yapılandırılmış görüşmeler, çeşitli kategoriler altında çözümlenmiştir. Öğretmenlerin anlatıları göstermektedir ki, öğretmenlik mesleği ancak mesleğin içine girdikten sonra informal yollarla öğrenilmektedir. Öğretmenler mesleğe ilişkin formal eğitimlerini genel olarak yetersiz bulmaktadır. Öğretmenler, yaşadıkları birçok sorunlara karşın, bir takım mikro direnme noktaları da geliştirmektedir

Keywords

Sosyal bilgiler öğretmenleri, yorumcu, feminist ve eleştirel kuramlar, öğretmenlerin anlatıları

Problem Definitions and Resistance Strategies of Teachers: A Sociological Analysis on Teachers' Narratives

Abstract

The purpose of this study is to consider problems and ways of resistance of teachers in the context
of their own experiences, emotions, definitions, conceptualizations through their own narratives and interpret in
a sociological framework. The particular and unique narratives of teachers are primary and crucial sources in
terms of interpreting and understanding the teaching profession in a sociological perspective. This study that is
supported by interpretative, feminist and critical pedagogies conceptually and theoretically, focus on teacher as
an actor and aims at the voice of teacher. The research was designed according to the qualitative research model.
The nine social studies teachers were interviewed and their narratives were analyzed under various categories.
The narratives of teachers reveal that teaching profession is learned by informal ways after going into the
profession. According to the teachers in the research group, their vocational education is insufficient. Although
there are some problems, teachers seem to built up some particular micro strategies of resistance.

Keywords

Social studies teachers, interpretive, feminist and critical theories, teachers’ narratives

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