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Öğretmenlik mesleğinin bir kadın mesleğine dönüşmesinin yaratabileceği sorunlara yönelik öğretmen adaylarının geliştirdikleri çözüm önerileri

Year 2020, Volume: 6 Issue: 2, 363 - 393, 31.12.2020
https://doi.org/10.47615/issej.840163

Abstract

Öğretmenlik mesleği cinsiyet dengesi bakımından incelendiğinde, giderek artan sayıda kadının erkeklere göre sayısal çoğunluğu oluşturduğu bir meslek haline geldiği görülmektedir. Öğretmen yetiştiren bazı bölümlerde erkek öğrenci sayıları neredeyse yok denecek kadar azalmakta, öğretmenlik mesleği bir kadın mesleğine dönüşme görünümü sergilemektedir. Bu araştırmanın amacı, öğretmen adaylarının cinsiyetlerine göre öğretmenlik mesleğinin kadınsılaşmasına yönelik çözüm önerilerinin neler olabileceğinin belirlenmesidir. Araştırma betimlemeye dayalı nitel bir araştırma olup, olgubilim desenine göre planlanmıştır. Araştırmada amaçsal örnekleme yönteminden tipik durum örnekleme yöntemi kullanılmıştır. Araştırmanın çalışma grubunu, Nevşehir Hacı Bektaş Veli Üniversitesi Eğitim Fakültesi ile Tokat Gaziosmanpaşa Üniversitesi Eğitim Fakültesi “Temel Eğitim, Türkçe ve Sosyal Bilimler Eğitimi, Yabancı Diller, Matematik ve Fen Bilimleri Eğitimi, Bilgisayar ve Öğretim Teknolojileri Eğitimi, Eğitim Bilimleri ve Güzel Sanatlar Eğitimi” bölümlerine devam eden 1., 2., 3. ve 4. sınıf öğretmen adayları oluşturmuştur. Verilerin toplanmasında ise yarı yapılandırılmış bir form üzerinde öğretmen adaylarıyla görüşme yapılmıştır. Öğretmen adayları ile görüşmelerden elde edilen veriler içerik analiziyle çözümlenmiştir. Araştırma sonucunda eğitim fakültelerindeki pek çok bölümde erkek öğretmen adaylarının sayıca azalmasının, hem kadın hem de erkek öğretmen adaylarını rahatsız ettiği bulgusuna ulaşılmıştır. Katılımcıların çoğunluğu öğretmenlik mesleğinin bir kadın mesleği olduğu yargısına karşı çıkmaktadırlar. Adaylar bu konuda hem eğitim fakültelerine hem de YÖK’e önemli sorumluluklar yüklemişler ve bazı konularda çalışmalar yapılmasına yönelik öneriler getirmişlerdir.

References

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Solution suggestions by trainee teachers for the problems that turning of the teaching profession into a female profession may cause

Year 2020, Volume: 6 Issue: 2, 363 - 393, 31.12.2020
https://doi.org/10.47615/issej.840163

Abstract

When the teaching profession is examined in terms of gender balance, it is seen that it has become a profession in which increasing number of women constitute the numerical majority compared to men. In some departments that trainee teachers, the number of male students is almost negligible, and the teaching profession displays the appearance of turning into a female profession. This research aimed to determine what could be the solution suggestions for the feminization of the teaching profession according to the gender of the trainee teachers. The research employed a qualitative descriptive and phenomenological design and typical case sampling method, which is a purposive sampling technique. The study group of the research consisted of 1st, 2nd, 3rd, and 4th-year prospective teachers at Nevsehir Hacı Bektas Veli University and Tokat Gaziosmanpasa University Faculty of Education, Departments of Primary Education, Social Sciences and Turkish Education, Foreign Languages, Mathematics and Science Education, Computer and Instructional Technologies Education, Educational Sciences, and Fine Arts Education. Data were collected using a semi-structured questionnaire and analyzed with content analysis. As a result of the research, it was found that the decrease in the number of male trainee teachers in many departments in education faculties disturbs both female and male trainee teachers. The majority of the participants oppose the judgment that the teaching profession is a female profession. Candidates assigned important responsibilities to both education faculties and higher education institution in this regard and made suggestions for studies on some subjects.

References

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  • Creswell, J. W. (2016). Nitel araştırma yöntemleri: Beş yaklaşıma göre nitel araştırma ve araştırma deseni. (M. Bütün ve S. B. Demir, Çev.). Ankara: Siyasal Kitabevi.
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  • Cushman, P. (2012). You’re not a teacher, you’re a man: The need for a greater focus on gender studies in teacher education. International Journal of Inclusive Education, 16, 775-790. doi: 10.1080/13603116.2010.516774.
  • Drudy, S. (2008). Gender balance/gender bias: The teaching profession and the impact of feminisation. Gender and Education, 20, 309-323. doi: 10.1080/ 09540250802190156.
  • Drudy, S., Martin, M., Woods, M. & O’Flynn, J. (2005). Men and the classroom: Gender imbalances in teaching. New York : Routledge.
  • Duflo, E. (2012). Women empowerment and economic development. Journal of Economic Literature 2012, 50(4), 1051-1079.
  • Ecevit, Y. (1998). Türkiye’de ücretli kadın emeğinin toplumsal cinsiyet temelinde analizi. 75 Yılda Kadınlar ve Erkekler (s. 267-285) içinde. İstanbul: Türk Tarih Vakfı Yayını.
  • Ehrich, J. F., Woodcock, S. & West, C. (2020). The effect of gender on teaching dispositions: A Rasch measurement approach. International Journal of Educational Research, 99, 1-9.
  • Ersoy, A. F. (2017). Fenomenoloji. A. Saban ve A. Ersoy (Ed.). Eğitimde nitel araştırma desenleri (s. 81-134) içinde. Ankara: Anı Yayıncılık.
  • England, K. & Boyer, K. (2009). Women’s work: The feminization and shifting meanings of clerical work. Journal of Social History, 43(2), 307-340.
  • EURYDICE. (2010). Eğitim çıktılarında cinsiyet faklılıkları: Avrupa’da alınan tedbirler ve mevcut durum. Luxemburg: Publications Office of the European Union.
  • Evans, L. (2008). Professionalism, professionality and the development of education professionals, British Journal of Educational Studies, 56(1), 20-38.
  • Evans, L. (2011). The ‘shape’ of teacher professionalism in England: Professional standards, performance management, professional development and the changes proposed in the 2010 white paper. British Educational Research Journal, 37(5), 851-870. https://doi.org/10.1080/01411926.2011.607231.
  • Evetts, J. (2011). A new professionalism? Challenges and opportunities. Current Sociology, 59(4), 406-422.
  • Fischman, G. (2007). Persistence and ruptures: The feminisation of teaching and teacher education in Argentina. Gender and Education, 3(19), 353-368.
  • Foster, T. & Newman, E. (2005). Just a knock back? Identity bruising on the route to becoming a male primary school teacher. Teachers and Teaching, 11, 341-358. doi: 10.1080/1345060 050 0137091.
  • Francis, B. & Skelton, C. (2011). Successful boys and literacy: Are ‘literate boys’ challenging or repackaging hegemonic masculinity? Curriculum Inquiry, 41(4), 456-479.
  • Griffiths, M. (2016). The feminization of teaching and the practice of teaching: Threat or opportunity? Educational Theory, 56(4), 387-405.
  • Hausmann, R., Tyson, L. D. & Zahidi, S. (2016). The global gender gap report. Switzerland: World Economic Forum.
  • Haynes, K. (2013). Sexuality and sexual symbolism as processes of gendered identity formation: An autoethnography of an accounting firm. Accounting, Auditing and Accountability Journal, 26(3), 374-398.
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There are 80 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Makaleler
Authors

Aysun Erginer

Emine Saklan 0000-0001-6143-9955

Publication Date December 31, 2020
Submission Date December 13, 2020
Acceptance Date December 22, 2020
Published in Issue Year 2020 Volume: 6 Issue: 2

Cite

APA Erginer, A., & Saklan, E. (2020). Öğretmenlik mesleğinin bir kadın mesleğine dönüşmesinin yaratabileceği sorunlara yönelik öğretmen adaylarının geliştirdikleri çözüm önerileri. Uluslararası Sosyal Bilimler Eğitimi Dergisi, 6(2), 363-393. https://doi.org/10.47615/issej.840163
AMA Erginer A, Saklan E. Öğretmenlik mesleğinin bir kadın mesleğine dönüşmesinin yaratabileceği sorunlara yönelik öğretmen adaylarının geliştirdikleri çözüm önerileri. ISSEJ. December 2020;6(2):363-393. doi:10.47615/issej.840163
Chicago Erginer, Aysun, and Emine Saklan. “Öğretmenlik mesleğinin Bir kadın mesleğine dönüşmesinin yaratabileceği Sorunlara yönelik öğretmen adaylarının geliştirdikleri çözüm önerileri”. Uluslararası Sosyal Bilimler Eğitimi Dergisi 6, no. 2 (December 2020): 363-93. https://doi.org/10.47615/issej.840163.
EndNote Erginer A, Saklan E (December 1, 2020) Öğretmenlik mesleğinin bir kadın mesleğine dönüşmesinin yaratabileceği sorunlara yönelik öğretmen adaylarının geliştirdikleri çözüm önerileri. Uluslararası Sosyal Bilimler Eğitimi Dergisi 6 2 363–393.
IEEE A. Erginer and E. Saklan, “Öğretmenlik mesleğinin bir kadın mesleğine dönüşmesinin yaratabileceği sorunlara yönelik öğretmen adaylarının geliştirdikleri çözüm önerileri”, ISSEJ, vol. 6, no. 2, pp. 363–393, 2020, doi: 10.47615/issej.840163.
ISNAD Erginer, Aysun - Saklan, Emine. “Öğretmenlik mesleğinin Bir kadın mesleğine dönüşmesinin yaratabileceği Sorunlara yönelik öğretmen adaylarının geliştirdikleri çözüm önerileri”. Uluslararası Sosyal Bilimler Eğitimi Dergisi 6/2 (December 2020), 363-393. https://doi.org/10.47615/issej.840163.
JAMA Erginer A, Saklan E. Öğretmenlik mesleğinin bir kadın mesleğine dönüşmesinin yaratabileceği sorunlara yönelik öğretmen adaylarının geliştirdikleri çözüm önerileri. ISSEJ. 2020;6:363–393.
MLA Erginer, Aysun and Emine Saklan. “Öğretmenlik mesleğinin Bir kadın mesleğine dönüşmesinin yaratabileceği Sorunlara yönelik öğretmen adaylarının geliştirdikleri çözüm önerileri”. Uluslararası Sosyal Bilimler Eğitimi Dergisi, vol. 6, no. 2, 2020, pp. 363-9, doi:10.47615/issej.840163.
Vancouver Erginer A, Saklan E. Öğretmenlik mesleğinin bir kadın mesleğine dönüşmesinin yaratabileceği sorunlara yönelik öğretmen adaylarının geliştirdikleri çözüm önerileri. ISSEJ. 2020;6(2):363-9.

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