Standart Sınavlar ve Dönüşen Öğretmen Kimliği

Year 2020, Issue: Özel Sayı 1 / Supplement 1, 117 - 137, 11.09.2020

Yunus Emre Ömür Bünyamin Bavlı

https://doi.org/10.26650/JECS2019-0101

Abstract

Standart sınavlar ve standart öğretim programları, eğitimin bütün paydaşlarını etkileyen unsurlardır. Standart sınavlardan en çok etkilenen unsurlardan biri öğrenci ise diğeri de öğretmen olmuştur. İlgili alan yazın incelendiğinde eğitimde standartlaşmanın öğretmenlik mesleğinin anlamını, mesleğin günlük pratiklerini etkilediği, öğretmenin iş yükünü artırdığı ve öğretmen üzerinde bir denetim mekanizması işlevi gördüğüne dair eleştirilerin mevcut olduğu görülmektedir. Bu tartışmalardan hareketle gerçekleştirilmiş olan bu çalışmanın amacı ise standart sınavların ve standart programın öğretmenin mesleki kimliği ve pratikleri üzerindeki etkisinin öğretmenlerin kendi deneyimlerine dayanarak çözümlenmesi olarak belirlenmiştir. Bu amaç doğrultusunda araştırma, nitel araştırma desenlerinden biri olan olgubilim deseni ile yürütülmüştür. Olgubilim deseni, bireylerin deneyimledikleri olgulara ilişkin öznel kavrayışlarını derinlemesine çözümlemek üzere yürütülen araştırmalar için uygun bir desendir. Araştırmanın katılımcıları amaçlı örnekleme tekniklerinden biri olan ölçüt örnekleme yöntemi ile belirlenmiştir. Dolayısıyla araştırmanın çalışma grubu, öğrencilerini standart sınavlara hazırlama deneyimi olan ve branşı standart sınavların kapsamına giren 12 ortaokul öğretmeninden meydana gelmiştir. Araştırma verileri, derinlemesine görüşme ve odak grup görüşmesi teknikleriyle elde edilmiş olup içerik analizi yöntemi ile çözümlenmiştir. Analiz sonucunda ise “Öğretmenin Teknisyenleşmesi” ve “Sınav Öncelikli Öğretim” başlığı altında iki tema oluşturulmuş olup bu temalar, katılımcı görüşlerinden yapılan alıntılar ile sunularak tartışılmıştır.

Keywords

Standart sınavlar, standart program, öğretmen kimliği

High Stakes Testing and Transformation in the Occupational Identity of Teachers

Abstract

In the literature, there is criticism that standardization in education affects the meaning of the teaching profession, the daily practice of the profession, increases the workload of the teacher and acts as a control mechanism on the teacher. The aim of this study is to analyze standard exams and standard programs in terms of the teacher’s professional identity and practices, based on the teachers’ own experiences. For this purpose, the research was carried out with a phenomenological design, which is one of the qualitative research designs.. The participants of the study were determined by using the purposive sampling technique, which is one of the purposive sampling techniques. Therefore, the study group of the current research consisted of 12 secondary school teachers who had the experience of preparing students for standardized exams, and whose branch was included in those exams. Research data were obtained through in-depth interview and focus group interview techniques, and analyzed with the content analysis method. As a result of the analysis, two themes were created under the title of “Teachers Turning into Technicians” and “Exam Oriented Teaching”. These themes are presented and discussed with quotations from the participants’ views.

Keywords

Standardized exams, standardized program, teacher identity

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