Öğretmenin Kendini Açması Uygunluğu Konusunda Öğretmen Algıları: Türkiye’den Bir Durum Çalışması Fidel Çakmak1 ve Betül Arap2

Abstract

Bu çalışmanın amacı Türkiye bağlamında “öğretmenin kendini açması” nın (ÖKA) uygunluğuna ilişkin, hizmetteki öğretmenlerin ve öğretmen adaylarının algılarını araştırmaktır. Zhang, Shi, Tonelson ve Robinson (2009) tarafından yapılan çalışmanın uyarlaması olan bu çalışma Türkiye’de hizmette olan öğretmenleri (s=60) ve hizmet öncesi öğretmen adaylarını (s=76) kapsamaktadır. Sonuçlara göre, öğretmenlerin ve öğretmen adaylarının kendilerini açmalarının uygunluğuna ilişkin algılarında iki boyutta istatistiksel açıdan önemli farklılıklar bulunmaktadır: Sıradan konular ve sıra dışı konular. Diğer üç boyutta, sıra dışı amaçlar, sıradan amaçlar ve öğrencileri dikkate alma boyutlarında, iki grup öğretmen arasında istatistiksel olarak önemli farklılıklar bulunmamıştır. Her iki çalışma da öğretmenlerin kendilerini açmalarının amacı ve sıra dışı konuların uygunsuzluğuna ilişkin algılarında benzer sonuçlar sunmuştur. Öğretmenlerin kendilerini açmalarına dair sıradan konuların, sıra dışı amaçların ve öğrencileri dikkate alma uygunluğunun boyutları açısından iki çalışmada farklı sonuçlar bulunmuştur. Bu çalışma Türkiye’den bir vaka çalışması ile alana katkıda bulunmakta ve aynı zamanda öğretmenin deneyim yılının ve öğretme bağlamının ÖKA’nın uygunluğunun algısını etkileyebileceğini belirtmektedir

Keywords

• öğretmenin kendisini açması, öğretmenin kendisini açması ile ilgili algılama, öğretmenin kendisini açmasının uygunluğu

Teachers’ Perceptions of the Appropriateness of Teacher Self-Disclosure: A Case Study from Turkey

Abstract

Teacher self-disclosure (TSD) is regarded as a means of increasing student understanding, participation, interest, and motivation. The aim of the present paper is to investigate in-service and pre-service teachers’ perceptions of the appropriateness of teacher self-disclosure in a Turkish context. It is a replication study of that of Zhang, Shi, Tonelson,&Robinson (2009) and included pre-service teachers (n=76) and in-service teachers (n=60) from Turkey. The results indicate statistically significant differences within two groups of teachers in their perceptions of the appropriateness of teacher self-disclosure in two areas: common topics and uncommon topics. There were no statistically significant differences in three other dimensions; uncommon purposes, common purposes and consideration of students. Both studies have yielded similar results in terms of the perceptions of the purpose of teacher self-disclosure and of the inappropriateness of uncommon topics. Contrasting results were found in the appropriateness of common topics of teacher self-disclosure, uncommon purpose and consideration of students. The study contributes to the field as a furtherance of the case study with a sample from Turkey and it implies that the year of experience and teaching context might affect the perceptions of appropriateness of TSD

Keywords

• teacher self-disclosure, perception of teacher self-disclosure, appropriateness of teacher self-disclosure

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