The Stories of English Teachers as Learners in Terms of Teacher Socialization

Year 2016, Volume: 7 Issue: 3, 279 - 311, 31.07.2016

Esra Harmandaoğlu Baz

https://doi.org/10.17569/tojqi.14485

Cited By: 1

Abstract

This study aims to find out whether there is a relationship between the stories of teachers as learners in their socialization process and what kind of differences emerge between novice and experienced teachers in terms of their referring to that process from their perspective. The study was designed qualitatively and data were gathered by semi-structured interviews in order to reveal teachers’ stories as learners from their perspectives. Expert judgment was taken and pilot study was conducted before the actual study in order to make sure that the research questions are clear and understandable. Four English teachers from Turkey took part in the study in 2014-2015 spring term. The data were analyzed using content analysis and coding in order to form the recurring patterns from teachers’ expressions about teacher stories as learners from the teachers’ perspective and find the differences between experienced and novice teachers in terms of referring to teachers’ socialization process. The findings indicate that while novice teachers in this study tend to focus on the problems they face and their reflection from their previous stories as learners, experienced teachers tend to talk about their experiences in a paternalistic manner by featuring their personality and self-confidence. The results highlight the prominence that must be given to the stories of teachers as learners and the need for in-depth analysis.

Keywords: English teacher socialization, narrative inquiry, the stories of teachers as learners

İngilizce öğretmenlerinin Öğretmen Sosyalleşmesi Açısından Öğrenciliklerine İlişkin Hikayeleri

Öz

Bu çalışmada, öğretmenlerin kendi perspektiflerinden öğrenciliklerine ilişkin hikâyeleri ile öğretmen sosyalleşmesi arasında bir ilişki olup olmadığını ve bu süreci anlatırken deneyimli ve yeni öğretmenler arasında ne tür farklılıklar oluştuğu araştırılmıştır. Nitel yöntem ile kurgulanan çalışmada veriler öğretmenlerin kendi perspektiflerinden öğrenciliklerine ilişkin hikâyelerini açığa çıkarmak için yarı yapılandırılmış görüşme formu aracılığıyla toplanmıştır.  Çalışmadan önce soruların açık ve anlaşılır olduğundan emin olmak için uzman görüşü alınıp pilot çalışma yapılmıştır. Çalışmada Türkiye’den 2014-2015 bahar döneminde dört tane İngilizce öğretmeni yer almıştır. Veriler öğretmenlerin kendi perspektiflerinden öğrenciliklerine ilişkin hikâyelerinde tekrar eden öğeleri bulmak ve öğretmen sosyalleşmesi sürecinden bahsederken deneyimli ve yeni öğretmenler arasındaki farklılıkları belirlemek için içerik analizi ve kodlama yoluyla analiz edilmiştir. Çalışmanın sonucunda yeni öğretmenlerin kendi hikâyelerinden yansımalara ve karşılaştıkları problemlere odaklanırken deneyimli öğretmenlerin kişilik ve öz güvenlerini ön plana çıkararak babacan bir tavırla deneyimlerinden bahsettikleri yönünde bir eğilime sahip oldukları gözlenmiştir. Bulgular öğretmenlerin öğrenciliklerine ilişkin hikâyelerine ve derinlemesine analiz ihtiyacına önem verilmesi gerektiğini vurgulamaktadır.

Anahtar kelimeler: İngilizce öğretmeni sosyalleşmesi, öyküleme, öğretmenlerin öğrenciliklerine ilişkin hikayeleri

İngilizce öğretmenlerinin Öğretmen Sosyalleşmesi Açısından Öğrenciliklerine İlişkin Hikayeleri

Abstract

Bu çalışmada, öğretmenlerin kendi perspektiflerinden öğrenciliklerine ilişkin hikâyeleri ile öğretmen sosyalleşmesi arasında bir ilişki olup olmadığını ve bu süreci anlatırken deneyimli ve yeni öğretmenler arasında ne tür farklılıklar oluştuğu araştırılmıştır. Nitel yöntem ile kurgulanan çalışmada veriler öğretmenlerin kendi perspektiflerinden öğrenciliklerine ilişkin hikâyelerini açığa çıkarmak için yarı yapılandırılmış görüşme formu aracılığıyla toplanmıştır.  Çalışmadan önce soruların açık ve anlaşılır olduğundan emin olmak için uzman görüşü alınıp pilot çalışma yapılmıştır. Çalışmada Türkiye’den 2014-2015 bahar döneminde dört tane İngilizce öğretmeni yer almıştır. Veriler öğretmenlerin kendi perspektiflerinden öğrenciliklerine ilişkin hikâyelerinde tekrar eden öğeleri bulmak ve öğretmen sosyalleşmesi sürecinden bahsederken deneyimli ve yeni öğretmenler arasındaki farklılıkları belirlemek için içerik analizi ve kodlama yoluyla analiz edilmiştir. Çalışmanın sonucunda yeni öğretmenlerin kendi hikâyelerinden yansımalara ve karşılaştıkları problemlere odaklanırken deneyimli öğretmenlerin kişilik ve öz güvenlerini ön plana çıkararak babacan bir tavırla deneyimlerinden bahsettikleri yönünde bir eğilime sahip oldukları gözlenmiştir. Bulgular öğretmenlerin öğrenciliklerine ilişkin hikâyelerine ve derinlemesine analiz ihtiyacına önem verilmesi gerektiğini vurgulamaktadır.

Anahtar kelimeler: İngilizce öğretmeni sosyalleşmesi, öyküleme, öğretmenlerin öğrenciliklerine ilişkin hikayeleri

The Stories of English Teachers as Learners in Terms of Teacher Socialization

Abstract

This study aims to find out whether there is a relationship between the stories of teachers as learners in their socialization process and what kind of differences emerge between novice and experienced teachers in terms of their referring to that process from their perspective. The study was designed qualitatively and data were gathered by semi-structured interviews in order to reveal teachers’ stories as learners from their perspectives. Expert judgment was taken and pilot study was conducted before the actual study in order to make sure that the research questions are clear and understandable. Four English teachers from Turkey took part in the study in 2014-2015 spring term. The data were analyzed using content analysis and coding in order to form the recurring patterns from teachers’ expressions about teacher stories as learners from the teachers’ perspective and find the differences between experienced and novice teachers in terms of referring to teachers’ socialization process. The findings indicate that while novice teachers in this study tend to focus on the problems they face and their reflection from their previous stories as learners, experienced teachers tend to talk about their experiences in a paternalistic manner by featuring their personality and self-confidence. The results highlight the prominence that must be given to the stories of teachers as learners and the need for in-depth analysis.

Keywords: English teacher socialization, narrative inquiry, the stories of teachers as learners

Keywords

İngilizce öğretmeni sosyalleşmesi, öyküleme, öğretmenlerin öğrenciliklerine ilişkin hikayeleri

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