Yükseköğretimde Pedagojik Hoşgörü Üzerine İdareci Görüşleri

Öz

Bireylerin toplumda bir arada yaşamaları için hoşgörü, saygı ve dayanışma gibi temel unsurlara uymaları gerekmektedir. Hoşgörü, bireylerin fikirlerine, duygularına ve davranışlarına saygı duymak ve onları anlamaktır. Bu nedenle hoşgörü, yükseköğretimde yöneticiler açısından da önemli bir rol oynamaktadır. Pedagojik hoşgörü eğitimde deneyimleri, kültürleri, farklı bakış açılarını kabul etme ve takdir etme yeteneği olarak kapsayıcı, destekleyici öğrenme ortamlarının oluşturulmasında gereklidir. Pedagojik hoşgörü konusunda yapılan çeşitli çalışmalar bulunmaktadır. Bu çalışma, Kazakistan’ın Astana şehrindeki bir üniversiteden toplam 26 katılımcının katıldığı pedagojik hoşgörü konusunda kendilerine yöneltilen açık uçlu sorulara verdikleri yanıtlara dayanarak, sürdürülebilir ve etkili üniversite liderliği için gereken kritik nitelikleri araştırmaktadır. Katılımcılar fakülte dekanları, fakülte bölüm başkanları ve bölüm idari yöneticileri pozisyonlarında görev yapmaktadırlar. Araştırma nitel araştırma deseniyle gerçekleştirilmiştir. Katılımcılara yöneltilen açık uçlu soruların yanıtları içerik analizi ile saptanmıştır. Araştırma bulguları, dekanlar için etkili iletişim, kültürel davranış ve duygusal zekânın; bölüm başkanları için zekâ, saygı ve sorumluluğun; bölüm idari yöneticileri için ise stratejik düşünme, dürüstlük ve teknolojik okuryazarlığın önemini vurgulamaktadır. Katılımcılar, açık fikirlilik, empati ve sabır gibi özelliklere sahip olmanın adil ve kaliteli eğitim sağlamada önemli olduğunu vurgulamaktadır. Pedagojik hoşgörü, sürdürülebilir eğitimin sağlanması için çok önemli görülmektedir. Bu kapsamda, dekanlar, fakülte bölüm başkanları ve bölüm yöneticileri için, seminerler ve eğitim programları düzenlenmesi önerilmektedir. Bu eğitimler, onların pedagojik hoşgörüyü daha iyi anlamalarını ve uygulamalarını sağlayacaktır. Bu girişimlerin, Kazakistan’daki eğitim liderlerine kapsamlı gelişim fırsatları sunması ve onların kapsayıcı, saygılı ve destekleyici öğrenme ortamları yaratma konusunda yetkin olmalarını sağlayacaktır.

Anahtar Kelimeler

• Hoşgörü
• Dekanlar
• Bölüm Başkanları
• Bölüm idari başkanları
• Yetkili liderler

Administrative Views on Pedagogical Tolerance in Higher Education

Abstract

For individuals to live together in society, they must comply with essential elements such as tolerance, respect and solidarity. Tolerance is respecting and understanding individuals’ ideas, feelings, and behaviors. For this reason, tolerance also plays a vital role for administrators in higher education. Pedagogical tolerance is the ability to accept and appreciate experiences, cultures and different perspectives in education, which is necessary to create inclusive, supportive learning environments. There are various studies on pedagogical tolerance. This study investigates the critical qualities required for sustainable and effective university leadership based on the responses of 26 participants from a university in Astana, Kazakhstan, to open-ended questions about pedagogical tolerance. The participants work in the positions of faculty deans, faculty department heads, and department administrative managers. The research was conducted using a qualitative research design. The answers to the open-ended questions asked of the participants were determined through content analysis. The research findings show that effective communication, cultural behavior, and emotional intelligence are essential for deans, as well as intelligence, respect, and responsibility for department heads. Strategic thinking, honesty, and technological literacy are emphasized for departmental administrators. Participants emphasize that having open-mindedness, empathy, and patience are essential in providing fair and quality education. Pedagogical tolerance is considered very important for ensuring sustainable education. In this context, it is recommended that seminars and training programs be organized for deans, faculty department heads and department managers. These trainings will enable them to understand better and apply pedagogical tolerance. These initiatives will provide comprehensive development opportunities for educational leaders in Kazakhstan and enable them to become competent in creating inclusive, respectful and supportive learning environments.

Keywords

• Tolerance
• Deans
• Head of the departments
• Departmental official heads
• Competent leaders

References

1. Akhmetova, B. (2006). The technology of formation of pedagogical tolerance among future teachers – psychologists. Problems of training specialists, 4(1), 34-40.
2. Akhmetova, G., Aubakirova, S., Kudysheva, A., et al. (2016). Tolerance as an Ethical Indicator of Kazakh Mentality and Traditional Culture. Global Media Journal, 3(11).
3. Akmagambetova, N., Zhorabekova, A., & Kassymova, G. (2023). Formation of Tolerance in Teenage Students in the Modern Educational Environment Via a Pragmatic Approach. Iasaui universitetinin habarshysy, 128, 367-379.
4. Arslan, H. (2019). Management of Higher Education. Anı publishing.
5. Azemikhah, H. (2006). The 21st century, the competency era and competency theory. Open Learning Institute of TAFE, 11(2), 1-12.
6. Baltabayeva, Z., Sautieva, F., Skorobogatova, A., & Mamatelashvili, O. (2020). The impact of success factors on the strategic management in an educational complex. Amazonia Investiga, 9(29), 336-346.
7. Britannica Dictionary (2024). Tolerance. In Britannica Dictionary. Retrieved July 26, 2024, from https://www.britannica.com/dictionary/tolerance
8. Creswell, J.W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches.California: Sage Publications Inc

9. Declaration of Principles on Tolerance was Proclaimed and signed by the Member States of UNESCO on 16 November 1995. UNESCO. Executive Board, 147th session, 1995. https://unesdoc.unesco.org/ark:/48223/pf0000101344 (Accessed 20 November 2023)
10. Dmitriyev, G. (1999). Multicultural education. Public education, 208.
11. Doğan, M., & Arslan, H. (2023). Perspectives of Faculty. Members on Distance Education. Yükseköğretim Dergisi, 13(1), 33-40.
12. Doğan, M., & Beytekin, O. F. (2020). A Comparison of The Higher Education of Turkey and Canada. Research on Education, 25.
13. Frawley, G. Russell, & J. Sherwood (Eds.), Cultural competence and the higher education sector: Australian perspectives, policies and practice (pp. 59–81). Springer, Singagore: Springer.
14. Gokool-Ramdoo, S., & Rumjaun, A. B. (2017). Education for sustainable development: Connecting the dots for sustainability. Journal of Learning for Development, 4(1), 72-89.
15. Gonina, О. (2017). Tolerance of teachers at various stages of their professionalization. Business and design review, 3(7), 13.
16. Guinot, J., Monfort, A., & Chiva, R. (2021). How to increase job satisfaction: The role of participative decisions and feeling trusted. Employee Relations, 43, 1397–1413.
17. Jan van Zwieten (2023). Top managers of Kazakhstani universities were trained at ENU. Retrieved January 14, 2024, from https://enu.kz/ru/news/512
18. Kashkhynbay, B. (2023). The historical context of developing the concept of «tolerance» Herald of KRSU, 23(10), 39–44.
19. Kazakhstan. (n.d.). UN Women – Europe and Central Asia. https://eca.unwomen.org/en/where-we-are/kazakhstan
20. Khamzina, Z. A., Buribayev, Y. A., Yermukanov, Y., & Alshurazova, A. (2020). Is it possible to achieve gender equality in Kazakhstan: Focus on employment and social protection. International Journal of Discrimination and the Law, 20(1), 5–20. https://doi.org/10.1177/1358229120927904
21. Lincoln, Y.S. & Denzin, N.K. (1994). Handbook of Qualitative Research. CA: Sage
22. Masinire, A. (2015). Recruiting and retaining teachers in rural schools in South Africa: Insights from a rural teaching experience programme. Australian and International Journal of Rural Education, 25(1), 2–14.
23. Mashanova, S., Kylyshpaeva, M., & Kylyshpaeva, S. (2019). Students’ tolerance development using teaching the English language in universities of Kazakhstan. Issues of Theory and Practice, 4(1), 21–24.
24. Ministry of Education and Science of the Republic of Kazakhstan (2024). Retrieved from http://www.edu.gov.kz
25. Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nded). Thousand Oaks, CA: Sage
26. Mngomezulu, M., Lawrence, K., & Mabusela, M. (2021). Recruiting Competent Teachers in South Africa for a Sustainable Future: The Role of School Governing Bodies. African Journal of Inter/Multidisciplinary Studies, 3(1), 217–228.
27. Muremela, G., Kutame, A., Kapueja, I., & Lawrence, K. (2020). Challenges of retaining qualified scarce skills subject teachers in rural secondary schools: Lens of stakeholders in Mutale District, Limpopo. African Renaissance, 17(3), 73-88.
28. Nketsia, W., Opoku, M., Saloviita, T., & Tracey, D. (2020). Teacher educators and teacher trainees’ perspectives on teacher training for sustainable development. Journal of Teacher Education for Sustainability, 22(1), 49-65.
29. On combating corruption - “Adilet” LIS. (n.d.). https://adilet.zan.kz/eng/docs/Z1500000410
30. Patton, M.Q. (2002). Qualitative research and evaluation methods (3rd Ed.). London: SagePublications, Inc
31. Pecci, A., Frawley, J., & Nguyen, T. (2020). On the critical, morally driven, self-reflective agents of change and transformation: A literature review on culturally competent leadership in higher education. In J.
32. Perepelitsyna, M. (2004). Formation of pedagogical tolerance among future teachers. Dissertation work Pedagogical Sciences,176. View of studying tolerance in students from the pedagogical specialties. (n.d.). https://journalppw.com/index.php/jpsp/article/view/11600/7503
33. Plesu, A. (2013). Tolerance and the intolerable. Crisis of concept. Balticworlds 3-4 A scholarly journal from the Centre for Baltic and East European Studies (CBEES), pp. 10–14.
34. Sakallı, Ö., Tlili, A., Altinay, Fahriye, Karaatmaca, Ceren, Altınay, Zehra, & Dagli, G. (2021). The Role of Tolerance Education in Diversity Management. A Cultural Historical Activity Theory Perspective, 11(4).
35. Sardorovna, U. S. (2023). Embracing a competency-based approach: Fostering pedagogical tolerance in higher education institutions. The American Journal of Social Science and Education Innovations, 5(7), 91-94. https://doi.org/10.37547/tajssei/Volume05Issue07-12
36. Ş. Ç. (2011). Perceptions of prospective teachers about tolerance education. Educational Research and Reviews, 6(1), 77–86. Available online at http://www.academicjournals.org/ERR
37. Tourinan, L., & Familia, J. (2008). Escuela y sociedad civil. Agentes de educacion intercultural. La Coruna: Netbiblo. 260.
38. Togaibekova Zh., & Sangilbayev B. (2021). The tolerance issue among Kazakhstani students. The Journal of Psychology and Sociology, 2(77), 65-71.
39. UNESCO (2014). Bangkok Education Policy Research Series, Education Policy and Reform Unit Discussion Document No. 5 Education Systems in ASEAN+6 Countries: A Comparative Analysis of Selected Educational Issue.
40. Zainullina, V. (2022). Forming pedagogical tolerance of students — future teachers in the framework of foreign language training. Young Scientist, 51(446), 181–182.