Öğretmen Adaylarının İdeolojik İnançlarının ve Çeşitliliğe Hazırlanma Durumlarının İncelenmesi

Year 2022, , 314 - 338, 31.08.2022

Abdullah Açar , Sedat Yüksel

https://doi.org/10.19171/uefad.1107999

Cited By: 1

Abstract

Bu çalışmanın amacı, hizmet öncesi öğretmen eğitiminde (HÖE) öğretmen adaylarının çeşitlilik içeren gruplarda öğretime hazırlanma sürecini ve öğretmen adaylarının bu süreci etkileyen ideolojik inançlarını incelemektir. Çalışma nitel fenomenoloji olarak tasarlanmış ve çalışmada ideolojik inançlar ve çeşitliliğe hazırlanma olgularının öğretmen adaylarınca nasıl deneyimlendiğine odaklanılmıştır. Maksimum çeşitlilik ve kritere dayalılık prensipleri ile belirlenen altı katılımcı bir HÖE programının son sınıf öğrencileridir. Çalışmada veriler yarı yapılandırılmış görüşme formunun kullandığı bireysel görüşmeler yoluyla toplanmıştır. Katılımcıların fikirlerini daha kapsamlı ve somut olarak ifade edebilmeleri için görüşme soruları siyaset, cinsiyet ve din ideoloji kategorileri üzerinde kurgulanmıştır. Veri analizinde tümevarımcı bir yaklaşım içeren geleneksel içerik analizi temel alınmıştır. Kodlar ve temalar veriden üretilmiş, kodlar arası hiyerarşiler ise sürekli karşılaştırmalar sonucunda oluşturulmuştur. Bulgulara göre, öğretmen adayları ideolojik inançlara sahiptir. Aile, okul ve sosyal çevre bu inançları etkileyen önemli faktörlerdir. Öğretmen adayları üniversiteyi de önemli bir faktör olarak gösterirken HÖE’nin ideolojik inançlarını etkilemediğini vurgulamaktadırlar. Çeşitliliğe hazırlanmak konusunda ise katılımcıların görüş ve niyetleri bakımından umut verici bulgulara rastlanmıştır: farklı olana saygı, öğretmenin çeşitlilik için hazırlanması gerektiği ve HÖE’nin bu hazırlığa katkı sağlaması gerektiği gibi görüşler. Bununla birlikte, öğretmen adaylarının çeşitliliğe hazırlanmasını olumsuz etkileyen açık ve gizil bariyerlerin olduğu anlaşılmaktadır. Bunlar, katılımcıların saygıyı koşula bağlamaları, nötr olma kaygıları ve derinlerdeki bazı ideolojik inançlarının farklı olana yönelik olumsuz fikir ve tutum üretmesi şeklinde sıralanabilir. En çok dikkat çeken nokta ise, öğretmen adaylarının HÖE’nin bu bariyerlere ilişkin bir rolünün olmadığını ifade etmeleridir. Çalışmanın sonunda HÖE’ye ilişkin bazı önerilere yer verilmiştir.

Keywords

Öğretmen adayları, hizmet öncesi öğretmen eğitimi, ideolojik inançlar, çeşitliliğe hazırlanma, cinsiyet ideolojisi

Examining Prospective Teachers' Ideological Beliefs and Preparation for Diversity

Abstract

This study aims to examine prospective teachers' ideological beliefs affecting their preparation for diversity in initial teacher education (ITE). The study was designed as qualitative phenomenology around two phenomena experienced by prospective teachers in ITE. The participants determined based on the criterion and maximum variety sampling are six senior students of an ITE program. The researchers collected via individual interviews with a semi-structured interview form. In the study, the interview questions referred to political, gender, and religious ideology categories to make participants state their views more comprehensively and concretely. The data analyzed is based on conventional content analysis in which an inductive approach takes place. The codes were created from data and hierarchized in a constant comparison process. Results showed that prospective teachers have ideological beliefs. Family, school, and social circle seem to be essential factors in building these beliefs. Although the participants indicate university as a critical factor, they emphasize that ITE does not affect their ideological beliefs. In terms of preparation for diversity, the participant has promising intentions like respecting diverse individuals; teachers need to prepare for diversity, and ITE should contribute to this preparation. However, apparent and latent barriers seem to affect their preparation negatively: prospective teachers' conditional respect attitude, being neutral concerns and some latent ideological beliefs on differences, and ITE's current no effect on preparation for diversity. Lastly, suggestions for ITE and further study are provided.

Keywords

prospective teachers, initial teacher education, ideological beliefs, preparation for diversity, gender ideology

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