ÖĞRETMEN ADAYLARININ SINIF YÖNETİMİNDE ETİK DUYARLIKLARININ İNCELENMESİ: BİR KARMA YÖNTEM ÇALIŞMASI

Abstract

Bu çalışmada, öğretmen adaylarının sınıf yönetimine ilişkin etik duyarlıklarının belirlenmesi amaçlanmıştır. Karma araştırma yöntemlerinden biri olan yakınsayan paralel desende yürütülen çalışma, 2017-2018 öğretim yılında Akdeniz Bölgesindeki bir devlet üniversitesinde okuyan son sınıf öğretmen adayları ile gerçekleştirilmiştir. Çalışmanın nicel kısmında betimsel istatistikler, ilişkisiz örneklemlerde t-testi ve tek yönlü varyans analizi kullanılmış; nitel kısmında veriler dokümanlardan elde edilmiş ve içerik analizi yöntemiyle incelenmiştir. Araştırma sonucunda, öğretmen adaylarının etik duyarlık puanlarının ilişki yönetiminde çözüm boyutu dışında diğer boyutlarda yüksek olmasına rağmen, sınıftaki olayı etik açıdan değerlendirmeleri sınırlı ve gerekçelendirmelerinin de yüzeysel olduğu ortaya çıkmıştır. Öğretmen adaylarının etik duyarlıklarının cinsiyet ve program değişkenleri açısından bazı boyutlarda farklılaştığı gözlenmiştir. Öğretmen adaylarının okullardaki öğretmenlik deneyimlerinin hem nicelik hem de nitelik olarak arttırılması ve öğretmen eğitimi programına eklenen eğitimde ahlak ve etik derslerinin teorikten çok uygulamaya dönük şekilde yürütülmesinin yararlı olacağı söylenebilir.

Keywords

• Etik
• Etik duyarlık
• Sınıf yönetimi
• Öğretmen adayları

THE INVESTIGATION OF ETHICAL SENSITIVITY OF PRE-SERVICE TEACHERS ON CLASSROOM MANAGEMENT: A MIXED METHOD STUDY

Abstract

This study aimed to determine the ethical sensitivity of pre-service teachers on classroom management. The study, designed with a convergent parallel model from the mixed research methods, was conducted with final year pre-service teachers at a state university in the Mediterranean region in the 2017-2018 academic year. Descriptive statistics, independent sample t-test, and one way ANOVA was performed in the quantitative part of the study; the data were collected through documents and examined with the help of content analysis in its qualitative part. As a result of the study, it was found that the ethical sensitivity mean scores of the pre-service teachers were high except for solution sensitivity in relationship management through the number of their ethical evolution in school experience reports were limited, and they were superficial. It was observed that their ethical sensitivity differed statistically significant in terms of their genders and programs in some dimensions. It can be advised that the quantity and quality of teaching experience in schools should be increased and that morality and ethics in the education course, added in the teaching training curriculum, should be carried out more practically rather than theoretically.

Keywords

• Ethics
• Ethical sensitivity
• Classroom management
• Pre-service teachers

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