Year 2019, Volume 10, Issue 3, Pages 296 - 320 2019-07-31

Teaching as a Professionalism through Teachers’ Perspective
Teaching as a Professionalism through Teachers’ Perspective

Tuncay Yavuz Özdemir [1] , Murat Demirkol [2] , Hakan Polat [3]

39 53

The aim of this study is to evaluate teacher professionalism within the framework of teachers' opinions. For this purpose, 45 teachers working at different educational levels and different types (primary, middle and high school) schools in a city located in eastern part of Turkey were included as participants. The data were collected through interviews and the data were analyzed through the content analysis method. The participants with sufficient professional and personal development level stated that they attended graduate education, read books, and followed the innovations to improve themselves. Also, it was found that teachers should be encouraged and motivated to advance their development. The biggest obstacle for their development, teachers mentioned school administration, parents and students. Teachers suggested that these obstacles must be overcome to increase teachers’ willingness to advance their professional and personal skills, and in turn, to increase schools’ achievement levels. Suggestions for future research is also provided. 

The aim of this study is to evaluate teacher professionalism within the framework of teachers' opinions. For this purpose, 45 teachers working at different educational levels and different types (primary, middle and high school) schools in a city located in eastern part of Turkey were included as participants. The data were collected through interviews and the data were analyzed through the content analysis method. The participants with sufficient professional and personal development level stated that they attended graduate education, read books, and followed the innovations to improve themselves. Also, it was found that teachers should be encouraged and motivated to advance their development. The biggest obstacle for their development, teachers mentioned school administration, parents and students. Teachers suggested that these obstacles must be overcome to increase teachers’ willingness to advance their professional and personal skills, and in turn, to increase schools’ achievement levels. Suggestions for future research is also provided. 

  • Kaynaklar
  • Akkaya, R. (2015). Öğretmenlerin kontrol odağı ile iş doyumu arasındaki ilişki (Master's thesis, Adnan Menderes Üniversitesi, Sosyal Bilimleri Enstitüsü).
  • Baggini, J. (2005). What professionalism means for teachers today? Education Review, 18 (2), 5-11.
  • Bakioğlu, A., & Yıldız, A. (2014). Finlandiya’nın PISA başarısına etki eden faktörler bağlamında Türkiye’nin durumu.
  • Beşoğul, Ç. (2014). Öğretmenlerin mobbinge maruz kalma düzeyleri ile örgütsel bağlılıkları arasındaki ilişki: Kocaeli Gölcük ilçesi örneği.
  • Chanthy, L. (2016). Salary versus Teacher Professionalism A Case Study at Hun Sen Regional Teacher Training Center, Kandal Province (Doctoral dissertation, ROYAL UNIVERSITY OF PHNOM PENH).
  • Çekin, A. (2015). İmam-Hatip lisesi meslek dersleri öğretmenlerinin profesyonelliği üzerine bir araştırma. International Journal of Social Science, 37, 85-100.
  • Day, Christopher (2002) “School reform and transitions in teacher professionalism and identity”. International Journal of Educational Research 37, 8, 677–692.
  • Demirkasımoğlu, N. (2010). Defining “Teacher Professionalism” from different perspectives. Procedia-Social and Behavioral Sciences, 9, 2047-2051.
  • Ekiz, D. (2003, in progress) Improving Teachers’ Professional Learning and Practice Through Action Research, Burdur Eğitim Fakültesi Dergisi, (to be published in March).
  • Ekiz, D. (2006). Öğretmen Eğitimi ve Öğretimde Yaklaşımlar. Ankara: Nobel Yay.
  • Evans, L. (2011). The ‘shape’ of teacher professionalism in England: Professional standards, performance management, professional development and the changes proposed in the 2010 White Paper. British Educational Research Journal, 37(5), 85187.
  • Gaziel, H. H. (1995). Sabbatical leave, job burnout and turnover intentions among teachers. International Journal of Lifelong Education, 14(4), 331338.
  • Gesilva, E. P. (1994). The professionalism among elementary and secondary school teachers at Saint Paul de Chartres schools in Bangkok, Thailand: policy implications for institutional development. (Unpublished Doctoral Dissertation).ProQuest Digital Dissertation veritabanından elde edildi.(UMI Number: 9521332)
  • Groenewald, T. (2004). A phenomenological research design illustrated. International Journal of Qualitative Methods, 3(1), 1-26.
  • Hargreaves, A. & Goodson, I. F. (1996) Teachers’ professional lives: Aspirations and actualities, in I. F. Goodson & A. Hargreaves (eds.) Teachers Professional Lives, London & Washington, D. C.: Falmer Press.
  • Hargreaves, D. (1994) The new Professionalism: The synthesis of professional and institutional development, Teaching & Teacher Education, 10 (4): 423438
  • İlgan, A., Aslanargün, E., & Shaukat, S. Öğretmenlik Mesleği Profesyonellik Ölçeği Geçerlik Ve Güvenirlik Çalışması. Eğitimde Kuram ve Uygulama, 11(4), 1454-1474.
  • Jumardin, Samsul, B. Hamsu, G. , Jasruddin. (2014). Analysis of the Pedagogic Competence and Professionalism of Lecturers in Seamanship Polytechnic Makassar based in the Sailing Period. International Journal of Academic Research, 6 (4), 176-181.
  • Karaca, D. (2015). İlk ve ortaokullarda bürokratikleşme düzeyinin öğretmen profesyonelliğine etkisi.
  • Karakaya, Ş. (2003). Modernizm, Postmadernizm ve Öğretmen Çalışma Kültürü. Ankara: Nobel Dağıtım.
  • Kennedy, A. (2007). Continuing professional development (CPD) policy and the discourse of teacher professionalism in Scotland. Research Papers in Education, 22 (1) 95-111.
  • Koşar, S. (2015). Öğretmen profesyonelizminin yordayıcıları olarak okul müdürüne güven ve öz yeterlik. Eğitim ve Bilim, 40(181). 255-270.
  • Krull, E. (2002). Eesti õpetaja pedagoogilised arusaamad, arvamused ja hoiakud millenniumivahetusel. Küsitluse “Töö klassis õpetaja pilguga” põhijäreldused.Lee, J. S. (1981). Professionalism. The Agricultural Education Magazine, 54, 1-3.
  • Mattar, D. M. (2012). Factors affecting the performance of public schools in Lebanon. International Journal of Educational Development, 32(2), 252-263.
  • Nartgün, Ş. S. (2008). Aday Öğretmenlerin Gözüyle Milli Eğitim Bakanlığına Bağlı Eğitim Kurumlarına Öğretmen Atama Esasları. “Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi”, Cilt: 8, Sayı: 2, Yıl: 8, ss. 47-58.
  • Patton M.Q. (2002). Qualitative research and evaluation methods. Thousand Oaks, CA: Sage Publications.
  • Phelps, H. P. (2006). The Three Rs of Professionalism. Kappa Delta Pi Record,42 (2), 69-71.
  • Shantz, D., & Prieur, P. D. (1996). Teacher professionalism and school leadership: an antithesis? Education, 116(3), 393-396.
  • Tavşancıl, E. ve Aslan, E. (2001). İçerik analizi ve uygulama örnekleri. İstanbul: Epsilon Yayıncılık
  • TDK,(2018),http://www.tdk.gov.tr/index.php?option=com_gts&arama=gts&guid=TDK.GTS.5c0fceaf4ce4c8.92152767 (Erişim Tarihi: 25.03.2018)
  • Tichenor, M. S., Tichenor, J. M. (2005). Understanding teachers’ perspectives on professionalism. ERIC.
  • Tschannen-Moran, M., Parish, J., & DiPaola, M. F. (2006). School climate and state standards: How interpersonal relationships influence student achievement. Journal of School Leadership, 16, 386-415.
  • Ünlü, Z. B. (2015). Fen bilimleri öğretmen adaylarının mezun olmadan önceki ve mezun olduktan sonraki bilimin doğası ile ilgili görüşlerinin incelenmesi (Doctoral dissertation, Pamukkale Üniversitesi Eğitim Bilimleri Enstitüsü).
  • Venter, M. ve Poggenpoel, M. (2006) The Phenomenon of Aggressıve Behavıor of Learners in The School Sıtuatıon. Phenomenom of Aggresive Behavior, 126 (2): 312-315
  • Weber, R.P. (1990). Basic content analysis (2nd ed.). Newbury Park, CA: Sage.
  • Yıldırım, A. ve Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yay.
  • YİRCİ, R. (2017). Öğretmen Profesyonelliğinin Önündeki Engeller Ve Çözüm Önerileri.
Primary Language tr
Subjects Social
Journal Section Articles
Authors

Orcid: 0000-0001-6474-5915
Author: Tuncay Yavuz Özdemir (Primary Author)
Institution: FIRAT ÜNİVERSİTESİ
Country: Turkey


Orcid: 0000-0002-3351-1101
Author: Murat Demirkol (Primary Author)
Institution: FIRAT ÜNİVERSİTESİ
Country: Turkey


Orcid: 0000-0002-0271-3747
Author: Hakan Polat (Primary Author)
Institution: FIRAT ÜNİVERSİTESİ
Country: Turkey


Dates

Publication Date: July 31, 2019

Bibtex @conference paper { tojqi498776, journal = {Turkish Online Journal of Qualitative Inquiry}, issn = {}, eissn = {1309-6591}, address = {Abdullah KUZU}, year = {2019}, volume = {10}, pages = {296 - 320}, doi = {10.17569/tojqi.498776}, title = {Teaching as a Professionalism through Teachers’ Perspective}, key = {cite}, author = {Özdemir, Tuncay Yavuz and Demirkol, Murat and Polat, Hakan} }
APA Özdemir, T , Demirkol, M , Polat, H . (2019). Teaching as a Professionalism through Teachers’ Perspective. Turkish Online Journal of Qualitative Inquiry, 10 (3), 296-320. DOI: 10.17569/tojqi.498776
MLA Özdemir, T , Demirkol, M , Polat, H . "Teaching as a Professionalism through Teachers’ Perspective". Turkish Online Journal of Qualitative Inquiry 10 (2019): 296-320 <http://dergipark.org.tr/tojqi/issue/47458/498776>
Chicago Özdemir, T , Demirkol, M , Polat, H . "Teaching as a Professionalism through Teachers’ Perspective". Turkish Online Journal of Qualitative Inquiry 10 (2019): 296-320
RIS TY - JOUR T1 - Teaching as a Professionalism through Teachers’ Perspective AU - Tuncay Yavuz Özdemir , Murat Demirkol , Hakan Polat Y1 - 2019 PY - 2019 N1 - doi: 10.17569/tojqi.498776 DO - 10.17569/tojqi.498776 T2 - Turkish Online Journal of Qualitative Inquiry JF - Journal JO - JOR SP - 296 EP - 320 VL - 10 IS - 3 SN - -1309-6591 M3 - doi: 10.17569/tojqi.498776 UR - https://doi.org/10.17569/tojqi.498776 Y2 - 2019 ER -
EndNote %0 Turkish Online Journal of Qualitative Inquiry Teaching as a Professionalism through Teachers’ Perspective %A Tuncay Yavuz Özdemir , Murat Demirkol , Hakan Polat %T Teaching as a Professionalism through Teachers’ Perspective %D 2019 %J Turkish Online Journal of Qualitative Inquiry %P -1309-6591 %V 10 %N 3 %R doi: 10.17569/tojqi.498776 %U 10.17569/tojqi.498776
ISNAD Özdemir, Tuncay Yavuz , Demirkol, Murat , Polat, Hakan . "Teaching as a Professionalism through Teachers’ Perspective". Turkish Online Journal of Qualitative Inquiry 10 / 3 (July 2019): 296-320. https://doi.org/10.17569/tojqi.498776
AMA Özdemir T , Demirkol M , Polat H . Teaching as a Professionalism through Teachers’ Perspective. TOJQI. 2019; 10(3): 296-320.
Vancouver Özdemir T , Demirkol M , Polat H . Teaching as a Professionalism through Teachers’ Perspective. Turkish Online Journal of Qualitative Inquiry. 2019; 10(3): 320-296.