Prospective Teachers' Views on the Impact of Competitive Educational Practices on Students

Yıl 2024, Cilt: 6 Sayı: 1, 80 - 91, 31.03.2024

Ayhan Ural

https://doi.org/10.38151/akef.2024.131

Öz

This study aims to determine “prospective teachers’ perspectives on the impact of competitive practices in formal basic education on students”. Bearing a descriptive qualitative nature, this research utilizes the phenomenology design among qualitative research methods. The research study group consists of 205 fourth-year students attending Gazi University, Gazi Faculty of Education during the 2021-2022 academic year spring semester. The study's data were collected through an interview form created by the researcher. The research data were analyzed using the interpretative phenomenological analysis method, grouped by observation frequency and percentage distributions, and interpreted based on the relevant literature. According to the study's findings, prospective teachers believe that competitive practices in education negatively affect students in terms of stress, blame, tension, hostility, ruthlessness, anxiety, pressure, exclusion, and violence. Ending such practices to protect students from the negative impacts of competitive practices in formal basic education can be recommended. Additionally, awareness among prospective teachers and teachers can be supported by including courses or topics related to competitive educational philosophy in teacher training and in-service training curriculums.

Anahtar Kelimeler

Competition, rivalry, competition in education, rivalry in education, competitive educational philosophy

Etik Beyan

Gazi University Ethics Committee, Date: 28.02.2022, Number: E.300293

Eğitimdeki Yarışmacı Uygulamaların Öğrenciler Üzerindeki Etkisine İlişkin Öğretmen Adaylarının Görüşleri

Öz

Bu çalışmanın amacı, “örgün temel eğitimdeki yarışmacı uygulamaların öğrenciler üzerindeki etkisine ilişkin öğretmen adaylarının görüşleri”ni belirlemektir. Betimsel bir nitelik taşıyan araştırmada, nitel araştırma yöntemlerinden fenomenoloji deseni kullanılmıştır. Araştırmanın çalışma grubu, 2021-2022 öğretim yılı bahar döneminde Gazi Üniversitesi, Gazi Eğitim Fakültesinde öğrenim gören 205 dördüncü sınıf öğrencisinden oluşmaktadır. Araştırmanın verileri, araştırmacı tarafından oluşturulan görüş formu yardımıyla toplanmıştır. Araştırma verileri, gözlem sıklığı ve yüzdesel dağılımlara gruplandırılarak, yorumlayıcı fenomenolojik analiz yöntemiyle çözümlenmiş ve ilgili alanyazına dayalı olarak yorumlanmıştır. Araştırma sonuçlarına göre öğretmen adayları, eğitimdeki yarışmacı uygulamaların öğrencileri; stres, suçlama, gerginlik, düşmanlık, acımasızlık, kaygı, baskı, dışlanma, şiddet konularında daha çok olumsuz etkilediği görüşünde olduğu belirlenmiştir. Öğrencileri örgün temel eğitimdeki yarışmacı uygulamaların olumsuz etkisinden korumak için yarışmacı uygulamalara son verilmesi önerilebilir. Ayrıca, öğretmen yetiştirme ve hizmetiçi eğitimi öğretim programlarına yarışmacı eğitim anlayışına ilişkin ders veya konular eklenerek öğretmen adaylarının ve öğretmenlerin bilinçlenmesi desteklenebilir.

Anahtar Kelimeler

Yarışma, rekabet, eğitimde yarışma, eğitimde rekabet, yarışmacı eğitim anlayışı.

Kaynakça

• Althusser, L. (2003). İdeoloji ve devletin ideolojik aygıtları Ideology and ideological apparatus of the state (A. Tümertekin, Trans.; 1st ed.). İthaki Publications.
• Ames, C., & Ames, R. (1981). Competitive versus individualistic structures: The salience of past performance information for causal attributions and affect. Journal of Educational Psychology, 73, 411–418. https://doi.org/10.1037/0022-0663.73.3.411.
• Ames, C. (1984). Achievement attributions and self-instructions under competitive and individualistic goal structures. Journal of Educational Psychology, 76(3), 478–487. https://doi.org/10.1037/0022-0663.76.3.478
• Apple, M. W. (2006). Educating the "right" way: Markets, standards, God, and inequality. Taylor & Francis.
• Aronowitz, S., & Henry, A. G. (1985). Education under siege: The Conservative, liberal, and radical debate over schooling. Bergin and Garvey.
• Arıcı, H. (1998). İstatistik: Yöntemler ve uygulamalar. Statistics: Methods and applications. Meteksan Printing House.
• Axelrod, R. (1984). The evolution of cooperation. Basic Books.
• Bauman, Z. (2018). Kuşatılmış toplum Society under siege  (A. E. Pilgir, Trans.; 2nd ed.). Ayrıntı Publications.
• Bergin, D. A. (1995). Effects of a mastery versus competitive motivation situation on learning. Journal of Experimental Education, 63, 303-314. https://www.jstor.org/stable/20152461.
• Blanchard, C. W. (1989). The developmental aspects and origins of competitive behavior in children. ERIC Clearinghouse.
• Bloom, B. S. (1979). İnsan nitelikleri ve okulda öğrenme Human qualities and learning at school (D. A. Özçelik, Trans.; 1st ed.). Milli Eğitim Bakanlığı Yayınevi.
• Bourdieu, P., & Passeron, J. (2015). Yeniden üretim: Eğitim sistemine ilişkin bir teorinin ilkeleri Reproduction: Principles of a theory of the education system (A. Sümer, L. Ünsaldı & Ö. Akkaya). Heretik Yayınları.
• Butera, F., Swiatkowski, W., & Dompnier, B. (2021). Competition in education. In S. Garcia, A. Tor & A. Elliot (Eds.) The Oxford handbook on the psychology of competition (1st ed., pp. 569-597). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780190060800.001.0001
• Cantador, I., & Conde, J. M. (2010). Effects of competition in education: A case study in an e-learning environment. IADIS International Conference on e-Learning, 11-18. https://repositorio.uam.es/bitstream/handle/10486/665987/effects_cantador_MCCSIS_2010.pdf?sequence=1&isAllowed=y.
• Clifford, M. M., Cleary, T. A., & Walster, G. W. (1972). Effects of emphasizing competition in classroom-testing procedures. The Journal of Educational Research, 65(5), 234-238. https://doi.org/10.1080/00220671.1972.10884306
• Clinkenbeard, P. R. (1989). The motivation to win negative aspects of success at competition. Journal for the Education of the Gifted, 12, 293–305. https://doi.org/10.1177/01623532890120.
• Creswell, J. W. (1994). Research design: Qualitative and quantitative approaches. Sage Publications.
• Creswell, J. W. (2013). Qualitative inquiry and research design choosing among five approaches. Sage Publications.
• Crombag, H. F. (1966). Cooperation and competition in means-interdependent triads: A replication. Journal of Personality and Social Psychology. 4(6), 692-695. https://doi.org/10.1037/h0023994
• Cropper, C. (1998). Is competition an effective classroom tool for the gifted student? Sage Journals, 21(3), 28-31. https://doi.org/10.1177/107621759802100.
• Darwin, C. (2017). Türlerin kökeni The origin of species (B. Kılıç, Trans.; 1st, ed.). Alfa Publication.
• Deutsch, M. (1949). A theory of cooperation and competition. Human Relations. 2, 129-152. https://doi.org/10.1177/001872674900200204
• Dewey, J. (1997). Experience and education. Free Press. Reprint edition.
• Dewey, J. (1996). Demokrasi ve eğitim. Democracy and education  (T. Yılmaz, Trans.; 1st ed. ). Ege University Faculty of Letters Publication.
• Durkheim, E. (2006). Toplumsal işbölümü Social division of labor (Ö. Ozankaya, Trans.; 1st ed.). Cem Publication.
• Education and Science Workers’ Union ESWU (2008). Sınava endeksli eğitim öğrencilere değil dershanelere fayda sağlıyor Exam-based education benefits private teaching institutions, not students. https://egitimsen.org.tr/sinava-endeksli-egitim-ogrencilere-degil-dershanelere-fayda-sagliyor/
• Engel, M. (2000). The struggle for control of public education: Market ideology vs. democratic values. Temple University Press.
• Foucault, M. (2013). Hapishanenin doğuşu Discipline & Punish: The Birth of the Prison  (M. A. Kılıçbay, Tran., 1st ed.). İmge Bookstore.
• Freire, P. (1991). Ezilenlerin pedagojisi Pedagogy of the oppressed (Dilek Hattatoğlu & Erol Özbek, Trans., 1st ed.). Ayrıntı Publications.
• Garcia, S., Tor, A., & Elliot, A. (2021). What is the psychology of competition? In S. Garcia, A. Tor & A. Elliot (Eds.) The Oxford handbook on the psychology of competition (1st ed., pp. 3-8). Oxford Academic. https://doi.org/10.1093/oxfordhb/9780190060800.001.0001.
• Giroux, H. A., & McLaren, P. (1986). Teacher education and the politics ofengagement: The case for democratic schooling. Harvard Educational Review, 56(3), 213-239. https://digitalcommons.chapman.edu/cgi/viewcontent.cgi? referer=&httpsredir=1&article=1152&context=education_articles.
• Hargreaves, D. H. (1982). The challenge for the comprehensive school: Culture, curriculum and community. Routledge & Kegan Paul of America.
• Humphreys, T. (2001). Çocuk eğitiminin anahtarı: Özgüven The key to child education: Self-confidence (T. Anapa, Tran., 1st ed.). Epsilon Publication.
• Johnson, D. W., & Johnson, R. T. (2015). Theoretical approaches to cooperative learning. In R. M. Gillies (Ed.) Collaborative learning: Developments in research and practice (1st ed., pp. 17-46). Nova Science.
• Johnson, D. W., & Johnson, R. (1989). Cooperation and competition: Theory and research. Interaction Book Company.
• Johnson, D. W., Johnson, R. T., & Scott, L. (1978). The effects of cooperative and individualized instruction on student attitudes and achievement. Journal of Social Psychology, 104, 207-216. https://doi.org/10.1080/00224545.1978.9924062.
• Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365–379. https://doi.org/10.3102/0013189X09339057
• Inglis, F. (2004). Education and the good society (2). In F. Inglis (Ed.) Education and the good society (1st ed., pp. 23-42). Palgrave Macmillan Ltd. UK.
• Kohn, A. (1986). No contest: The case against competition. Houghton Mifflin Company.
• Kropotkin, P.A. (2001). Karşılıklı yardımlaşma Mutual aid (I. Ergüden & D. Güneri, Trans.; 1st ed.). Kaos Publications.
• Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching. Yale University. Connecticut.
• Lam, S., Yim, P., Law, J., & Cheung, R. (2001). The effects of classroom competition on achievement motivation. American Psychological Association. https://eric.ed.gov/?id=ED458511.
• Lam, V. L., & Seaton, J. A. (2016). Ingroup/outgroup attitudes and group evaluations: The role of competition in British classroom settings. Child Development Research, 1-10. https://downloads.hindawi.com/archive/2016/8649132.pdf.
• Langa, P. (2007). Meydan okuyan medeniyetler  Challenging civilizations. Constitutional Judiciary, 24. https://dergipark.org.tr/tr/download/article-file/939275.
• Larkin, M., Saw, R., & Flowers, P. (2018). Multiperspectival designs and processes in interpretative phenomenological analysis research. Qualitative Research in Psychology, 16(2), 182-98. https://doi.org/10.1080/14780887.2018.1540655
• Moustakas, C. (1994). Phenomenological research methods. SAGE Publications.
• Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.
• Mills, C.W. (1979). Toplumbilimsel düşün Thinking sociologically (Ü. Oksay, Trans.; 1st ed.). Ministry of Culture Publications.
• Monbiot, G. (2016, April 15). Neoliberalism: The ideology at the root of all our problem. The Guardian. https://www.theguardian.com/books/2016/apr/15/neoliberalism-ideology-problem-george-monbiot Morgan, M. (2010). Bir çift yürek A pair of hearts (E. Cendey, Trans.; 1st ed.). Klan Publications.
• Nelson, R., & Dawson, P. (2017). Competition, education and assessment: Connecting history with recent scholarship. Assessment & Evaluation in Higher Education, 42(2), 304-315. https://doi.org/10.1080/02602938.2015.1105932.
• Organisation for Economic Co-operation and Development OECD. (2023). Programme for international student assessment. https://www.oecd.org/pisa/
• Ökmen, B., Şahin, Ş., Boyacı, Z., & Kılıç, A. (2019). Rekabete dayalı eğitim anlayışı bağlamında bilgi yarışmalarına bakış A look at quiz competitions in the context of competitive education.. Theory and Practice in Education, 15(3), 253-266. https://doi.org/10.17244/eku.441169
• Polanyi, K. (2016). Büyük Dönüşüm: Çağımızın siyasal ve ekonomik kökenleri The Great Transformation: The Political and Economic Origins of Our Time (A. Buğra, Trans.; 1st ed.). İletişim Publication.
• Punch, K. F. (2005). Introduction to social research: Quantitative and qualitative approaches. SAGE Publications.
• İlköğretim ve Eğitim Kanunu İle Bazı Kanunlarda Değişiklik Yapılmasına Dair Kanun Law on Amendments to the Primary Education and Education Law and Some Laws. (2012). Legal Gazette (Issue: 6287). https://www.resmigazete.gov.tr/eskiler/2016/09/20160901-32.htm
• Rhodes, M., & Brickman, D. (2011). The influence of competition on children's social categories. Journal of Cognition and Development. 12(2), 194–221. https://doi.org/10.1080/15248372.2010.535230
• Robbins, S., & Judge, T.A. (2007). Organizational behavior. Pearson Education.
• Roweton, W. E. (1982). Creativity and competition. The Journal of Creative Behavior, 16(2), 89-96. https://doi.org/10.1002/j.2162-6057.1982.tb00325.x.
• Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development and well-being. American Psychologist, (55), 68-78. https://selfdeterminationtheory.org/SDT/documents/2000_RyanDeci_SDT.pdf.
• Schwab, D. P. (1980). Construct validity in organizational behavior. In L. L. Cummings & B. M. Staw (Eds.), Research in organizational behavior (Vol. 2, pp. 3-43). JAI Press.
• Skovsmose, O. (1994). Democracy and education. In O. Skovsmose (Ed.), Towards a philosophy of critical mathematics education (1st ed., pp. 28-41). Mathematics Education Library. https://doi.org/10.1007/978-94-017-3556-8_3
• Smith, J. A., Jarman, M., & Osborn, M. (1999). Doing interpretative phenomenological analysis. In K. Chambertin (Ed.), Qualitative Health Psychology (1st ed., pp. 218-240). Sage.
• Smith, J. A., Flowers, P., & Larkin, M. (2009). Interpretative phenomenological analysis. Sage.
• Spring, J. (1997). Özgür eğitim Free education (A. Ekmekçi, Trans.; 1st ed.). Ayrıntı Publications.
• Stapesl, D. A., & Koomen, W. (2005). Competition, cooperation, and the effects of others on me. Journal of Personality and Social Psychology. 88, 1029-1038. https://doi.org/10.1037/0022-3514.88.6.1029.
• Turkish Language Association TLA. (n.d.) In Current Turkish dictionary. Retrieved March 1, 2023, from https://sozluk.gov.tr/
• Telser, L. G. (1987). A theory of efficient cooperation and competition. Cambridge University Press.
• Tjosvold, D., & Johnson, D. (2000). Work teams: Past, present and future. Springer. https://doi.org/10.1007/978-94-015-9492-9_8
• United Nations UN. (n.d.). Universal declaration of human rights. https://www.un.org/en/about-us/universal-declaration-of-human-rights.
• Ural, A. (2021). Öğretmenlik üzerine About teaching. In A. Özdemir (Ed.). Ters yüz sınıf modeli kuramdan uygulamaya Flipped classroom model from theory to practice (1st ed., pp. 29-50). Pegem Academy Publication.
• Ural, A. (2020, 8-10 Aralık). Öğretmen rolleri üzerine bir çözümleme [An analysis on teacher roles] [Forum]. Al-Farabi-Balasaǵun-Abai Uluslararası Forumu, Kazak Ulusal Pedagoji Üniversitesi, Kazakistan. https://www.academia.edu/45010845/Öğretmen_Rolleri_Üzerine_Bir_Çözümleme.
• Ural, A. (2016). Yarışmacı eğitim anlayışının etkileri üzerine bir çözümleme An analysis on the effects of competitive education approach. Critical Pedagogy Journal, 43, 19-24. https://www.academia.edu/30382132/Yarışmacı_Eğitim_Anlayışının_Etkileri_Üzerine_Bir_Çözümleme.
• Ural, A. (2012). Örgün eğitim ile kazanılan nitelikler Qualifications gained through formal education. Gazi University Faculty of Industrial Arts Education Journal. 28, 12-20. https://dergipark.org.tr/tr/download/article-file/296406#:~:text=Araştırma%20sonuçlarına%20göre%3B%20öğrenciler%2C%20yarışma,da%20orta%20düzeyinde%20etkili%20olduğunu.
• Ural, A. (2006). Hafif ağır denenceler Light heavy hypotheses. Detay Publication.
• Ural, A. (2004). Yarışmacı eğitim anlayışının eleştirisi Criticism of the competitive education approach. Journal of University and Society, 4, 1. www. universite-toplum.org.
• Ural, A. (2003). Öğretmenlik paradoksu The paradox of teaching. In M. D. Karslı (Eds.), Öğretmenlik mesleğine giriş alternatif yaklaşım Alternative approach to entering the teaching profession (1st ed., pp. 55-79). Pegem A Publication.
• Vallerand, R. J., Gauvin, L. I., & Halliwell, W. R. (1986). Effects of zero-sum competition on children's intrinsic motivation and perceived competence. The Journal of Social Psychology. 126(4), 465-472. https://doi.org/10.1080/00224545.1986.9713614
• Van Manen, M. (1990). Researching lived experience: Human science for an action sensitive pedagogy. Albany State University of New York Press. Verhoeff, T. (1997). The role of competitions in education: Resource document. International Olympiad in Informatics. https://olympiads.win.tue.nl/ioi/ioi97/ffutwrld/competit.pdf.
• Wallerstein, I. (1974). The modern world system. Academic Press.
• Wilkins, A. (2012). Push and pull in the classroom: competition, gender and the neoliberal subject. Gender and Education, 24, 7, 765-781, https://doi.org/10.1080/09540253.2011.606207.