Öğretmen Eğitimi Sürecinin Bilişim Teknolojileri Öğretmen Adaylarının Mesleki Kimlikleri Üzerindeki Etkisi

Yıl 2019, Cilt: 52 Sayı: 2, 435 - 467, 01.08.2019

Deniz Atal

https://doi.org/10.30964/auebfd.509526

Cited By: 1

Öz

Bu araştırmanın amacı, öğretmen eğitimi sürecinin
Bilişim Teknolojileri (BT) öğretmen adaylarının mesleki kimlikleri üzerindeki
etkisini incelemektir. Nitel araştırma desenlerinden temel yorumlayıcı desen
kullanılarak gerçekleştirilen araştırmaya Ankara Üniversitesi, Hacettepe
Üniversitesi ve Gazi Üniversitesi, Bilgisayar ve Öğretim Teknolojileri Eğitimi
programında 2016-2017 eğitim-öğretim yılında öğrenim görmekte olan 36 öğretmen
adayı katılmıştır. Öğretmen adayları amaçlı örnekleme yöntemi kullanılarak belirlenmiştir.
Bu öğretmen adaylarından 13’ü Ankara Üniversitesinde, 13’ü Hacettepe
Üniversitesinde, 10’u ise Gazi Üniversitesinde öğrenim görmektedir.
Katılımcıların 12’si erkek, 24’ü kadındır. Araştırmanın verileri araştırmacı
tarafından geliştirilen yarı yapılandırılmış görüşme formu ile toplanmış ve
tümevarımsal içerik analizi kullanılarak çözümlenmiştir. Sonuçlar göstermiştir
ki; araştırmaya katılan BT öğretmen adaylarının yarısından fazlası
öğretmenliğini yapmak üzere mezun oldukları BT alanını ve BT öğretmenlerinin
kim olduklarını net bir biçimde tanımlayamamaktadır. Kendilerini mesleğini
sürdürme konusunda yeterli, özgüvenli ve istekli hissetmeyen BT öğretmen
adayları, aldıkları eğitimin kendilerini iyi bir BT öğretmeni olarak görmeleri
için yeterli olmadığını düşünmektedirler. 
Öte yandan, katılımcıların geliştirmiş olduğu mesleki kimlikler üzerinde
öğretmen eğitimi sürecinde aldıkları eğitimin niteliğinin, öğretim üyeleri ile
kurulan iletişim ve etkileşimin, okul deneyimi sürecinin ve sağlanan kurumsal
desteğin önemli etkileri olduğu belirlenmiştir. Araştırma ile ulaşılan
sonuçlara dayalı olarak BT öğretmen adaylarının mesleki yetersizlik algısı ve
olumsuz mesleki kimlik ile mezun olmamaları için yapılması gerekenler
tartışılmıştır.  

Anahtar Kelimeler

mesleki kimlik, öğretmen eğitimi, profesyonel gelişim

Influence of Teacher Education Processes on the Professional Identities of Information and Communication Technologies Teacher Candidates

Öz

This study has examined the effects of teacher
education processes on professional identity of Information and Communication
Technology (ICT) teacher candidates. For this reason, this study has been
conducted in basic interpretive qualitative approach which is one of the
qualitative research methods. Using the purposeful sampling techniques,
participants are ICT teacher candidates, from three universities, 13 from
Ankara University, 13 from Hacettepe University and 10 from Gazi University, in
Ankara. The study group consists of 12 men, 24 women ICT teacher candidates.
Data have been collected through a semi-structured interview form developed by
the researcher and have been analyzed using inductive content analysis. As a
result of the study, it has been showed that more than half of the ICT teacher
candidates could not clearly define the area that they graduated, and
themselves as ICT teachers. Moreover, ICT teacher candidates who feel
inefficient, insecure and reluctant to pursue their profession think that
teacher education is not enough to see themselves as a good ICT teacher. The
effectiveness of the courses, communication and interaction with lecturers,
school experiences and institutional supports have important effects on
professional identities of ICT teacher candidates. Base on the results,
recommendations to ICT teacher candidates for graduating without perception of
inadequacy and negative professional identity have been discussed.

Anahtar Kelimeler

Professional identity, teacher education, professional development

Kaynakça

• Alkan, C. (1997). Eğitim teknolojisi. Ankara: Anı Yayıncılık.Alsup, J. (2006). Teacher identity discourses: Negotiating personal and professional spaces. Mahwah, NJ: Lawrence Erlbaum.Atal-Köysüren, D. (2016). Eğitimdeki değişimlerin bilişim teknolojileri öğretmenlerinin mesleki kimlik yapıları ve duyguları üzerindeki etkisi. Yayınlanmamış Doktora Tezi, Ankara Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.Atal-Köysüren, D., ve Deryakulu, D. (2017). Eğitim politikalarındaki değişimlerin bilişim teknolojileri öğretmenlerinin duyguları üzerindeki etkisi. Eğitim ve Bilim, 42(190), 67-87.Avidov-Ungar, O., and Shamir-Inbal, T. (2017). ICT coordinators’ TPACK-based leadership knowledge in their roles as agents of change. Journal of Information Technology Education: Research, 16(1), 169-188.Aydın, F., ve Akgün, Ö. E. (2014). Eğitim fakültesi BÖTE son sınıf öğrencilerinin okul deneyimi ve öğretmenlik uygulaması derslerinde karşılaştıkları sorunlar. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, (28) 1- 14.Beauchamp, C., and Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175-189.Becit, G., Kurt, A. A. ve Kabakçı, I. (2009). Bilgisayar öğretmen adaylarının okul uygulama derslerinin yararlarına ilişkin görüşleri. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 9(1), 169-184.Beijaard, D., Meijer, P. C., and Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107-128.Ben‐Peretz, M., Kleeman, S., Reichenberg, R., and Shimoni, S. (2010). Educators of educators: their goals, perceptions and practices. Professional Development in Education, 36(1-2), 111-129.Bullough JR, R. V., and Knowles, J. G. (1991). Teaching and nurturing: Changing conceptions of self as teacher in a case study of becoming a teacher. Internation Journal of Qualitative Studies in Education, 4(2), 121-140.Bullough, R. V. (1997). Practicing theory and theorizing practice. In J. Loughran & T. Russell (Eds.), Teaching about Teaching (pp. 13–31). London: Falmer Press.Chang-Kredl, S., and Kingsley, S. (2014). Identity expectations in early childhood teacher education: Pre-service teachers’ memories of prior experiences and reasons for entry into the profession. Teaching and Teacher Education, 43, 27-36.Carter, K., and Doyle, W. (1996). Personal narrative and life history in learning to teach. In J. Sikula (Ed.), Handbook of research on teacher education (2nd ed., pp. 120–142). New York: Simon & Schuster. Chong, S., Low, E. L., and Goh, K. C. (2011). Emerging professional teacher identity of pre-service teachers. Australian Journal of Teacher Education, 36(8), 50-64.Cochran-Smith, M. (2003). The multiple meanings of multicultural teacher education: A conceptual framework. Teacher Education Quarterly, 30(2), 7-26.Coldron, J., and Smith, R. (1999). Active location in teachers' construction of their professional identities. Journal of Curriculum Studies, 31(6), 711-726.Darling-Hammond, L., Chung, R., and Frelow, F. (2002). Variation in teacher preparation: How well do different pathways prepare teachers to teach?. Journal of Teacher Education, 53(4), 286-302.Day, C., Elliot, B., and Kington, A. (2005). Reform, standards and teacher identity: Challenges of sustaining commitment. Teaching and Teacher Education, 21(5), 563-577.Deryakulu, D. (2005). Bilgisayar öğretmenlerinin tükenmişlik düzeylerinin incelenmesi. Eğitim Araştırmaları, 19, 35-53.Deryakulu, D. (2006). Burnout in Turkish computer teachers: Problems and predictors. International Journal of Educational Reform, 15(3), 370-385.Deryakulu, D., and Olkun, S. (2007). Analysis of computer teachers’ online discussion forum messages about their occupational problems. Educational Technology & Society, 10(4), 131-142.Devolder, A., Vanderlinde, R., van Braak, J., and Tondeur, J. (2010). Identifying multiple roles of ICT coordinators. Computers & Education, 55(4), 1651-1655.Durak, H., ve Seferoğlu, S. (2017). Öğretmenlerde tükenmişlik duygusunun çeşitli değişkenler açısından incelenmesi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 37(2), 759-788.Dursun, F. (2015). Bilişim teknolojileri öğretmenlerinin kendi branşlarına ilişkin metaforik algılarının incelenmesi. E-AJI (Asian Journal of Instruction), 3(1), 66-77.Eren, E. ve Uluuysal, B. (2012). Bilişim teknolojileri (BT) öğretmenlerinin mesleki sorunları ve çözüm önerileri. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 8(3), 152-171.Ezer, H., Gilat, I., and Sagee, R. (2010) Perception of teacher education and professional identity among novice teachers, European Journal of Teacher Education, 33(4), 391-404 Flores, M. A., and Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and Teacher Education, 22(2), 219-232.Frazier, M. and Bailey, G. D. (2004). The technology coordinator’s handbook. Eugene, OR: International Society for Technology in Education.Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99-125.Geijsel, F., and Meijers, F. (2005). Identity learning: The core process of educational change. Educational Studies, 31(4), 419-430.Goodwin, A. L., Smith, L., Souto-Manning, M., Cheruvu, R., Tan, M. Y., Reed, R., and Taveras, L. (2014). What should teacher educators know and be able to do? Perspectives from practicing teacher educators. Journal of Teacher Education, 65(4), 284-302.Hill, S. L. (2017). Exploring the curricular possibilities of pre-Service teacher professional identity. In: Lyle E. (Eds.), At the Intersection of Selves and Subject (pp. 105-113). SensePublishers, Rotterdam.Hong, J. Y. (2010). Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession. Teaching and Teacher Education, 26(8), 1530-1543.Hong, J., Greene, B., and Lowery, J. (2017). Multiple dimensions of teacher identity development from pre-service to early years of teaching: A longitudinal study. Journal of Education for Teaching, 43(1), 84-98. Ivanova, I., and Skara-MincĿne, R. (2016). Development of professional identity during teacher's practice. Procedia-Social and Behavioral Sciences, 232, 529-536.Izadinia, M. (2013). A review of research on student teachers’ professional identity. British Educational Research Journal, 39(4), 694-713.Karal, H ve Timuçin, E. (2010). Bilgisayar ve öğretim teknolojileri öğretmenliği bölümleri mezunların sorunları ve çözüm önerileri. Panel raporu. Kuram ve Uygulamada Eğitim Yönetimi, 16(2), 277-299.Karataş, S. (2010). Bilgisayar ve öğretim teknolojileri (BÖTE) öğretmen adaylarının mesleklerine ilişkin zihin haritalarının analizi (Gazi Üniversitesi Örneği). Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 11(1), 159-173.Kelchtermans, G. (1993). Getting the story, understanding the lives: From career stories to searchers’ professional development. Teaching and Teacher Education, 9(5-6), 443-456.Korthagen, F. A. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77-97.Korthagen, F., Loughran, J., and Russell, T. (2006). Developing fundamental principles for teacher education programs and practices. Teaching and Teacher Education, 22(8), 1020-1041.Lai, K. W., and Pratt, K. (2004). Information and communication technology (ICT) in secondary schools: The role of the computer coordinator. British Journal of Educational Technology, 35(4), 461-475.Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching and Teacher Education, 21(8), 899-916.Liu, Y., and Fisher, L. (2006). The development patterns of modern foreign language student teachers’ conceptions of self and their explanations about change: Three cases. Teacher Development, 10(3), 343-360.Marcovitz, D. M. (2000). The roles of computer coordinators in supporting technology in schools. Journal of Technology and Teacher Education, 8(3), 259-273.Merriam, S. B. (2009). Qualitative Research: A guide to design and interpretation. San Francisco: Jos-sey-Bass.Olsen, B. (2008). How reasons for entry into the profession illuminate teacher identity development. Teacher Education Quarterly, 35(3), 23-40.Rodgers, C., and Scott, K. (2008). The development of the personal self and professional identity in learning to teach. In M. Cochran-Smith, S. Feiman-Nemser, D.J. McIntyre & K.E. Demers (Eds.), Handbook of research on teacher education: Enduring questions and changing contexts (pp. 732–755). New York: Routledge. Rodríguez-Miranda, F. P., Pozuelos-Estrada, F. J., and León-Jariego, J. C. (2014). The role of ICT coordinator. Priority and time dedicated to professional functions. Computers & Education, 72, 262-270.Ruohotie-Lyhty, M., and Moate, J. (2016). Who and how? Preservice teachers as active agents developing professional identities. Teaching and Teacher Education, 55, 318-327.Schepens, A., Aelterman, A., and Vlerick, P. (2009). Student teachers’ professional identity formation: Between being born as a teacher and becoming on. Educational Studies, 35(4), 361-378.Sexton, D. M. (2008). Student teachers negotiating identity, role, and agency. Teacher Education Quarterly, 35(3), 73-88.Sugar, W. (2005). Instructional technologist as a coach: Impact of a situated professional development program on teachers' technology use. Journal of Technology and Teacher Education, 13(4), 547-571.Sugar, W., and Holloman, H. (2009). Technology leaders wanted: Acknowledging the leadership role of a technology coordinator. TechTrends, 53(6), 66.Surry, D. W., and Robinson, M. A. (2001). A taxonomy of instructional technology service positions in higher education. Innovations in Education and Teaching International, 38(3), 231-238.Sutherland, L., Howard, S., and Markauskaite, L. (2010). Professional identity creation: Examining the development of beginning pre-service teachers’ understanding of their work as teachers. Teaching and Teacher Education, 26(3), 455-465.Şahinkayası, H., Kelleci, Ö., ve Şahinkayası, Y. (2013). Bilişim teknolojileri formatör öğretmenlerin iş doyum düzeyleri: Hatay ili örneği. Gaziantep University Journal of Social Sciences, 12(2), 325-336.Şerefoğlu-Henkoğlu, H. ve Yıldırım, S. (2012). Türkiye’deki ilköğretim okullarında bilgisayar eğitimi: Kuram ve uygulamadaki farklılıklar. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 45(1), 23-61.Tennyson, R. D. (2001). Defining core competencies of an instructional technologist. Computers in Human Behavior, 17(4), 355–361.Timoštšuk, I., and Ugaste, A. (2010). Student teachers’ professional identity. Teaching and Teacher Education, 26(8), 1563-1570.Topu, F. B., ve Göktaş, Y. (2012). Bilişim teknolojileri öğretmenlerinin üstlendikleri roller ve onlardan beklentiler. Kuram ve Uygulamada Eğitim Bilimleri, 12(1), 461-478.van Lankveld, T., Schoonenboom, J., Volman, M., Croiset, G., and Beishuizen, J. (2017). Developing a teacher identity in the university context: A systematic review of the literature. Higher Education Research & Development, 36(2), 325-342. Van Veen, K., and Sleegers, P. (2006). How does it feel? Teachers' emotions in a context of change. Journal of Curriculum Studies, 38(1), 85-111.Van Velzen, C., Van der Klink, M., Swennen, A., and Yaffe, E. (2010). The induction and needs of beginning teacher educators. Professional Development in Education, 36(1-2), 61-75.Walkington, J. (2005). Becoming a teacher: Encouraging development of teacher identity through reflective practice. Asia-Pacific Journal of teacher education, 33(1), 53-64.Woo, D. (2015). Reviewing and constructing categories for educational technology professionals. International Journal of Education and Development Using Information and Communication Technology, 11(1), 148-163.Yeşiltepe, G. M., ve Erdoğan, M. (2013). İlköğretim bilişim teknolojileri öğretmenlerinin mesleğe yönelik sorunları, bu sorunların nedenleri ve çözüm önerileri. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 33(3), 495-530.Zembylas, M. (2003). Emotions and teacher identity: A poststructural perspective. Teachers and Teaching: Theory and Practice, 9(3), 213-238.