Lise Öğretmenlerinin Kişilerarası Davranışları ve Öğretmen Profilleri

Yıl 2009, Cilt: 36 Sayı: 36, - , 01.06.2009

Sibel Telli Jale Çakıroğlu Perry Den Brok

Öz

Bu çalışmanın amacı lise öğrencilerinin algılarına dayanarak öğretmen profillerini belirlemek ve bunların öğrencilerin duyuşsal kazanımları ile olan ilişkisini incelemektir. Çalışmada kullanılan Öğretmen Etkileşim Ölçeği (QTI), öğretmen davranışlarım Baskı/Uyum (Etki) ve İşbirliği/Karşıtlık (Yakınlık) olmak üzere iki ana boyutta incelemektedir. Çalışmanın örneklemini iki genel lisenin 24 sınıfında öğrenim gören toplam 674 öğrenci ve bu sınıfların 13 ders öğretmeni oluşturmaktadır. Araştırma sonuçlarına göre, lise öğrencileri öğretmenlerini oldukça yardımsever, işbirlikçi ve aynı zamanda kendi üzerlerinde kontrollü olarak algılamaktadır. Ömeklemde Emir Verici, Otoriter ve Toleranslı/Otoriter olmak üzere üç farklı öğretmen tipi belirlenmiştir. Ayrıca, ölçeğin boyutları ile öğrencilerin derslerine yönelik tutumları arasında anlamlı bir ilişki bulunmuştur

Anahtar Kelimeler

öğrenme ortann, öğretmen-öğrenci kişilerarası davranışlar, öğretmen proŞleri

Kaynakça

• Beyazturk, D. ve Kesner, J. E. (2005). Teacher-child relationships in Turkish and United States schools: A cross-cultural study, International Education Journal, 6, 547-554.
• Blackburn, R., ve Renwick, S. J. (1996). Rating scales for measuring the interpersonal circle in forensic psychiatric patients. Psychological Assessment, 8, 76-84.
• Brekelmans, M., Levy, J ., ve Rodriguez, R. ( 1993). A typology of teacher communication style. Irı T. Wubbels & J. Levy (Eds.), Do you know what you look like? Interpersonal relationships in education. (pp. 46 -55 ). London : The Falmer Press
• Brekelmans, M., Wubbels, T., ve Brok, P. den (2002). Teacher experience and the teacher-student relationship in the classroom environment. In S. C. Goh & M. S. Khine (Eds.), Studies in educational learning environments: An international perspective (pp.73-100). Singapore: New World ScientiŞc.
• den Brok, P. (2001). Teaching and student outcomes. Utrecht, the Netherlands: W. C. C.
• den Brok, P., Brekelmans, M., ve Wubbels, Th. (2004). Interpersonal teacher behaviour and student outcomes. School Eşectiveness and School Improvement, 15, 407—442.
• den Brok, P., Brekelmans, M., ve Wubbels, Th. (2004). Interpersonal teacher behaviour and student outcomes. School Eşectiveness and School Improvement, I 5, 407—442.
• den Brok, P. J., den Levy, J ., Rodriguez, R., ve Wubbels, T. (2002). Perceptions of Asian-American and Hispanic-American teachers and their students on interpersonal communication style. Teaching and Teacher Education, 18, 447—467.
• den Brok, P., Fisher, D., ve Scott, R. (2005). The importance of teacher interpersonal behaviour for student attitudes in Brunei primary Science classes. International Journal of Science Education, 27, 765-779.
• Eyibakışlı, B. (1991). A reliability Study of the Teacher Behaviour Observation Scale (TeBOS). Unpublished master thesis Istanbul: Bogazici University, Istanbul, Turkey.
• Evans, H., ve Fisher, D. (2000). Cultural differences in students’ perceptions of science teachers’ interpersonal behaviour. Australian Science Teachers Journal, 46, 9-18.
• Fisher, D. L., Fraser, B. J., ve Wubbels, Th. (1993). Associations between school learning environment and teacher interpersonal behaviour in the classroom. In T. Wubbels & J. Levy (Eds.), Do you know what you look like? (pp.103- 112). London: The Falmer Press.
• Gaines, S. 0., Panter, A. T., Lyde, M. D., Steers, W. N., Rusbult, C. E., Cox, C. L., ve Wexler, M. O. (1997). Evaluating the circumplexity of interpersonal traits and the manifestation of interpersonal traits in interpersonal trust. Journal of Personality and Social Psychology, 73, 610-623.
• Genç, S. Zeki (2007). Öğrenci algılarına göre ideal bir öğretim elemanında bulunması gereken özellikler_Milli Eğitim Dergisi, I 73, 210-218.MEB yayınlan. Ankara
• Leary, T. (1957). An interpersonal diagnosis of personality. New York: Ronald Press Company.
• Levy, J., den Brok, P., Wubbels, T., ve Brekelmans, M. (2003). Students' perceptions of the interpersonal aspect of the learning environment. Learning Environments Research, 6(1), 5-36.
• Okçabol, R., Akpınar, Camer, Gök ve Ünlühisarcıklı (2003). Türkiye’de öğretmen yetiştirme araştırması. Ankara: Eğitim- Sen.
• Pektaş, S. (1988). The eşects of nonverbal teacher behaviours on instruction. Unpublished doctoral dissertation, Ankara University, Ankara.
• Sztejnberg, A, Brok, P. den, ve Hurek, J. (2004). Preferred teacher-student interpersonal behaviour: Differences between Polish primary and higher education students’ perceptions. Journal of Classroom Interaction, 39 , 32—40.
• Rickards, T., Brok, P. den, ve Fisher, D. L. (2003). What does the Australian teacher look like? Australian typologies for teacher-student interpersonal behaviour. Proceedings Western Australian Institute for Educational Research Forum 2003.
• Koul, R. ve Fisher D. (2006). Student perceptual data: Identifying and observing exemplary teachers of primary science. Paper presented at the annual Meeting of American Educational Research Association (AERA), San Francisco, USA.
• Taşkafa, G. (1989). Biz öğretmenler hep öğrencilerimizi değerlendiririz, öğrencilerin biz öğretmenleri nasıl değerlendirdiklerini hiç düşündünüz mü? Çağdaş Eğitim, 14, 27—30.
• Talton, E. L. ve Simpson, RD. (1987). Relationships of attitude toward classroom environment with attitudes toward and achievement in science among tenth grade biology students. Journal of Research in Science Teaching, 24, 507-525.
• Telli, S. (2006). Students’ perceptions of their science teachers ’iInterpersonal behaviour in two countries: Turkey and the Netherlands Unpublished doctoral dissertation, Middle East Technical University, Ankara, Turkey.
• Telli, S., den Brok, P. J. ve Cakiroglu, J. (2007a). Students’ perceptions of science teachers’ interpersonal behaviour in secondary schools: Development of the Turkish version of the Questionnaire on Teacher Interaction. Learning Environment Research. I 0, 1 15-129.
• Telli, S., den Brok, P. J. ve Cakiroglu, J. (2007b). Teacher-students interpersonal behaviour in secondary science classes in Turkey. Journal of Classroom Interaction, 42, 31—40.
• Telli, S., Çakıroğlu, J. ve den Brok, P. (2007c). Genel ve meslek liselerinde öğrenci algılarına göre belirlenen kişilerarası öğretmen profillerinin karşılaştırılması. Pamukkale Universitesi Eğitim Fakültesi Dergisi, 22(2), 64- 72.
• Telli, S., Cakiroglu, J., ve den Brok, P. (2006). Turkish secondary education students’ perceptions of their classroom learning environment and their attitude towards Biology. In D. L. Fisher ve M. S. Khine (Eds.), Contemporary approaches to research on learning environments: world views (pp. 5 l 7 - 5 4 2). Singapore: World ScientiŞc.
• Wubbels, T., Brekelmans, M,Créton, H. ve Hooymayers H. P. (1990). Teacher behaviour style and learning environment. In H. C. Waxman & C. D. Ellett (Eds.), The study of learning environments (Vol. 4, pp. 1-12). Houston, TX: University of Houston.
• Wubbels, T., Brekelmans, M., den Brok, P. J., ve van Tartwijk, J. (2006). An interpersonal perspective on Classroom Management in Secondary Classrooms in the Netherlands. Handbook of Classroom Management: Research, Practice, and Contemporary Issues, (pp. 1161-1191). New York: Lawrence Erlbaum Associates.
• Wubbels, T., Creton, H., ve Hooymayers, H. (1985). Discipline problems of beginning teachers, interactional teacher behaviour mapped out. Paper presented at the armual meeting of the American Educational Research Association, Chicago, IL.
• Wubbels, T. ve Levy, J. (1991). A comparison of interpersonal behaviour of Dutch and American teachers. International Journal of Intercultural Relationships, 15, 1-18.
• Wubbels, T., ve Levy, J. (1993). Do you know what you look like? Interpersonal relationships in education. London: The Falmer Press.