Öğretmenlerin Sorun Tanımlamaları ve Direnç Stratejileri: Öğretmen Anlatıları Üzerine Toplumbilimsel Bir Çözümleme

Yıl 2010, Cilt: 9 Sayı: 3, 1007 - 1026, 26.06.2010

Yasemin Esen

Öz

Bu makalenin amacı, öğretmenlerin meslek içindeki toplumsallaşma sürecinde yaşadıkları sorunları ve direnç biçimlerini, kendi deneyimleri, duyguları, tanımları, kavramsallaştırmaları bağlamında, yine kendi anlatıları (narrative) aracılığıyla ele almak ve toplumbilimsel bir çerçeve içinde yorumlamaktır. Öğretmenlerin tekil ve özgün anlatıları, öğretmenlik mesleğini toplumbilimsel bir çerçeveden yorumlamak ve anlamak açısından birincil ve önemli kaynaklardır. Kavramsal ve kuramsal olarak yorumcu, feminist ve eleştirel pedagojilere yaslanan bu çalışma, öğretmeni bir aktör olarak odağa almakta ve öğretmenin “sesini” merkeze çekmeyi hedeflemektedir. Bu çerçevede, nitel araştırma modeline göre tasarlanan bu çalışmada, dokuz sosyal bilgiler öğretmeniyle yapılan yarı-yapılandırılmış görüşmeler, çeşitli kategoriler altında çözümlenmiştir. Öğretmenlerin anlatıları göstermektedir ki, öğretmenlik mesleği ancak mesleğin içine girdikten sonra informal yollarla öğrenilmektedir. Öğretmenler mesleğe ilişkin formal eğitimlerini genel olarak yetersiz bulmaktadır. Öğretmenler, yaşadıkları birçok sorunlara karşın, bir takım mikro direnme noktaları da geliştirmektedir

Anahtar Kelimeler

Sosyal bilgiler öğretmenleri, yorumcu, feminist ve eleştirel kuramlar, öğretmenlerin anlatıları

Problem Definitions and Resistance Strategies of Teachers: A Sociological Analysis on Teachers' Narratives

Öz

The purpose of this study is to consider problems and ways of resistance of teachers in the context
of their own experiences, emotions, definitions, conceptualizations through their own narratives and interpret in
a sociological framework. The particular and unique narratives of teachers are primary and crucial sources in
terms of interpreting and understanding the teaching profession in a sociological perspective. This study that is
supported by interpretative, feminist and critical pedagogies conceptually and theoretically, focus on teacher as
an actor and aims at the voice of teacher. The research was designed according to the qualitative research model.
The nine social studies teachers were interviewed and their narratives were analyzed under various categories.
The narratives of teachers reveal that teaching profession is learned by informal ways after going into the
profession. According to the teachers in the research group, their vocational education is insufficient. Although
there are some problems, teachers seem to built up some particular micro strategies of resistance.

Anahtar Kelimeler

Social studies teachers, interpretive, feminist and critical theories, teachers’ narratives

Kaynakça

• Aronowitz, S. & Giroux, H.A. (1991). Postmodern education: Politics, culture and social criticism. Minneapolis: University of Minnesota.
• Assunção, M. F. (2000). Making sense of the first teaching experiences. a longitudinal study. British Educational Research Association Annual Conference: Cardiff University.
• Ballantine, J.H. (1993). The sociology of education: A systematic analysis. New Jersey: Prentice Hall.
• Biesta, G. J.J. ve Miedema, S. (2002). Instruction or pedagogy? The need for a transformative conception of education. Teaching and Teacher Education,18(2), 173-181.
• Bignell, K.C. (1996). Building feminist praxis out of feminist pedagogy: The importance of students’ perspectives. Women’s Studies International Forum, 19(3), 315-325.
• Biott, C. & Moeller, J. (2000). Researching the Professional Life Histories of School Leaders: issues in co-construction - an overview. British Educational Research Association Annual Conference’da sunulan bildiri. Cardiff University.
• Blackledge, D. & Hunt, B. (1989). Sociological interpretations of education. London: Routledge.
• Bowles, S. & Gintis, H. (1976). Schooling in capitalist America: Educational reform and the contradictions of economic life. New York: Basic Books, Inc.
• Butroyd, R. (1997). Are the values of secondary school teachers really in decline? Educational Review, 49(3), 251-259.
• Convery, A. (1999). Listening to Teachers’ Stroies: Are We Sitting Too Comfortably? Qualitative Studies In Education, 12(2), 131-146.
• Dillabough, J.A. (2000). Women as 'citizen workers' in teacher education: critical interpretations of the narratives of female teacher educators and teachers. British Educational Research Association Annual Conference: Cardiff University.
• Esen, Y. (2004). Öğretmenlerin Toplumsal/Mesleki Kimliklerine ve Rollerine İlişkin Değerlendirmeleri: Sosyal Bilgiler Öğretmenleri Üzerine Yapılmış Bir Araştırma. Yayımlanmamış doktora tezi. Ankara Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
• Gewirtz, S. (1996). Post-welfarism and the reconstruction of teachers’ work. British Educational Research Association Annual Conference: Lancaster.
• Giroux, H.A. (1989). Schooling as a form of cultural politics: Toward a pedagogy of and for difference. In H.A. Giroux & P.L. McLaren (Eds.), Critical pedagogy, the state and cultural struggle (pp.125-152). Albany: State University of New York.
• ---------------(1992). Border crossing: Cultural workers and the politics of education. New York & London: Routledge.
• --------------- (1991). Postmodernism, feminism and cultural politics. Albany: State University of New York.
• Gök, F. ve Okçabol, R. (1998). Öğretmen profili araştırma raporu. Eğitim-Sen: İstanbul.
• Gratch, A. (2000). Teacher voice, teacher education, teaching professionals. The High School Journal, 83(3), 43.
• Güven, İ. (2010). Türk Eğitim Tarihi. Ankara: Naturel.
• Hargreaves, A. (2001). Emotional Geographies of Teaching. Teachers College Record, 103(6), 1056-1080.
• Hole, S. (1998). Voices inside schools: Teacher as rain dancer. Harward Educational Review,.68.
• Holt-Reynolds, D. (2000). What does the teacher do? Constructivist pedagogies and prospective teachers’ beliefs about the role of a teacher. Teaching and Teacher Education, 16, 21-32.
• Hurn, C.J. (1985). The limits and possibilities of schooling: An introduction to the sociology of education. Massachusetts: Allyn & Bacon Inc.
• Kanpol, B. (1998). Critical pedagogy for beginning teachers: The movement from despair to hope. http://www.lib.wmc.edu/pub/jcp/issueII-1/Kanpol.html
• --------------(1999). Critical pedagogy: An introduction. Westport: Bergin & Garvey.
• Karakuş, M. (2002). İlköğretim öğretmenlerinin öğrenme ve öğretme sürecinde karşılaştıkları sorunlar. XI. Eğitim Bilimleri Kongresi (23-26 Ekim 2002). Yakın Doğu Üniversitesi: K.K.T.C.
• Lather, P. (1984). Critical theory, curricular transformation and feminist mainstreaming. Journal of Education, 166 (1), 4962.
• Lopes, A. (2000). Shaping Professional Identities in Portuguese Primary School Teachers: some relevant conclusions of study based on the interpretative paradigm. British Educational Research Association Annual Conference. Cardiff University.
• Lortie, D.C. (2002). Schoolteacher: A Sociological Study. (2nd Ed.). London: The University of Chicago.
• Luke, C. (1996). Feminist pedagogy theory: reflections on power and authority. Educational Theory, 46 (3), 283-302.
• McLaren, P.L. (1989). Life in schools: An introduction to critical pedagogy in the foundations of education. New York & London: Longman.
• ----------------- (1997). Critical pedagogy and predatory culture: oppositional politics in a postmodern era. London & Nwe York: Routledge.
• McVee, M.B. (2004). Narrative and the Exploration of Culture in Teachers’ Discussions of Literacy, Identity, Self and Other. Teacher and Teaching Education, 20, 881-889.
• Murphy, R. (1979). Sociological theories of education. Toronto: McGraw-Hill Ryerson.
• Nicholson, A.Y.W. (1996). Can we reveal the iner world of teachers? British Educational Research Association (BERA) Conference: Lancaster University.
• Osborn, M., McNess, E. ve Broadfoot, P. (2000). Policy practice and teacher experience. British Educational Research Association Annual Conference: Cardiff University.
• Pepin, B. (2000). Cultures of Didactics: teachers’ perceptions of their work and their role as teachers in England, France and Germany. European Conference on Educational Research: Edinburgh.
• Sadker, M.P ve Sadker, D.M. (1997). Teachers, schools and society. New York: The McGraw-Hill Companies, Inc.
• Soreide, G. E. (2006). Narrative Construction of Teacher Identity: Positioning and Negotiation. Teachers and Teaching: Theory and Practice, 12(5), 527-547.
• Syrajala, L., Merilainen, H. & Syrjala S.L. (2000). Teacher narratives - coercion or emancipation? British Educational Research Association Annual Conference: Cardiff University.
• Tan, M. (1993). Eğitim sosyolojisinde değişik yaklaşımlar: Yorumcu paradigma. A.Ü. Eğitim Bilimleri Fakültesi Dergisi, 26(1), s.79.
• ----------. (1996). Bir kadın mesleği: Öğretmenlik. N. Arat (Der.), Kadın gerçeklikleri içinde (s.37-68). İstanbul: Say.
• ---------- (2000). Eğitimde kadın-erkek eşitliği ve Türkiye gerçeği. Kadın-erkek eşitliğine doğru bir yürüyüş: Eğitim, çalışma yaşamı ve siyaset içinde.(s.21-111). TÜSİAD: İstanbul.
• Tezcan, M.(1993). Eğitim sosyolojisinde çağdaş kuramlar ve Türkiye. A.Ü. E.B.F.: Ankara.
• Tirri, K. ; Husu, J. ve Kansanen, P. (1999). The epistemological stance between the knower and the known. Teaching and Teacher Education, 10 (5), 911.
• Tisdell, E. (1998). Poststructural feminist Pedagogies: The Possibilities and limitations of feminist emancipatory adult learning theory and practice. Adult Education Quarterly, 48 (3), 139-157.
• Türnüklü, A. (2000). İlkokul öğretmenlerinin davranış yönetim stratejilerinin görüşme yöntemi kullanılarak incelenmesi. II. Ulusal Öğretmen Yetiştirme Sempozyumu (10-12 Mayıs 2000) içinde. (s. 574-580). Çanakkale 18 Mart Üniversitesi: Çanakkale.
• Ünder, H. (1998). Kemalizm ışığında Atatürk döneminde (1923-1938) eğitsel değerler. Yayımlanmamış doktora tezi. Ankara Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
• Weiler, K. (1991). Freire and a feminist pedagogy of difference. Harvard Educational Review, 61 (4), 449-474.
• Woods, P ve Jeffrey, B. (2002). The reconstruction of primary teachers’ identities. British Journal of Sociology of Education, 23(1), 89-106.
• Zembylas, M. (2003). Emotions and Teacher Identity: A poststructural Perspective. Teachers and Teaching: Theory and Practice, 9(3), 231-238.