Bu araştırma okul öncesi öğretmenlerinin, mesleki çalışma uygulamalarına ilişkin algılarını ortaya çıkarmak amacıyla gerçekleştirilmiştir. Araştırma nitel araştırma desenlerinden olgu bilim desenine göre yürütülmüştür. Araştırmanın verileri 2020-2021 yılında Sakarya ili Merkez ilçelerinde görev yapan 52 okul öncesi öğretmenin ‘’Mesleki çalışma ….gibidir. Çünkü….’’ ifadelerini tamamlamasıyla elde edilmiş ve elde edilen veriler içerik analize göre yorumlanmıştır. Elde edilen bulgulara göre öğretmenler “Mesleki Çalışma” kavramı için 52 geçerli metafor üretmiştir. Üretilen bu metaforlar daha sonra ortak özellikleri ve benzetme yönleri dikkate alınarak kategorileştirilmiştir. Bu işlem sonucunda “Mesleki Çalışma” kavramı için beş kategori elde edilmiştir. Bu kavramsal kategoriler: ‘’Ceza Unsuru Olarak Mesleki Çalışmalar, Gereksiz Ve Yetersiz Unsur Olarak Mesleki Çalışmalar, Zorunluluk Unsuru Olarak Mesleki Çalışmalar, Yönlendirici Unsur Olarak Mesleki Çalışmalar’’ başlıkları altında toplanmıştır. Çıkan sonuçlara göre de yapılan çıkarımlar ve tartışmalar makalede paylaşılmıştır.
This research was carried out to reveal the perceptions of preschool teachers about their professional work practices. The research was carried out according to the phenomenology design, one of the qualitative research designs. The data of the research were collected from 52 preschool teachers working in the central districts of Sakarya province in 2020-2021. The data obtained were interpreted according to content analysis. According to the findings, teachers produced 52 valid metaphors for the concept of "Professional Work". These produced metaphors were then categorized by considering their common features and analogy aspects. As a result of this process, four categories were obtained for the concept of "Professional Work". These conceptual categories are grouped under the headings: "Professional Activities as a Penalty Element, Occupational Studies as an Unnecessary and Insufficient Element, Occupational Studies as a Mandatory Element, Professional Activities as a Guiding Element". Inferences and discussions made according to the results are shared in the article.
Birincil Dil | Türkçe |
---|---|
Konular | Eğitim Üzerine Çalışmalar |
Bölüm | Eğitim Bilimleri |
Yazarlar | |
Yayımlanma Tarihi | 30 Nisan 2022 |
Gönderilme Tarihi | 6 Aralık 2021 |
Kabul Tarihi | 14 Mart 2022 |
Yayımlandığı Sayı | Yıl 2022 Cilt: 6 Sayı: 11 |
The Aim of The Journal
The Journal of Interdisciplinary Educational Researches (JIER) published by the Interdisciplinary Educational and Research Association (JIER)A) is an internationally eminent journal.
JIER, a nonprofit, nonprofit NGO, is concerned with improving the education system within the context of its corporate objectives and social responsibility policies. JIER, has the potential to solve educational problems and has a strong gratification for the contributions of qualified scientific researchers.
JIER has the purpose of serving the construction of an education system that can win the knowledge and skills that each individual should have firstly in our country and then in the world. In addition, JIER serves to disseminate the academic work that contributes to the professional development of teachers and academicians, offering concrete solutions to the problems of all levels of education, from preschool education to higher education.
JIER has the priority to contribute to more qualified school practices. Creating and managing content within this context will help to advance towards the goal of being a "focus magazine" and "magazine school", and will also form the basis for a holistic view of educational issues. It also acts as an intermediary in the production of common mind for sustainable development and education