Öğretmenlik Mesleğinin Bir Kadın Mesleğine Dönüşmesi Sorunsalı

Yıl 2016, Cilt: 6 Sayı: 11, 415 - 450, 30.12.2016

Aysun Erginer , Emine Saklan

Öz

Bu araştırmada öğretmenlik mesleğini
tercih eden öğretmen adaylarının, cinsiyetleri açısından değerlendirilmesi
amaçlanmıştır. Bu amaçla 1997-2016 yılları arasında eğitim fakültelerinde
öğrenim gören öğretmen adayları (toplam) ile aynı yıllar arasında “Sınıf, fen
bilgisi, sosyal bilgiler, matematik ve okul öncesi öğretmenliğinde” öğrenim
gören öğretmen adayları, cinsiyete gore sayıları ile kadın ve erkek öğretmen
adayı oranları açısından incelenmiştir. Araştırmada tarama modeli
kullanılmıştır. Araştırma kapsamında veriler YOK’ün yayınladığı OSYM
istatistiklerinden, elektronik ortamda elde edilmiştir. Elde edilen bulgulara
göre 1997-2016 yılları arasında eğitim fakültelerine devam eden kadın öğretmen
adayı sayılarının erkek öğretmen adayı sayılarına göre daha fazla artış
gösterdiği, bu durumun sınıf, fen bilgisi, matematik, okul öncesi
öğretmenliğinde de benzer olduğu bulgusuna ulaşılmıştır. Özellikle okul öncesi
öğretmenliğinde kadın öğretmen adayları, büyük bir çoğunluğu
oluşturmaktadırlar. Sosyal bilgiler öğretmenliğinde ise diğer programlardan
farklı olarak erkek öğretmen adaylarının sayılarının kadın adaylardan daha
fazla olduğu anlaşılmıştır. Araştırma sonuçları, öğretmenlik mesleğinin giderek
daha fazla kadın mesleğine dönüşme eğilimi içerisinde olduğunu göstermektedir.

Anahtar Kelimeler

Öğretmenlik mesleği, Öğretmen adayları, Cinsiyet

The Problematic of Transition of Teaching Profession to a Woman’s Occupation

Öz

The purpose of this study is to evaluate
preservice teachers who prefer teaching profession in terms of their genders.
For this purpose, the number of preservice teachers studying in education
faculties between 1997-2016 (in total) and studying in “primary school, social
studies, mathematics and pre-school teacher education” in the same years is
investigated in terms of their genders and female and male ratios. In the
research, descriptive study model is used. Within the scope of research, the
data are obtained from the SSPC statistics published by CHE in electronic
environment. According to the findings, it is found that the number of female
preservice teachers attending education faculties between 1997-2016 increased
more than males and these findings are similar in primary school, social
studies, mathematics and pre-school preservice teachers. Especially, female
preservice teachers in pre-school education constitute a large majority. In the
social studies teacher department, unlike other programs, it is understood that
the numbers of male preservice teacher is higher than females. The results of
the research show that the teaching profession has a tendency to become more
and more women's profession.

Anahtar Kelimeler

The teaching profession, Preservice teacher, Gender

Kaynakça

• Aksu, M., Demir, C. E., Daloglu, A., Yildirim, S., & Kiraz, E. (2010). Who are the future teachers in Turkey? Characteristics of entering student teachers. International Journal of Educational Development, 30(1), 91-101.
• Anliak, S. (2004). Okuloncesi dönemde cocugun yasaminda baba ve erkek ogretmenin rolu ve onemi (The importance of father and male teacher in child’s life in the period of preschool). Ege Eğitim Dergisi (Journal of Ege Education ), 5,25-33.
• Arabacı, I. B. (1999). MEB teftis politikalari (1) (MONE inspection policies (1). Kuram ve Uygulamada Eğitim Yönetimi Der¬gisi (Educational Administration: Theory and Practice), 20, 545-575. Accessed: 09 September 2013 http://www.pegem.net/dosyalar/dokuman/924- 20120221154628-arabaci.pdf
• Ayan, F. (2000). Bayan öğretmenlerin yöneticilikleri ve öğretmen görüşleri (Female teachers performance in administration and teachers perceptions). (Unpublished master dissertation). Canakkale Onsekiz Mart University, Canakkale.
• Bastick, T. (2000). Why teacher trainees choose the teaching profession? Comparing trainees in metropolitan and developing countries. International Review of Education, 46(3/4), 343-349.
• Behymer, J. & Cockriel, I. W. (1988). Career choice conflict. Journal of Career Development, 15(2), 134-140.
• Benedict, P. (2000). Feminization of education. Paper presented at the Changing Nature of Teaching in Canada, Ottawa, Ontario, Canada.
• Birey, T., & Beyidoğlu Onen, M. (2013). Toplumsal cinsiyet ve ögretmenlik: Ogretmenlerin bakis acisi(Gender and teaching profession: perspectives of teachers). Post Arastirma Enstitusu (Post Research Institute).
• Boyle, E. (2004). The feminization of teaching in America. Massachusetts Institute of Technology. Accessed: 15 March 2016 http://web.mit.edu/womens-studies/www/writingPrize/eb04.html.
• Boz, Y. & Boz, N. (2008). Kimya ve matematik ogretmen adaylarinin ögretmen olma nedenleri (Prospective chemistry and mathematics teachers’ reasons for choosing teaching as a profession). Kastamonu Eğitim Dergisi (Journal of Kastamonu Education), 16(1), 137-144.
• Buyukkaragoz, S. S. & Civi, C. (1999). Genel ogretim metotlari, ogretimde planlama uygulama (10.Vol). Istanbul: Beta Press.
• Capri, B. & Celikkaleli, Ö. (2008). Öğretmen adaylarının öğretmenliğe ilişkin tutum ve mesleki yeterlik inançlarının cinsiyet, program ve fakültelerine göre incelenmesi (Investigation of preservice teachers’ attitudes towards teaching and professional self-efficacy beliefs according to their gender, programs, and faculties). Inonu University Journal of the Faculty of Education, 9(15). 33-53.
• Celikten, M., Sanal, M. & Yeni, Y. (2005). Ogretmenlik meslegi ve ozellikleri. Erciyes Universitesi Sosyal Bilimler Enstitusu Dergisi, 19(2), 207-237.
• Cermik, H., Dogan, B. & Sahin, A. (2010). Sinif ogretmenligi ogretmen adaylarinin ogretmenlik meslegini tercih sebepleri (Prospective elementary classroom teachers’ motives for selecting teaching profession). Journal of Pamukkale Education Faculty, 28(2), 201-212.
• Christensen, L. B., Johnson, R. B. & Turner, L.A. (2015). Research methods design and analysis. (M. Sever, Translation.). Araştırma yöntemleri desen ve analiz (Research design and analysis methods). Ankara: Ani Publishing.
• Coultas, J. C. & Lewin, K. M. (2002). Who becomes a teacher? The characteristics of student teachers in four countries. International Journal of Educational Development, 22, 243-60.
• Erden, M. (1998). Ogretmenlik meslegine giris (Introduction to teaching profession). Istanbul: Alkim Publishing.
• Eskicumali, A. (2002). Egitim, ogretim ve ogretmenlik meslegi (Education, training, and the teaching profession). Y. Özden (Ed.). Oğretmenlik meslegine giris (Introduction to teaching profession). Ankara: PegemA Publishing.
• Foster, T. & Newman, E. (2005). Just a knock back? Identity bruising on their route to becoming a male primary school teacher. Teachers and Teaching: Theory and Practice, 11(4), 341-358.
• Fuhr, C. (1996). Deutsches bildungswesen (System of germany education). Köln: Gesellschaft mit beschränkter Haftung & Compagnie Kommanditgesellschaft.
• Glewwe, P. W., Hanushek, E. A., Humpage, S. D. & Ravina, R. (2013). School resources and educational outcomes in developing countries: A review of the literature from 1990 to 2010. P. Glewwe (Ed.), Education policy in developing countries (pp. 13-64). University of Chicago Press.
• Gokce, F. & Sezer, G. O. (2012). Ogretmen adaylarinin ogretmenlik meslegine yonelik tutumlari (Uludag universitesi ornegi) (The attitudes of student teachers towards teaching profession: Uludag university sample). Uludag University Journal of the Faculty of Education, 25(1), 1-23.
• Ilter, I., & Koksalan, B. (2011). Sinif ogretmeni adaylarinin ogretmenlik meslegine olan tutumları (Attitudes of classroom teacher candidates toward teaching profession). Fırat Üniversitesi Sosyal Bilimler Dergisi (Fırat University Journal of Social Science), 21 (1), 113-128.
• Ismen, A. E. & Yildiz, S. A. (2005). Ogretmenlige iliskin tutumlarin ozgecilik ve atilganlik duzeyleri acisindan incelenmesi (The relationship between altruism, assertiveness and attitudes towards teaching profession). Kuram ve Uygulamada Eğitim Yönetimi Dergisi (Educational Administration: Theory and Practice), 42, 151–166.
• Johnston, J., McKeown, E. & McEwen, A. (1999). Choosing primary teaching as a career: The perspectives of male sand females in training. Journal of Education for Teaching, 25(1), 55-64.
• Karasar, N. (2006). Bilimsel arastirma yontemi (Scientific research methods). Ankara: Nobel Publishing.
• Kaya, A. & Buyukkasap, E. (2005). Fizik ogretmenligi programi ogrencilerinin profilleri, ogretmenlik meslegine yonelik tutum ve endiseleri: Erzurum ornegi (Physısc student teachers’ profıles, attitudes and anxiety toward teaching profession: Case for Erzurum). Kastamonu Eğitim Dergisi (Journal of Kastamonu Education), 13(2). 367-380.
• Kniveton, B. H. (2004). The influences and motivations on which students base their choice of career. Research in Education, 72, 47-57.
• Koroglu, F. (2006). Okul yonetiminde cinsiyet etkeni ve kadin ogretmenlerin okul yoneticiligi talepleri (Bingol ili ornegi) (The factor of sex in the school administration and the women’s tendency to administration) (Unpublished master dissertation). Firat University, Elazig.
• Kyriacou, C. & Coulthard, M. (2000). Undergraduates’ views of teaching as a career choice. Journal of Education for Teaching, 26(2), 117-126.
• OECD. (2015). Education at a Glance 2015: OECD Indicators. OECD Publishing.
• Oktay, A. (1991). Ogretmenlik meslegi ve ogretmenin nitelikleri (Teaching profession and teacher qualities). M.U. Ataturk Egitim Fakultesi Egitim Bilimleri Dergisi (M. U. Ataturk Faculty Of Education Journal of Educational Science), 3, 187-193.
• Ovet, O. (2006). Egitim fakültesi ogrencilerinin ogretmenlik meslegini tercih etmelerinde etkili olan faktorlerin belirlenmesi (Unpublished master dissertation). Yeditepe University, Istanbul.
• Ozbek, R. (2007). Ogretmen adaylarinin ogretmenlik meslegini tercih etmelerinde kisisel, ekonomik ve sosyal faktorlerin etkililik derecesine iliskin algilari (Teacher candidates’ perceptions about importance of personal, economical and social factors which effect their decissions to be teacher). Firat University Journal of Social Science, 17(1), 145-160.
• Ozoglu, M., Gur, B. & Altunoglu, A. (2013). Turkiye ve dunyada ogretmenlik retorik ve pratik. Ankara: Egitim-Bir-Sen Publishing.
• Ozsoy, G., Ozsoy, S., Ozkara, Y. & Memis, A. D. (2010). Factors affecting pre-service teachers’ choice of teaching as a profession. Elementary Education Online, 9(3), 910-921.
• Papanastasiou, C. & Papanastasiou, E. (1998). What influences students to choose the elementary education major: The case of Cyprus. Mediterranean Journal of Educational Studies, 3, 35-45.
• Parr, M., Gosse, D. & Allison, J. (2008). The profession a journey of male primary teachers: Experiences and perceptions of entering into a sacred female space. The International Journal of Diversity, Organizations, Communities and Nations, 7(6), 257-266.
• Popkewitz, T. (1991). A political sociology of educational reform: Power/knowledge in teaching, teacher education and research. New York: Teachers College Press.
• Saban, A. (2003). A Turkish profile of prospective elementary school teachers and their views of teaching. Teaching and Teacher Education, 19, 829-846.
• Sahin, A., Çokadar, H. & Usak, M. (2008). Context, process and change: The status of prospective teachers’ perception of teaching process. Essays in Education, 23, 129-141.
• Sanders, W. L. & Rivers, J. C. (1996). Cumulative and residual effects of teachers on future student academic achievement. Knoxville: University of Tennessee Value-Added Research and Assessment Center.
• Smedley, S. (2007). Learning to be a primary school teacher: reading one man’s story. Gender and Education, 19(3), 369-385.
• Sullivan, P. & McDonough, A. (2002). Teachers differ in their effectiveness. In A. D. Cockburn and E. Nardi (Eds.). Proceedings of the 26th Conference of the International Group for the Psychology of Mathematics Education (pp. 249-256). Norwich, United Kingdom: School of Educationand Professional Development, University of East Anglia.
• Tan, M. (2000). Egitimde kadin-erkek esitligi ve Turkiye gerçegi. Kadin-erkek esitligine dogru yuruyus: In Egitim, çalisma yasami ve siyaset (pp. 12). İstanbul: Tusiad Publishing.
• TEDMEM (Turkish Education Association Publications). (2014). Ogretmen gozuyle ogretmenlik meslegi (The teaching profession for teacher). Ankara: Turkish Education Association.
• Temizyurek, F. (2008). Turkçe ogretmen adaylarinin demografik ozellikleri (Demographic characteristics of Turkish teacher candidates). Turk Egitim Bilimleri Dergisi (Journal of Turkish Educational Sciences), 6(4), 663-692.
• Torun, F. (2010). Farkli statulerde calisan ogretmenlerin ogretmenlik meslegine bakislari (Isparta ornegi)(Teaching profession views of the teachers who work of different positions (The Isparta sample) (Unpublished master dissertation). Suleyman Demirel University, Isparta.
• TUIK. (2015). Toplumsal cinsiyet istatistikleri (Gender statistics) 2014. Ankara: Turkiye Istatistik Kurumu (Turkey Statistical Institute).
• Ubuz, B. & Sari, S. (2008). Sinif ogretmeni adaylarinin ogretmenlik meslegini secme nedenleri (Primary teacher candidates’ reasons for choosing teaching profession). Pamukkale University Journal of Education, 24, 113–119.
• Varis, F. (1988). Egitimde program gelistirme (Curriculum development). Ankara: Ankara Universitesi Egitim Bilimleri Fakultesi Yayinlari (Ankara University Educational Sciences Faculty Publications), No: 157.