Öğretmen Adaylarının İdeal Akademisyen Niteliklerine İlişkin Bilişsel Kurguları: Repertory Grid Tekniğine Dayalı Bir Durum Çalışması

Bu araştırma, öğretmen adaylarının ideal akademisyen niteliklerine ilişkin bilişsel kurgularını ortaya koymayı amaçlamaktadır. Araştırma, nitel araştırma yöntemlerinden biri olan durum çalışması deseninde yürütülmüştür. Çalışma grubunu 21 öğretmen adayı oluşturmaktadır. Çalışma grubu, ölçüt örnekleme yöntemiyle belirlenmiştir. Veriler, repertory grid tekniği ile toplanmıştır. Öğretmen adayları ideal akademisyen niteliklerine ilişkin 210 geçerli bilişsel kurgu üretmiştir. En fazla yinelenen bilişsel kurgular sırasıyla iletişim becerileri, mesleki yeterlik, alanında uzmanlık, motivasyon becerisi, güler yüzlü olma, adil davranma, farklı görüşlere saygı, yenilikçi/yaratıcı, akademik/bilimsel donanım ve sınıf yönetimi becerisi şeklindedir. 210 bilişsel kurgu, işlevleri ve benzerlikleri göz önünde bulundurularak sekiz kurgu grubu altında toplanmıştır. Bu ana kurgu grupları: kişisel yeterlikler, akademik yeterlik, mesleki yeterlik, iletişim becerisi, öğrenci merkezlilik, motivasyon, mesleki etik ve demokratik tutum şeklindedir. Her şeyden önce öğretim elemanlarının kişisel niteliklere, iletişim becerilerine sahip olmaları ve akademik olarak verimli olmaları gerektiği söylenebilir.

Prospective Teachers' Cognitive Constructs Related to Ideal Lecturer Qualifications: A Case Study Based on Repertory Grid Technique

In this study, it was aimed to reveal prospective teachers’ cognitive constructs related to the ideallecturers’ qualifications. The study was conducted based on case study design which is one of the qualitativeresearch patterns. The study group was 21 prospective teachers. The study group was determined by usingcriterion sampling method. Data were collected via a repertory grid technique. The participants have produced210 valid cognitive constructs related to ideal lecturers’ qualifications. The most frequently mentioned cognitiveconstructs are namely, communication skills, professional competence, acknowledged expert, motivation skills,good humoured, treats fairly, respectful to different opinions, innovative/inventive, academically/scientificallyaccoutred, and classroom management skills. 210 cognitive constructs were collected in eight differentcognition, groups considering functionality and the similarities. The main cognition groups were personalqualifications, academic efficacy, professional competency, communication skills, student centeredness,motivation, professional ethics, and democratic attitude. It can be suggested that the lecturers before anythingelse should have personal qualifications, communication skills and they should also be academically efficient.

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