Sınıf Öğretmenlerinin Mesleki Kimliklerine Yönelik Görüşleri

Araştırmanın amacı sınıf öğretmenlerinin mesleki kimliklerine yönelik görüşlerini belirlemektir. Araştırmada nitel araştırma desenlerinden olgu bilim deseni kullanılmıştır. Araştırmanın çalışma grubunu 2015- 2016 öğretim yılında Çanakkale il merkez ve ilçelerinde görev yapan 12 sınıf öğretmeni (6 kadın, 6 erkek) oluşturmaktadır. Araştırmanın verileri yarı yapılandırılmış ve yönlendirici olmayan odak grup görüşme tekniği kullanılarak elde edilmiştir. Araştırma verilerinin modelleştirilmesinde ise NVivo 8. nitel veri analiz programı kullanılmıştır. Araştırmada sınıf öğretmenlerinin mesleki kimliklerini etkileyen yaşantıları; çocukluk, öğrencilik ve öğretmenlik yaşantıları olarak üç alt tema toplanmış ve sınıf öğretmenlerinin mesleki kimliklerini oluşturmada etkili olan deneyimleri, olumlu ve olumsuz deneyimler olarak farklılaştığı sonucuna ulaşılmıştır. Araştırmada mesleki kimliği etkileyen en önemli faktörün; köy okullarında görev yapılması ve farklı öğrenci profilleriyle karşılaşılması olarak belirtilmiştir. Bununla birlikte öğretmen yetiştirme programlarının sınıf öğretmenlerinin mesleki kimlik oluşumuna yönelik etkisinin olumsuz yönde olduğu sonucuna ulaşılmıştır. Araştırma sonuçları çerçevesinde sınıf öğretmenlerinin mesleki kimliklerinin oluşumuna ilişkin çeşitli önerilerde bulunulmuştur.

The Opinions of Primary Teachers' Towards The Professional Identity

The aim of the research is to determine the opinions of the primary teachers about their professional identity. In the study, the phenomenon of qualitative research was used. The group of the study consisted of 12 primary teachers (6 women, 6 men) working in Çanakkale in the the academic year of 2015-2016. The data of the study were obtained by using semi-structured and non-guiding focus group interview technique. NVivo 8 qualitative data analysis program was utilized in the modelling of these data. In the research the experiences of the primary teachers affecting their professional identity; three sub themes were collected as childhood, student and teacher experiences. And it was concluded that primary teachers differed as positive and negative experiences that were effective in creating their professional identities. The most important factor affecting the professional identity in the research; to serve in village schools and to encounter different student profiles. In addition, it was concluded that the effect of teacher training programs on the formation of professional identity of the primary teachers was negative. Within the framework of the results of the research, various suggestions have been made regarding the formation of the professional identities of the primary teachers.

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