Tahir GÜR, Tuncay DİLCİ

Sınıf Öğretmenliği öğrencilerinin profesyonel kimliklerinin söylem çözümlemesi yöntemi ile incelenmesi

Bu nitel çalışmada üniversite son sınıfta okuyan sınıf öğretmenliği programı öğrencilerinin profesyonel öğretmen kimliği geliştirme süreçleri ve bu kimliğin başlıca özellikleri incelenmiştir. Çalışma Ağrı İbrahim Çeçen Üniversitesi Eğitim Fakültesinde yapılmıştır. Çalışma grubunu oluşturan beş öğrenciden alınan yazılı ve sözlü dilsel ürünler (anlatılar) söylem çözümlemesi yöntemiyle incelenmiştir. Araştırmada öğrencilerin kimlik geliştirme sürecinde tecrübelerinden, öğrendikleri bilgilerden, toplum, kurum ve ailenin beklentilerinden ve sahip oldukları tutum ve inançlarından faydalandıkları görülmüştür. Çalışmada öğrencilerin lider-örnek, idealist- adanmış, profesyonel ve demokrat öğretmen kimliklerini benimsedikleri görülmüştür.

Examining of professional identities of preservice elementary education teachers

In this qualitative study, processes of identity development and the main characteristics of this identity of presrvice teachers studying elementary education program in Agri Ibrahim Cecen University were examined. Data gathered from the study group of five students in the final year of their education in the university in the format of verbal and written narrative format and analysed with discourse analysis method. In the study, preservice teacher use use experiences, knowledge, expectations, attitude and beliefs while they developing their professional identity. The main identities found in students’ discourses are leader-example teacher, democrat teacher, idealist-dedicated teacher and profesinal teacher identity.

PDF

___

Beauchamp, C. Ve Thomas, L. (2010) Reflecting on an ideal: student teachers envsion a future identity. Reflective Practice Vol. 11, No. 5, 631-643
Bird, S. (2007) Sensemaking and identity. Journal of Business Communication Quarterly, 66(4), 96-102)
Beijaard, D., Meijer, P., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107–128.
Börekçi, M. (2009). Türkiye Türkçesinde Yapı ve İşlev Bakımından Sözcükler. Erzurum: Eser Ofset
Britzman, D. (1991). Practices makes practice: Acritical study of learning to teach (2 Ed.) Albany: State University Of New YorkPress,
Calderhead, J & Robson, M.(1991). Images of teaching: student teachers’ early conceptions of classroom practice. Teaching & teacher education, 7 (1), 1-8.
Cohen, J. L. (2010) ‘That’s not treating you as a professional’: teachers constructing complex professional identities through talk. Teachers and Teaching: theory and practice Vol. 14, No. 2, April 2008, 79–93
Fairclough, N. (2003). Analysing Discourse , Londra: Routledge
Foucault, M.(1972). The archaeology of knowledge.Londra:Tavistock Publications.
Gee, J. P.(2005). An introduction to discourse analysis: Theory and method(2nded.). New York: Routledge.
Gee, J. P.(2001). Identity as an analytic lens for research in education. In W. G. Secada(Ed.), Review of research in education(Vol. 25, pp. 99-125).Washington, DC: American Educational Research Association.
Gür, T.(2011). Türkçe öğretmen adaylarının dil tutumları ve kullanımlarının söylem çözümlemesi yöntemi ile betimlenmesi. Yayımlanmamış doktora tezi. Eğitim Bilimleri Enstitüsü. Atatürk Üniversitesi
Graves, N., Epstein, M. (2011). Eportfolio: a tool for constructing a narrative Professional identity. Journal of Business Communication Quarterly. V. 74, N. 3 342-346
Lieblich, A., Tuval-Mashiach R. Ve Zilber, T. (1998) Narrative Research. Reading, Analysis and Interpretation. Thousand Oaks, London and New Delhi: Sage Applied Social Research Methods Series volume 47
Lortie, D.(1975). School teacher. Chicago, Il: The University Of Chicago Press.
Phillips N, Hardy C (2002). Discourse Analysis – Investigating Processes of Social Construction. Qualitative Research Methods Volume 50, SAGE Publications Thousand Oaks-London-New Delhi
Richardson, V.(1996). The role of attitudes and beliefs in learning to teach. sikula(ed.), Handbook of research on teacher education(S. 102-119). New York : Simon& Schuster/Macmillan.
Rorty, R. (ed.), 1967. The Linguistic Turn: Recent Essays in Philosophical Method. The University of Chicago Press, Chicago and London.
Somers, M. & Gibson, G. (1994) 'Reclaiming the Epistemological "Other": Narrative and the Social Constitution of Identity' in Craig Calhoun. (ed) Social Theory and the Politics of identity. Oxford & Cambridge: Blackwell Publishers.
Søreide, G.E. (2006). Narrative construction of teacher identity: Positioning and negotiation. Teachers and Teaching: Theory and Practice, 12(5), 527–547.
Van Dijk, T. (1997) Discourse as Structure and Process Londra Sage Weedon, C. (1997). Feminist practice and poststructuralist theory (2nd Edition). Oxford: Blackwell.
Wetherell, M.(2001). Discourse and theory and practice in içinde. Edited:M. Whetherell, S. Taylor, ve S.J. yates. Thousand Oaks CA: Sage