Medine COŞKUN, Mehmet ÖZMANTAR, Ali BOZKURT

ORTAOKUL MATEMATİK ÖĞRETMENLERİNİN ÖĞRETİMSEL UYGULAMALARINDAKİ ETİK DEĞERLENDİRMELERİ: EKLEKTİK BİR DEĞERLENDİRME SÜRECİ

Bu çalışmanın amacı ortaokul matematik öğretmenlerinin öğretimsel uygulamalarında yaşadıkları etik gerginliklerde yaptıkları etik değerlendirmeleri tespit etmektir. Araştırmanın yöntemi nitel araştırma yöntemlerinden biri olan çoklu durum çalışmasıdır. Araştırmaya üç matematik öğretmeni katılmıştır. Veriler yarı yapılandırılmış görüşmeler aracılığıyla toplanmıştır. Görüşmelerde öğretmeni tanıma, öğretimle ilgili planlama, uygulama ve değerlendirme süreçlerine yönelik sorular ve senaryolar kullanılmıştır. Veriler betimsel olarak analiz edilmiştir. Analizlerde öğretmenlerin öğretimsel kararlarında tercih ettikleri etik yaklaşımlar belirlenirken ilk olarak etik gerginlikler tespit edilmiştir. Ardından her bir etik gerginlik durumunda katılımcıların etik değerlendirmeleri belirlenmiştir. Araştırmadan elde edilen bulgulara göre öğretimle ilgili kararlarında etik bir gerginlikle yüzleşen katılımcıların değerlendirme sürecinde farklı etik yaklaşımlarla (deontolojik, teleolojik, vb.) hareket ettikleri görülmüştür. Sonuç olarak öğretmenlerin duruma ve şartlara göre farklı etik yaklaşımlara başvurdukları, dolayısıyla eklektik bir etik anlayışa sahip oldukları belirlenmiştir. Bu sonuç öğretimsel kararların ahlaki zeminini anlamak için bir fırsat sunmaktadır.

Anahtar Kelimeler:

Matematik öğretimi, öğretmen karar süreci, etik değerlendirme

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