Sibel TELLİ, Jale ÇAKIROĞLU, Perry den BROK

Liselerde Fen Sınıflarında Öğretmen Profilleri

Araştırmanın amacı öğrencilerin öğretmen davranışlarını algılamalarında etkili olan değişkenleri belirlemek ve bu sonuçlara dayanarak liselerde fen sınıflarında kişilerarası öğretmen profillerini incelemektir. Veriler, Öğretmen Etkileşim Ölçeği’nin (QTI) Türkçe versiyonuyla toplanmıştır. Örneklem Ankara, Bursa ve İzmir’de bulunan 14 lisenin, 81 sınıfında öğrenim gören toplam 2342 öğrenci ile bu sınıflara ders veren 40 öğretmenden oluşmaktadır. Verilerin analizinde betimleyici, yorumlayıcı istatistik yöntemleri ve ANOVA kullanılmıştır. Aynı zamanda ölçeğin farklı boyutları sınıf seviyesinde analiz edilmiş ve var olan profillerle karşılaştırılmıştır. Genel olarak, araştırma sonucunda öğrencilerin, öğretmenlerini sınıfta kontrollü, bir hayli yardımsever ve işbirlikçi olarak algıladığı bulunmuştur. Emir verici, Toleranslı/Otoriter ve Otoriter kişilerarası öğretmen profillerine daha çok rastlanmıştır. Ayrıca, sınıf seviyesinin, öğretmen cinsiyetinin ve dersin, öğrenci algıları üzerinde etkili olduğu görülmüştür. Literatürdeki pek çok çalışmadan farklı olarak, ülkemizdeki bu çalışmada kız ve erkek öğrencilerin, öğretmen davranışlarını algılarında bir farklılığa rastlanmamıştır

Teacher Profile in Science Classes

The purpose of the study was to examine Turkish high school students’ perceptions of their science teachers’ interpersonal behaviour and to investigate variables affecting students’ perceptions of their science teachers’ interpersonal behaviour and to figure out what (interpersonal) profiles can be discerned in class (aggregated) perceptions of these teachers. Data were collected utilizing an adapted and translated version of the Questionnaire on Teacher Interaction(QTI). A total of 2342 students (Grades 9 to 11) from 81 science classes (14 public schools) in three major cities (Ankara, Bursa and ‹zmir) of Turkey participated in the study. Correlation analyses, regression analyses and analyses of variance revealed there were significant differences in students’ perceptions by teacher gender,grade level, and subject taught. Unlike many studies in the literature, gender difference was not found in terms of students’ perception of their science teacher.

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