Bekir Kürşat DORUK, Eralp BAHÇİVAN, Nuh YAVUZALP

Öğretmen Adaylarının Benlik Saygıları, Narsisizm Düzeyleri ve Öğrenme-Öğretme Yaklaşımları Arasındaki İlişki Üzerine Bir İnceleme

Araştırmada öğretmen adaylarının benlik saygıları, narsisizm düzeyleri ve öğrenme-öğretme yaklaşımları arasındaki ilişkiyi incelemek amaçlanmıştır. Bunun için Rokeach’ın (1968) inanç sistemi yaklaşımına dayanarak bir yapısal model önerilmiştir. Üç ayrı veri toplama aracının kullanıldığı çalışmaya 923 öğretmen adayı katılmıştır. Araştırmanın sonuçları öğretmen adaylarının benlik saygılarının narsisizm düzeyleriyle pozitif yönde ilişkiye sahip olduğunu göstermektedir. Ayrıca çalışmada öğretmen adaylarının benlik saygıları ve narsisizm düzeylerinin gelecekteki sınıflarında uygulayacakları öğrenme öğretme yaklaşımı tercihinde etkili olduğunu gösterir deliller elde edilmiştir. Bulgular, öğretmen adaylarının benlik saygıları yükseldikçe yapılandırmacı öğrenme-öğretme yaklaşımını benimseme düzeylerinin arttığını, narsisizm düzeyleri yükseldikçe de geleneksel öğrenme-öğretme yaklaşımını daha fazla benimsemekte olduklarını göstermektedir. Çalışmada elde edilen sonuçlar doğrultusunda öğretmen yetiştirme alanına katkı sağlayacak bazı önerilerde bulunulmuştur.

Anahtar Kelimeler:

İnanç sistemi, Benlik saygısı, Narsisizm, Öğrenme-öğretme anlayışı, Yapılandırmacı yaklaşım, Geleneksel Yaklaşım, Öğretmen adayları

An Investigation on the Relationship between Preservice Teachers' Self-Esteem, Narcissism Levels and Conceptions of Teaching and Learning

The aim of this study was to investigate the relationship between self-esteem, narcissism levels and learning-teaching approaches. For this purpose, a structural model was proposed based on Rokeach's (1968) belief system approach. 923 pre-service teachers participated in the study. The results of the study show that the self-esteem of the preservice teachers has a positive relationship with the levels of narcissism. In addition, the study showed that the self-esteem and the narcissism levels of preservice teachers were effective in their choice of learning teaching approach in their future classes. The findings show that when self-esteem of the pre-service teachers increased, the adoption of constructivist learning-teaching approach increased. As the level of narcissism increases, they are more likely to adopt the traditional teaching and learning approach. In line with the results obtained in the study, some suggestions were made to contribute to teacher training.

Keywords:

Belief system, Self-esteem, Narcissism, Conceptions of teaching and learning, Constructivist approach, Traditional approach, Pre-service teachers,

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