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Öğretmenlik Mesleği Genel Yeterliklerindeki Öğretmen Kimliğinin Freire’ye Göre İncelenmesi

Yıl 2022, Cilt: 4 Sayı: 2, 47 - 65, 31.12.2022

Gözde Balıkçı

Öz

Bu çalışma Milli Eğitim Bakanlığı tarafından 2017 yılında güncellenen Öğretmenlik Mesleği Genel Yeterlikleri dokümanını içerdiği öğretmen kimliği açısından incelemek için yapılmıştır. Araştırmanın amacı dokümandaki öğretmen kimliğini belirlemek ve bu öğretmen kimliğinin eğitimci ve eleştirel pedagojinin kuramcılarından olan Freire’nin çalışmalarındaki öğretmen kimliğini yansıtıp yansıtmadığını incelemektir. Bu çalışmada içerik analizi yöntemi ile güncel yeterlik belgesi incelenmiş ve belgede yansıtılan öğretmen kimliği ile Freire’nin öğretilerine göre şekillenen iki öğretmen kimliği karşılaştırılmıştır. Freire’ye göre öğretmenler hem profesyonel hem de toplum liderleridirler. Güncel öğretmen yeterlikleri belgesinde öğretmenlerin profesyonellikleri öne çıkarılmış ve yansıtıcı düşünen uzman olarak kimlikleri belirlenmiştir. Ancak öğretmenleri toplum lideri olma özellikleri çok kısıtlı kalmıştır. Freire öğretmenlerin toplumu dönüştüren uzmanlar olduğunu iddia ederken, toplum lideri olarak öğretmen kimliği güncel öğretmen yeterlikleri belgesinde görülmemiştir. İçerik analizi sonuçları ışığında yeterlik belgesi hakkında bazı tavsiyeler ve gelecekteki araştırma konuları için de önerilerde bulunulacaktır.

Anahtar Kelimeler

Öğretmenlik mesleği genel yeterlikleri Öğretmen yeterlikleri Öğretmen kimliği Freire ve öğretmen kimliği

Kaynakça

  • Akın, S. & Sözen- Özdoğan, S. (2021). Öğretmen eğitiminde yapıtaşı: Türkiye, Singapur ve Hong Kong’da öğretmenlik mesleği genel yeterlikleri [Generic teacher competencies: The building blocks in Turkey, Singapore, and Hong Kong]. Ankara University Journal of Faculty of Educational Sciences (JFES), 54(1), 269-312. https://doi.org/10.30964/auebfd.642519
  • Akkuş, M. & Balıkçı, G. (2015). Critical pedagogy and language teaching. In B. E. Tuğa (Ed.), Theoretical considerations in language education: Implications for English Language Teaching (pp. 161-171) Nüans.
  • Apple, W.M. (2001). Markets, standards, teaching, and teacher education. Journal of Teacher Education, 52(3), 182-196.
  • Ayhan, A. & Uysal, Ş. (2014). The problem of teacher quality: A philosophical perspective. Journal of Philosophy and Social Sciences, 9(17), 71-83.
  • Beijaard, D. Paulien C. Meijer, P. C. & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107-128. https://doi.org/10.1016/j.tate.2003.07.001.
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed). Pearson.
  • Cohen, L., Manion, L., Morrison, K. (2007). Research methods in education. Routledge.
  • Day, C., Elliot, B., Kington, A. (2005). Reform, standards and teacher identity: Challenges of sustaining commitment. Teaching and Teacher Education, 21(5), 563-577.
  • Flores, M.A. (2016). Teacher education curriculum. In J. Loughran & M. Hamilton (Eds.), International handbook of teacher education (pp. 187-230). Springer. https://doi.org/10.1007/978-981-10-0366-0_5
  • Freire, P. (1970). Pedagogy of the oppressed. Herder and Herder.
  • Freire, P. (2005). Teachers as cultural workers: Letters to dare to teach. Westview Press.
  • Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25(1), 99-125.https://doi.org/10.3102/0091732x025001099.
  • Gursel Bilgin, G. (2020). Freirean dialogue: An effective pedagogy for critical peace education. Journal of Theory and Practice in Education, 16(2),139-149. https://doi.org/10.17244/eku.801805.
  • Hobbel, N. (2009). Standards talk: Considering discourse in teacher education standards. In Groenke, L. S. & Hatch, J.A. (Eds.), Critical pedagogy and teacher education in the neoliberal era: Small openings (pp. 37-48). Springer.
  • Kantarcı-Bingöl, Z. & Aybar, Ö. (2020). Paulo Freire’de bankaci eğitim modeline karşı problem tanımlayıcı eğitim modeli [The problem-posing education model against the banking model of education in paulo freire]. International Anatolian Journal of Social Sciences, 4(4), 307-323. https://doi.org/10.47525/ulasbid.824150.
  • Katz, A. & Snow, M.A. (2009). Standards and second language teacher education. In Burns, A & Richards J.C (Eds.), The Cambridge guide to second language teacher education. (pp.66-76). Cambridge University Press.
  • Kaya, H. E. & Altan, B. (2019). Paulo Freire’nin pedagojisi temelinde yetişkin engelli bireylerin eğitimi: Bağcilar belediyesi engelliler sarayi örneği[Education of adult disabled individuals on the basis of paulo freire's pedagogy: the example of bağcilar municipality palace for the disabled]. Eurasian Journal of Researches in Social and Economics, 6(7), 63-82. https://dergipark.org.tr/tr/pub/asead/issue/47889/605261.
  • Kosnik C., Beck C., & Goodwin A.L. (2016). Reform efforts in teacher education. In J. Loughran & M. Hamilton (Eds.), International handbook of teacher education (pp. 267-308). Springer. https://doi.org/10.1007/978-981-10-0366-0_7 pp 267-308
  • Krippendorp, K. (2004). Content analysis: An introduction to its methodology. Sage.
  • Legutke, M. K., & M. S. Ditfurth. (2009). School-based experience. In A. Burns & J. C. Richards (Eds.). The Cambridge guide to second language teacher education (209- 217). Cambridge University Press.
  • McKay, L.S. (2009). Second language classroom research. In A. Burns & J. C. Richards (Eds.) The Cambridge guide to second language teacher education (pp. 281-289). Cambridge University Press.
  • McNally, J., Blake, A., Corbin, B., Gray, P. (2006). Finding an identity or meeting a standard? Conflicting discourses in becoming a teacher. Journal of Education Policy, 23(3), 287-298. https://doi.org/10.1080/02680930801987794
  • MEB (2006). Öğretmenlik mesleği genel yeterlikleri [General competencies of the teaching profession]. Öğretmen Yetiştirme Genel Müdürlüğü https://oygm.meb.gov.tr/www/ogretmenlik-meslegi-genel-yeterlikleri/icerik/39
  • MEB (2017). Öğretmenlik mesleği genel yeterlikleri [General competencies of the teaching profession]. Öğretmen Yetiştirme ve Geliştirme Genel Müdürlüğü.
  • Miller, J. (2009). Teacher identity. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 172-181). Cambridge University Press.
  • Newman, M., & Hanauer, D. (2005). The NCATE/TESOL Teacher education standards: A critical review. TESOL Quarterly, 39(4), 753-764. https://doi.org/10.2307/3588536
  • O’Connor, K.A. (2008). “You choose to care”: Teachers, emotions, and professional identity. Teaching and Teacher Education, 24(1), 117-126. https://doi.org/10.1016/j.tate.2006.11.008
  • Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
  • Singh, G. & Richards, J.C. (2009). Teaching and learning in the course room. In A. Burns, J.C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 201-208). Cambridge University Press.
  • Stevens, D. (2010). A Freirean critique of the competence and model of teacher education, focusing on the standards for qualified teacher status in England, Journal of Education for Teaching: International Research and Pedagogy, 36(2), 187-196.
  • Tuğluk, M. N. & Kürtmen, S. (2018). Türkiye’de öğretmen yeterlikleri [Competencies of teaching professin in Turkey]. Adiyaman Universiy Journal of Social Sciences, 10(30), 809-841.
  • Tuncer, M., Dikmen, M., Şimşek, M., Bahadir, F., & Akmençe, A. E. (2019). Öğretmenlik mesleği yeterlikleri açısından aday öğretmenlerin kendilerine ve uygulama öğretmenlerine yönelik görüşlerinin değerlendirilmesi [Evaluation of prospective teachers' opinions of themselves and practice teachers in terms of teacher proficiency]. Turkish Studies, 14(6), 3453-3469. http://doi.org/10.29228/TurkishStudies.25899
  • Uzay, A., Bilgiç, B. & Demirkasımoğlu, N. (2019). Öğretim üyesinin otoritesine ilişkin öğrenci görüşlerinin otorite ve otoriteryanizm ikileminde çözümlenmesi [An investigation of students’ opinions related to the authority of university professors’ in terms of authority and authoritarianism duality]. Journal of Higher Education and Science, ,9(1),97-110. https://dergipark.org.tr/tr/pub/higheredusci/issue/61505/918441

An Investigation of the Teacher Identity in the General Competencies for Teaching Profession in Turkey from a Freirean Perspective

Yıl 2022, Cilt: 4 Sayı: 2, 47 - 65, 31.12.2022

Gözde Balıkçı

Öz

This study aims to analyse the teacher identity situated in the current competencies for teachers in Turkey updated by the Ministry of National Education (MoNE) in 2017. The main aim of the analysis is to identify the situated identity of the teachers in the document and to examine whether the teacher identity in the document reflects Freire’s theories and doctrine who was an educator and an advocate of critical pedagogy. The content analysis is conducted to identify themes and categories in the current document, and they are compared to the two themes in Freire’s work. According to Freire, there are two roles of teachers: teachers as professionals and teachers as society leaders. Teacher professionalism is promoted in the document, and teachers are situated as reflective practitioners in the document. However, the emphasis on teacher leadership is highly limited. While Freire emphasizes the transformative role of teachers in society, the theme teachers as society leaders is not found in the document. Some suggestions and implications regarding teacher competences will be presented.

Anahtar Kelimeler

Teacher competency document Teacher identity Freire and teacher identity teacher competencies

Kaynakça

  • Akın, S. & Sözen- Özdoğan, S. (2021). Öğretmen eğitiminde yapıtaşı: Türkiye, Singapur ve Hong Kong’da öğretmenlik mesleği genel yeterlikleri [Generic teacher competencies: The building blocks in Turkey, Singapore, and Hong Kong]. Ankara University Journal of Faculty of Educational Sciences (JFES), 54(1), 269-312. https://doi.org/10.30964/auebfd.642519
  • Akkuş, M. & Balıkçı, G. (2015). Critical pedagogy and language teaching. In B. E. Tuğa (Ed.), Theoretical considerations in language education: Implications for English Language Teaching (pp. 161-171) Nüans.
  • Apple, W.M. (2001). Markets, standards, teaching, and teacher education. Journal of Teacher Education, 52(3), 182-196.
  • Ayhan, A. & Uysal, Ş. (2014). The problem of teacher quality: A philosophical perspective. Journal of Philosophy and Social Sciences, 9(17), 71-83.
  • Beijaard, D. Paulien C. Meijer, P. C. & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107-128. https://doi.org/10.1016/j.tate.2003.07.001.
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed). Pearson.
  • Cohen, L., Manion, L., Morrison, K. (2007). Research methods in education. Routledge.
  • Day, C., Elliot, B., Kington, A. (2005). Reform, standards and teacher identity: Challenges of sustaining commitment. Teaching and Teacher Education, 21(5), 563-577.
  • Flores, M.A. (2016). Teacher education curriculum. In J. Loughran & M. Hamilton (Eds.), International handbook of teacher education (pp. 187-230). Springer. https://doi.org/10.1007/978-981-10-0366-0_5
  • Freire, P. (1970). Pedagogy of the oppressed. Herder and Herder.
  • Freire, P. (2005). Teachers as cultural workers: Letters to dare to teach. Westview Press.
  • Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25(1), 99-125.https://doi.org/10.3102/0091732x025001099.
  • Gursel Bilgin, G. (2020). Freirean dialogue: An effective pedagogy for critical peace education. Journal of Theory and Practice in Education, 16(2),139-149. https://doi.org/10.17244/eku.801805.
  • Hobbel, N. (2009). Standards talk: Considering discourse in teacher education standards. In Groenke, L. S. & Hatch, J.A. (Eds.), Critical pedagogy and teacher education in the neoliberal era: Small openings (pp. 37-48). Springer.
  • Kantarcı-Bingöl, Z. & Aybar, Ö. (2020). Paulo Freire’de bankaci eğitim modeline karşı problem tanımlayıcı eğitim modeli [The problem-posing education model against the banking model of education in paulo freire]. International Anatolian Journal of Social Sciences, 4(4), 307-323. https://doi.org/10.47525/ulasbid.824150.
  • Katz, A. & Snow, M.A. (2009). Standards and second language teacher education. In Burns, A & Richards J.C (Eds.), The Cambridge guide to second language teacher education. (pp.66-76). Cambridge University Press.
  • Kaya, H. E. & Altan, B. (2019). Paulo Freire’nin pedagojisi temelinde yetişkin engelli bireylerin eğitimi: Bağcilar belediyesi engelliler sarayi örneği[Education of adult disabled individuals on the basis of paulo freire's pedagogy: the example of bağcilar municipality palace for the disabled]. Eurasian Journal of Researches in Social and Economics, 6(7), 63-82. https://dergipark.org.tr/tr/pub/asead/issue/47889/605261.
  • Kosnik C., Beck C., & Goodwin A.L. (2016). Reform efforts in teacher education. In J. Loughran & M. Hamilton (Eds.), International handbook of teacher education (pp. 267-308). Springer. https://doi.org/10.1007/978-981-10-0366-0_7 pp 267-308
  • Krippendorp, K. (2004). Content analysis: An introduction to its methodology. Sage.
  • Legutke, M. K., & M. S. Ditfurth. (2009). School-based experience. In A. Burns & J. C. Richards (Eds.). The Cambridge guide to second language teacher education (209- 217). Cambridge University Press.
  • McKay, L.S. (2009). Second language classroom research. In A. Burns & J. C. Richards (Eds.) The Cambridge guide to second language teacher education (pp. 281-289). Cambridge University Press.
  • McNally, J., Blake, A., Corbin, B., Gray, P. (2006). Finding an identity or meeting a standard? Conflicting discourses in becoming a teacher. Journal of Education Policy, 23(3), 287-298. https://doi.org/10.1080/02680930801987794
  • MEB (2006). Öğretmenlik mesleği genel yeterlikleri [General competencies of the teaching profession]. Öğretmen Yetiştirme Genel Müdürlüğü https://oygm.meb.gov.tr/www/ogretmenlik-meslegi-genel-yeterlikleri/icerik/39
  • MEB (2017). Öğretmenlik mesleği genel yeterlikleri [General competencies of the teaching profession]. Öğretmen Yetiştirme ve Geliştirme Genel Müdürlüğü.
  • Miller, J. (2009). Teacher identity. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 172-181). Cambridge University Press.
  • Newman, M., & Hanauer, D. (2005). The NCATE/TESOL Teacher education standards: A critical review. TESOL Quarterly, 39(4), 753-764. https://doi.org/10.2307/3588536
  • O’Connor, K.A. (2008). “You choose to care”: Teachers, emotions, and professional identity. Teaching and Teacher Education, 24(1), 117-126. https://doi.org/10.1016/j.tate.2006.11.008
  • Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
  • Singh, G. & Richards, J.C. (2009). Teaching and learning in the course room. In A. Burns, J.C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 201-208). Cambridge University Press.
  • Stevens, D. (2010). A Freirean critique of the competence and model of teacher education, focusing on the standards for qualified teacher status in England, Journal of Education for Teaching: International Research and Pedagogy, 36(2), 187-196.
  • Tuğluk, M. N. & Kürtmen, S. (2018). Türkiye’de öğretmen yeterlikleri [Competencies of teaching professin in Turkey]. Adiyaman Universiy Journal of Social Sciences, 10(30), 809-841.
  • Tuncer, M., Dikmen, M., Şimşek, M., Bahadir, F., & Akmençe, A. E. (2019). Öğretmenlik mesleği yeterlikleri açısından aday öğretmenlerin kendilerine ve uygulama öğretmenlerine yönelik görüşlerinin değerlendirilmesi [Evaluation of prospective teachers' opinions of themselves and practice teachers in terms of teacher proficiency]. Turkish Studies, 14(6), 3453-3469. http://doi.org/10.29228/TurkishStudies.25899
  • Uzay, A., Bilgiç, B. & Demirkasımoğlu, N. (2019). Öğretim üyesinin otoritesine ilişkin öğrenci görüşlerinin otorite ve otoriteryanizm ikileminde çözümlenmesi [An investigation of students’ opinions related to the authority of university professors’ in terms of authority and authoritarianism duality]. Journal of Higher Education and Science, ,9(1),97-110. https://dergipark.org.tr/tr/pub/higheredusci/issue/61505/918441
Toplam 33 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Gözde Balıkçı 0000-0001-7168-8648

Erken Görünüm Tarihi 30 Aralık 2022
Yayımlanma Tarihi 31 Aralık 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 4 Sayı: 2

Kaynak Göster

APA Balıkçı, G. (2022). An Investigation of the Teacher Identity in the General Competencies for Teaching Profession in Turkey from a Freirean Perspective. Kahramanmaraş Sütçü İmam Üniversitesi Eğitim Dergisi, 4(2), 47-65.
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