Author :
Abstract
Bireyler öğretmenlik mesleğini öğrencilerinin hayatını değiştirmeyi umut ederek seçmelerine rağmen bir eğitim teması olarak umut kavramı öğretmen eğitiminde gereken ilgiyi çekmemiştir. Bu çalışmanın amacı umut kavramının öğretmen adaylarının hayatındaki yerini araştırmaktır. Bu amaçla A.B.D deki son sınıfta okuyan on öğretmen adayıyla röportaj yapılmıstır. Yapılan röportaj kaydedilmis ve birebir tercüme edilmiştir. Bulgular göstermiştir ki öğretmen adayları umudun öğretmenlerin hayatında her zaman var olduguna inanmaktadır. Özellikle öğrencilerinin başarılarını görmek öğretmenlerin umudunu ayakta tutan, motive eden en büyük faktördür. Bununla birlikte destek veren bir okul çevresinin olmasi da öğretmenleri daha umutlu hale getirmektedir. Katılımcılar çalışmada umutlarını zedeleyen konulara da dokunmuşlardır. Öğretmenlik mesleğinin toplum gözünde düşük görülmesi, öğretmenlerin veliler tarafından sürekli eleştirilip, şikayet edilmesi, öğretmenlerin okul yönetimi tarafından gerekli şekilde desteklenmemesi umut kırıcı faktörler olarak ortaya çıkmıştır. Gerçekte öğretmenlerin umut seviyesini etkileyen daha birçok faktör vardır: aile hayatı, sağlık, maaş gibi. Gelecek çalısmalar da bu faktörlerin çalışan öğretmenlerin umudunu nasıl etkilediğini daha kapsamlı şekilde araştırılmalıdır.
Keywords
Abstract
The notion of hope as an educational theme has drawn very little attention amongst the teaching community. Ironically, one the strongest factors influencing why individuals choose the field of teaching is an aspiration to change the lives of their students. This study explores the notion of hope in the lives of prospective teachers in the US. The respondent group for this study consists of pre-service teachers in their senior year of undergraduate work. A semi-structured interview captures how each prospective teacher interprets hope as a part of their teaching philosophies and practices. Findings reveal the notion of hope almost always exist in the lives of prospective educators since they choose the profession with the hopes of making a difference in children’s lives. In fact, there are more factors found in this study that influenced teacher hope such as quality of family life, physical health, sense of belonging, vitality, financial statement and so on. Future research should mention how personal factors such as character, living condition of teachers, family life and physical health influence teacher candidates’ hopefulness. Further studies should also explore the views of practicing teachers about hope.
Keywords
- Birmingham, C. ( 2009). The disposition of hope in teaching. Teacher Education Quarterly, 36(4),p. 27-39.
- Boyatsiz, R. E.( 1998). Transforming Qualitative Information, Thousandoaks, CA. Sage publication.
- Bullough, R. V. ( 2009). Seeking Eudaimonia: The Emotions in Learning to Teach and to Mentor in P.A Schutz and M. Zembylas (eds). Advances in Teacher Emotion Research : The impact on Teachers’ Lives. Springer Science.
- Bullough, R.V(2011). Hope, happiness, teaching and learning. In C. Day& J. Lee (Eds.), New understanding of teacher effectiveness: Emotions and educational change (pp. 17-32). New York: Springer.
- Bullough, R. V., & Hall-Kenyon, K. M. (2011). The call to teach and teacher hopefulness. Teacher Development, 15(2), 127-140. Chan, D. (2013). Subjective well-being of Hong Kong Chinese teachers. Teaching and Teacher Education, 32, 22-30. Creswell, J.W & Miller, D. L. (2000). Getting Good Qualitative Data to Improve Educational Practice, Theory into Practice, 39(3), 124-130.
- Day, C. E., B.& Kington, A.( 2005). Reform, standarts and teacher identity : Challenges of sustaining commitment. Teaching and Teacher Education, 21, 563-577.
- Fishman, S.,& McCarthy, L. ( 2007). John Dewey and the philosophy and practice of hope. Champaign: University of Illinois Press
- Green, J. (2008). Pragmatism and social hope: Deepening democracy in global contexts.
- Hansen, D.T. ( 1995). The call to teach. New York: Teacher College Press.
- Houghton, P. (2001). Finding allies: Sustaining teachers' health and well-being. Phi Delta Kappan, 82(9), 706–711.
- Kelly, A. L., & Berthelsen, D. C. (1995). Preschool teachers' experiences of stress. Teaching And Teacher Education, 11(4), 345-57.
- Koopman, C. (2009). Pragmatism as transition: Historicity and hope in James, Dewey, and Rorty. New York: Columbia University Press.
- Lazarus, R. S. (1999). Hope: An emotion and a vital coping resource against despair. Social Research, 66(2), 653–678.
- Manuel, J.( 2003) . Have we mistaken the symptom for the problem? Early career teacher retention and attrition. Curriculum Leadership, 1( 24).
- Noddings, N ( 2003). Happiness and education. New York: Cambridge University Press.
- Nolan, C., & Stitzlein, S. (2011). Meaningful hope for teachers in times of high anxiety and low morale. Democracy & Education, 19(1), 1-10.
- Parker, P. D. & Martin, A. M. (2008). Coping and buoyancy in the workplace: understanding their effects on teachers’ work related well-being and engagement. Teaching and Teacher Education, 25, 68-75.
- Patten, M. L. (2010). Proposing empirical research: A guide to the fundamentals. Glendale, CA: Pyrczak Publishing.
- Paulus, T. M., Lester, J. N& Dempster, P. G. (2014). Digital Tools for Qualitative Research, Sage Publication: Los Angeles.
- Peshkin, A. (1988). In search of subjectivity – one’s own. Educational Researcher, 10, 17–21.
- Peterson, C. 2006. A primer of positive psychology. New York: Oxford University Press.
- Pillow, W. (2003). Confession, catharsis, or cure? Rethinking the uses of reflexivity as methodological power in qualitative research. Qualitative Studies in Education 16(2), 175–196.
- Ray,B ( 2010). NBC’s “Education Summit”. Retrieved from http://www.edutopia.org
- Ryan, K.( 1986). The induction of new teachers. Phi Delta Kappa Educational Foundation, Bloomington, IN.
- Richert, A. E ( 2007). Book Review: Deliberating over dispositions. Journal of Teacher Education, 58( 5), 412-421.
- Saldana, J. ( 2009). The coding manuel for qualitative researchers. Thousand oaks, CA. Sage Publication.
- Synder, C. R., Harris, C., Anderson, J.R., Holleran, S. A., Irving, L. M. Simon, S. T., Yoshinobu, L., Gibb, J., Langelle, C.,& Harney, P.( 1991). The will and the ways: Development and validation of an individual-differences measure of hope. Journal of Personality and Social Psyhology, 60 ( 4), 570- 585.
- Valli L. & Buese D. ( 2007). The changing roles of teachers in an era of high-stakes accountability. Am Educ Res J 44( 3): 519-558.
