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"ŞİMDİ BEN ÖĞRETMEN MI OLDUM?" ÖĞRETMENLİK KİMLİĞİNİN OLUŞMASINDA ETKİLİ OLAN ETKENLERE YÖNELİK ÖĞRETMEN ADAYLARININ GÖRÜŞLERİ

"HAVE I BECOME A TEACHER?" THE PERSPECTIVES OF PRESERVICE TEACHERS ABOUT FACTORS THAT ARE EFFECTIVE ON THE FORMATION OF THE TEACHER IDENTITY

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DOI: 
http://dx.doi.org/10.7827/TurkishStudies.5337

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Abstract (2. Language): 
The teacher identity is important in terms of determination of the type of teaching that the teachers will use and their probable attitudes towards changes in the field of education. Therefore, in this study, it was aimed to determine the factors which have roles in pre-school preservice teachers' formation of teacher identity and how preservice teachers comment on these factors. This research is a qualitative study, carried out in the 2009-2010 academic year. The sample of the research consisted of 90 participants, 65 of which were senior students studying at Çukurova University, Faculty of Education Pre-school Teaching Department and 25 of which were teachers who graduated from the same department in 2009 and who just started teaching in Adana and in surrounding cities. The data was collected through the Survey of Determining the Factors which form the Teacher Identity (SDTI) that was developed by the researchers. This survey consists of two parts. There were items about personal information in the first part and there were items about the factors which are effective in the formation of teacher identity in the second part. The levels of preservice teachers' agreeing with these items were designed in the five-point Likert scale (I completely agree=5, I don't agree at all=1). The data was analyzed by descriptive data analysis method, the answers which were given to the open-ended questions were coded by content analysis and then, they were categorized. The results of the research showed that the factors which are effective in the formation of teacher identity were personality traits, willingness to teach, the education which were received at university, social environment and the teaching practice. Another result of the research revealed that the preservice teachers feel themselves as teachers beginning from the third grade.
Abstract (Original Language): 
Öğretmenlik kimliği, öğretmenlerin nasıl bir öğretim yapacağını ve eğitim alanındaki değişikliklere karşı ne tür tutumlar takınacaklarını belirlemesi açısından önemlidir Bu nedenle araştırmada, okulöncesi öğretmen adaylarının öğretmenlik kimliği oluşturmalarında rol oynayan etkenleri ve öğretmen adaylarının bu etkenleri nasıl yorumladıklarını belirlemeyi amaçlamaktadır. Bu araştırma, 2009-2010 eğitim öğretim yılında yapılmış nitel bir çalışmadır. Araştırmanın çalışma grubunu Çukurova Üniversitesi Eğitim Fakültesi Okulöncesi Öğretmenliği Anabilim Dalı'nda okuyan 65 son sınıf öğrencisi ile 2009 yılında aynı bölümden mezun olup, Adana ve çevre illerde henüz göreve başlamış olan 25 öğretmen olmak üzere toplam 90 katılımcı oluşturmaktadır. Veriler, araştırmacılar tarafından oluşturulan Öğretmenlik Kimliğini Oluşturan Etkenleri Belirleme Anketi (ÖKEB) ile toplanmıştır. Bu anket iki bölümden oluşmaktadır. İlk bölümde kişisel bilgilere ilişkin maddeler, ikinci bölümde ise öğretmenlik kimliğinin oluşmasında rol oynayan etkenlere ilişkin maddeler yer almaktadır. Öğretmen adaylarının bu maddelere katılma düzeyleri, beşli likert şeklinde (tamamen katılıyorum=5, hiç katılmıyorum=1) düzenlenmiştir. Veriler betimsel veri analizi yöntemi ile analiz edilmiş, açık uçlu sorulara verilen cevaplar ise içerik analizi uygulanarak kodlanmış ve kategorize edilmiştir. Araştırma sonucunda öğretmen adaylarının öğretmenlik kimliğinin gelişiminde etkili olduğunu düşündükleri etkenlerin kişilik özellikleri, öğretme isteği, üniversitede alınan eğitim, çevre ve stajın olduğu belirlenmiştir. Araştırmdan elde edilen bir diğer sonuç ise öğretmen adaylarının kendilerini üniversite üçüncü sınıftan itibaren öğretmen gibi hissettikleridir.

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