Research Article
Year 2018,
Volume: 17 Issue: 3, 0 - 0, 31.07.2019
Abstract
Bu çalışmada, öncelikle
öğretmenlerin eleştirel pedagojiye yönelik tutumlarını incelemek
amaçlanmaktadır. Çalışmanın ikincil amacı ise katılımcıların tutumlarının
cinsiyet, kıdem, kademe, sendika üyeliği ve eğitim durumu gibi demografik
değişkenlere göre fark gösterip göstermediğini belirlemektir. Araştırmanın
katılımcıları 199 kadın ve 166 erkek olmak üzere 365 öğretmenden oluşmaktadır.
Araştırmanın verileri 2014-2015 akademik yılı bahar döneminde Ankara’da ilk ve
orta dereceli okullarda görev yapmakta olan öğretmenlerden elde edilmiştir.
Araştırma verisi, ‘Eleştirel Pedagoji İlkeleri Ölçeği’ ile toplanmıştır.
Ölçeğin güvenirliği Cronbach alfa değeri ile, yapı geçerliği ise doğrulayıcı
faktör analizi ile incelenmiştir. Araştırma verisi, t testi, ANOVA, Fisher LSD testi, Cohen’s d (δ), eta kare (η2) ve omega kare değeri (Ω2) ile incelenmiştir. Bulgular, kadın öğretmenlerin erkek meslektaşlarına
göre ve lisansüstü eğitim mezunu öğretmenlerin lisans mezunu meslektaşlarına
göre eleştirel pedagoji ilkelerine daha yüksek düzeyde katıldığını
göstermiştir. Ayrıca, öğretmenlerin kıdemlerine, sendika üyeliğine ve
çalıştıkları eğitim kademesine göre işlev boyutunda anlamlı fark olduğu
belirlenmiştir. Çalışma sonuçları, ilgili alanyazın çerçevesinde
değerlendirilip tartışılmıştır.
References
- Abraham, G. Y. (2014). Critical pedagogy: Origin, vision, action and consequences. KAPET, 10(1), 90-98. Allman, P. (2010). Critical education against global capitalism: Karl Marx and revolutionary critical education. Rotterdam: Sense Publishers. Apple, M. (1979). Ideology and curriculum. Boston: Routledge. Aytemur-Sağıroğlu, N. (2008). Özgürleştirici bir eğitim arayışı: Eleştirel pedagoji okulu. Eğitim Bilim Toplum Dergisi, 6(24), 50-61. Blackedge, D., & Hunt, B. (1989). Sociological interpretations of education. NY: Routledge. Browne, M.W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In Bollen, K.A., & Long, J.S. (Eds.), Testing structural equation models (pp. 136-162). Beverly Hills, CA: Sage Publishing. Castro, E. L., & Brawn, M. (2017). Critiquing critical pedagogies inside the prison classroom: A dialogue between student and teacher. Harvard Educational Review, 87(1), 99-121. Cho, Y. J., Mallinckrodt, B., & Yune, S. K. (2010). Collectivism and individualism as bicultural values: South Korean undergraduates’ adjustment to college. Asian Journal of Counselling, 17(1-2), 81-104. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum. Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). London: Routledge. Darwish, A. E., & Huber, G. L. (2003). Individualism versus collectivism in different cultures: A cross-cultural study. Intercultural Education, 14(1), 47-56. doi: 10.1080/146759803200044647 Day, C., Calderhead, J., & Denicolo, O. P. (1993). Research on teacher thinking: Understanding professional development. Washington, DC.: Falmer Press. DeLeon, A. P. (2007). Critical pedagogy. Encyclopedia of activism and social justice (pp. 407-410). New York: SAGE. Doyle, M. (1997). Beyond life history as a student: Preservice teachers’ beliefs about teaching and learning. College Student Journal, 31, 519-532. Ellsworth, E. (1989). Why doesn’t this feel empowering? Working through the repressive myths of critical pedagogy. Harvard Educational Review, 59(3), 297-325. doi: 10.17763/haer.59.3.058342114k266250 Farr, J. (1997). New teachers: Becoming a balanced teacher: Idealist goals, realist expectations. The English Freire, P. (1972). Pedagogy of the oppressed. New York: Penguin Books. Freire, P. (1974). Authority versus authoritarianism. Audiotape, in series thinking with Paulo Freire. Sydney, Australia: Australian Council of Churches. Fu, S. K., Anderson, D., Courtney, M., & Hu, W. (2007). The relationship between culture, attitude, social networks and quality of life in midlife Australian and Taiwanese citizens. Maturitas, 58(3), 285-295. doi: 10.1016/j.maturitas.2007.08.017 Gelfand, M. J., Triandis, H. C., & Chan, D. K. (1996). Individualism versus collectivism or versus authoritarianism? European Journal of Social Psychology, 26, 397-410. Gramsci, A. (1988). A Gramsci reader, In D. Forgacs (ed.). London: Lawrence and Wishart. Giroux, H. A. (1992). Border crossings: Cultural workers and the politics of education. NY: Routlege. Giroux, H. (1997). Pedagogy and the politics of hope: theory, culture, and school. Boulder, GO: Westview Press. Giroux, H. A. (2004). Critical pedagogy and postmodern/modern divide: Towards pedagogy of democratization. Teacher Education Quarterly, 31(1), 31-47. Giroux, H. A. (2007). “Introduction: Democracy, education, and the politics of critical pedagogy.” critical pedagogy: where are we now? In Peter McLaren & Joe L. Kincheloe (Eds.). New York: Peter Lang. Haralambos, M., & Holborn, M. (2004). Sociology: Themes and perspectives (6th ed.). London: Collins Publications. Heppner, P. P., Wampold, B. E., & Kivlighan, D. M. (2008). Research design in counseling (3rd ed.). USA: Thomson Brooks/Cole. Hofstede, G. (1984). Culture’s consequences: International differences in work-related values (2nd ed.). Beverly Hills, CA: Sage Publications. Hofstede, G. (2001). Culture’s consequences: Comparing values, behaviors, institutions, and organizations across nations (2nd ed.). Thousand Oaks, CA: Sage Publications. Hofstede, G., Hofstede, G. J., & Minkov, M. (2010). Cultures and organizations: Software of the mind (3rd ed.). New York: McGraw-Hill. Hook, B. (1994). Teaching to transgress: education as the practice of freedom. New York, NY: Routledge. doi: 10.4324/9780203700280 Joldersma, C. (1999). The tension between justice and freedom in Paulo Freire’s epistemology. Journal of Educational Thought, 35(2), 129-148. Jöreskog, K. G., & Sörbom, D. (1996). LISREL 8 user’s reference guide. Uppsala, Sweden: Scientific Software International. Kanpol, B. (1999). Critical pedagogy: An introduction. USA: Greenwood Publishing Group Kesik, F., & Bayram, A. (2015). Eğitim sisteminin eleştirel pedagoji perspektifinden değerlendirilmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 11(3), 900-921. Kessing-Styles, L. (2003). The relationship between critical pedagogy and assessment in teacher education. The Journal of Radical Pedagogy, 5(1). Retrieved from http://www.radicalpedagogy.icaap.org Kincheloe, J. L. (2004). Critical pedagogy primer. New York: Peter Lang. Kincheloe, J. L. (2008). Critical pedagogy and the knowledge wars of the twenty-first century. International Journal of Critical Pedagogy, 1(1), 1-22. Kline, R. B. (2011). Principles and practice of structural equation modeling. New York: The Guilford Press. Kumaravadivelu, B. (2003). Beyond methods: Macro strategies for language teaching. New Haven and London: Yale University Press. Levine, T. R., & Hullett, C. R. (2002). Eta squared, partial eta squared, and misreporting of effect size in communication research. Human Communication Research, 28(4), 612-625. Lickona, T., Schaps, E., & Lewis, C. (2002). Eleven principles of effective character education. Washington, DC: Character Education Partnership. McKernan, J. A. (2013). The origins of critical theory in education: Fabian socialism as social reconstructionism in nineteenth-century Britain. British Journal of Educational Studies, 61(4), 417-433. McLaren, P. (1998). Revolutionary pedagogy in post-revolutionary times: Rethinking the political economy of critical education. Educational Theory, 48(4), 431-462. doi: 10.1111/j.1741-5446.1998.00431.x McLaren, P. (2003). Critical pedagogy: a look at the major concepts. In A. Darder, M. Baltodano, & D. R. Torres (Eds.), The critical pedagogy reader (pp. 69-103). New York: Routledge Falmer. Minor, L. C., Onwuegbuzie, A. J., Witcher, A. E., & James, T. L. (2002). Preservice teachers’ educational beliefs and their perceptions of characteristics of effective teachers. The Journal of Educational Research, 96(2), 116-127. doi: 10.1080/00220670209598798 Nixon-Ponder. S. (1995). Using problem-posing dialogue in adult literacy education: teacher to teacher. Washington DC.: Department of Education. Oyserman, D., Sakamoto, I., & Lauffer, A. (1998). Cultural accommodation: Hybridity and the framing of social obligation. Journal of Personality and Social Psychology, 74(6), 1606-1618. Özsoy, S., & Özsoy, G. (2013). Effect size reporting in educational research. Elementary Education Online, 12(2), 334-346. Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307-332. Pennycook, A. (1999). Introduction: critical approaches to TESOL. TESOL Quarterly, 33(3), 329-348. doi: 10.2307/3587668. Sarıgöz, O., & Özkara, Y. (2015). Öğretmen adaylarının eleştirel pedagoji ve ilkeleri hakkında görüşlerinin bazı değişkenler açısından incelenmesi. Uluslararası Sosyal Araştırmalar Dergisi, 8(39), 710-716. Schermelleh-Engel, K., & Moosbrugger, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23-74. Shaw, A. (2010). What is critical pedagogy? Retrieved in February 11, 2018, from http://www.21stcenturyschools.com/What_is_Critical_Pedagogy.htm Shor, I. (1992). Empowering education: Critical teaching for social change. Chicago: The University of Chicago Press. Sullivan, G. M., & Feinn, R. (2012). Using effect size or why the p value is not enough. Journal of Graduate Medical Education, 4(3), 279-282. doi: 10.4300/JGME-D-12-00156.1 Şahin, Ç., Demir, M. K., & Arcagök, S. (2016). Öğretmen adaylarının eleştirel pedagoji ilkelerine yönelik yaklaşımlarının çeşitli değişkenler açısından incelenmesi. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 18(2), 1187-1205. Taşgın, A., & Küçükoğlu, A. (2014). Öğretmen adayı perspektifinden eleştirel pedagoji (Atatürk Üniversitesi örneği). XIII. Ulusal Sınıf Öğretmenliği Eğitimi Sempozyumu. 29-31 Mayıs 2014. Dumlupınar Üniversitesi: Kütahya. Terzi, A. R., Şahan, H. H., Çelik, H., & Zöğ, H. (2015). Öğretmen adaylarının epistemolojik inançları ile eleştirel pedagoji ilkeleri arasındaki ilişki. Eğitim ve Öğretim Araştırmaları Dergisi, 4(1), 344-356. Triandis, C. H., Bontempo, R., Villareal, M. J., Asai, M., & Lucca, N. (1988). Individualism and collectivism: Cross-cultural perspectives on self-ingroup relationships. Journal of Personality and Social Psychology, 54(2), 323-338. Wink, J. (2005). Critical pedagogy (2nd. ed.). USA: Pearson Education Witcher, A. E., Jiao, Q. G., Onwuegbuzie, A. J., Collins, K. M. T., James, T. L., & Minor, L. C. (2008). Preservice teachers’ perceptions of characteristics of an effective teacher as a function of discipline orientation: A mixed methods investigation. The Teacher Educator, 43(4), 279-301. doi: 10.1080/08878730802247852 Witherell, C., & Noddings, N. (1991). Stories lives tell: Narrative and dialogue in education. NY: Teachers College Press. Yılmaz, K. (2009). Elementary school teachers’ views about the critical pedagogy. The Asia-Pacific Education Researcher, 18(1), 139–149. Yılmaz, K., & Altınkurt, Y. (2011). Öğretmen adaylarının eleştirel pedagoji ile ilgili görüşleri. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 12(3), 195-213. Yılmaz, K., Altınkurt, Y., & Özçiftçi, E. (2016). The relationship between teachers’ views about the cultural values and critical pedagogy. Eurasian Journal of Educational Research, 66, 191-210. doi: 10.14689/ejer.2016.66.11
Year 2018,
Volume: 17 Issue: 3, 0 - 0, 31.07.2019
Abstract
References
- Abraham, G. Y. (2014). Critical pedagogy: Origin, vision, action and consequences. KAPET, 10(1), 90-98. Allman, P. (2010). Critical education against global capitalism: Karl Marx and revolutionary critical education. Rotterdam: Sense Publishers. Apple, M. (1979). Ideology and curriculum. Boston: Routledge. Aytemur-Sağıroğlu, N. (2008). Özgürleştirici bir eğitim arayışı: Eleştirel pedagoji okulu. Eğitim Bilim Toplum Dergisi, 6(24), 50-61. Blackedge, D., & Hunt, B. (1989). Sociological interpretations of education. NY: Routledge. Browne, M.W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In Bollen, K.A., & Long, J.S. (Eds.), Testing structural equation models (pp. 136-162). Beverly Hills, CA: Sage Publishing. Castro, E. L., & Brawn, M. (2017). Critiquing critical pedagogies inside the prison classroom: A dialogue between student and teacher. Harvard Educational Review, 87(1), 99-121. Cho, Y. J., Mallinckrodt, B., & Yune, S. K. (2010). Collectivism and individualism as bicultural values: South Korean undergraduates’ adjustment to college. Asian Journal of Counselling, 17(1-2), 81-104. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum. Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). London: Routledge. Darwish, A. E., & Huber, G. L. (2003). Individualism versus collectivism in different cultures: A cross-cultural study. Intercultural Education, 14(1), 47-56. doi: 10.1080/146759803200044647 Day, C., Calderhead, J., & Denicolo, O. P. (1993). Research on teacher thinking: Understanding professional development. Washington, DC.: Falmer Press. DeLeon, A. P. (2007). Critical pedagogy. Encyclopedia of activism and social justice (pp. 407-410). New York: SAGE. Doyle, M. (1997). Beyond life history as a student: Preservice teachers’ beliefs about teaching and learning. College Student Journal, 31, 519-532. Ellsworth, E. (1989). Why doesn’t this feel empowering? Working through the repressive myths of critical pedagogy. Harvard Educational Review, 59(3), 297-325. doi: 10.17763/haer.59.3.058342114k266250 Farr, J. (1997). New teachers: Becoming a balanced teacher: Idealist goals, realist expectations. The English Freire, P. (1972). Pedagogy of the oppressed. New York: Penguin Books. Freire, P. (1974). Authority versus authoritarianism. Audiotape, in series thinking with Paulo Freire. Sydney, Australia: Australian Council of Churches. Fu, S. K., Anderson, D., Courtney, M., & Hu, W. (2007). The relationship between culture, attitude, social networks and quality of life in midlife Australian and Taiwanese citizens. Maturitas, 58(3), 285-295. doi: 10.1016/j.maturitas.2007.08.017 Gelfand, M. J., Triandis, H. C., & Chan, D. K. (1996). Individualism versus collectivism or versus authoritarianism? European Journal of Social Psychology, 26, 397-410. Gramsci, A. (1988). A Gramsci reader, In D. Forgacs (ed.). London: Lawrence and Wishart. Giroux, H. A. (1992). Border crossings: Cultural workers and the politics of education. NY: Routlege. Giroux, H. (1997). Pedagogy and the politics of hope: theory, culture, and school. Boulder, GO: Westview Press. Giroux, H. A. (2004). Critical pedagogy and postmodern/modern divide: Towards pedagogy of democratization. Teacher Education Quarterly, 31(1), 31-47. Giroux, H. A. (2007). “Introduction: Democracy, education, and the politics of critical pedagogy.” critical pedagogy: where are we now? In Peter McLaren & Joe L. Kincheloe (Eds.). New York: Peter Lang. Haralambos, M., & Holborn, M. (2004). Sociology: Themes and perspectives (6th ed.). London: Collins Publications. Heppner, P. P., Wampold, B. E., & Kivlighan, D. M. (2008). Research design in counseling (3rd ed.). USA: Thomson Brooks/Cole. Hofstede, G. (1984). Culture’s consequences: International differences in work-related values (2nd ed.). Beverly Hills, CA: Sage Publications. Hofstede, G. (2001). Culture’s consequences: Comparing values, behaviors, institutions, and organizations across nations (2nd ed.). Thousand Oaks, CA: Sage Publications. Hofstede, G., Hofstede, G. J., & Minkov, M. (2010). Cultures and organizations: Software of the mind (3rd ed.). New York: McGraw-Hill. Hook, B. (1994). Teaching to transgress: education as the practice of freedom. New York, NY: Routledge. doi: 10.4324/9780203700280 Joldersma, C. (1999). The tension between justice and freedom in Paulo Freire’s epistemology. Journal of Educational Thought, 35(2), 129-148. Jöreskog, K. G., & Sörbom, D. (1996). LISREL 8 user’s reference guide. Uppsala, Sweden: Scientific Software International. Kanpol, B. (1999). Critical pedagogy: An introduction. USA: Greenwood Publishing Group Kesik, F., & Bayram, A. (2015). Eğitim sisteminin eleştirel pedagoji perspektifinden değerlendirilmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 11(3), 900-921. Kessing-Styles, L. (2003). The relationship between critical pedagogy and assessment in teacher education. The Journal of Radical Pedagogy, 5(1). Retrieved from http://www.radicalpedagogy.icaap.org Kincheloe, J. L. (2004). Critical pedagogy primer. New York: Peter Lang. Kincheloe, J. L. (2008). Critical pedagogy and the knowledge wars of the twenty-first century. International Journal of Critical Pedagogy, 1(1), 1-22. Kline, R. B. (2011). Principles and practice of structural equation modeling. New York: The Guilford Press. Kumaravadivelu, B. (2003). Beyond methods: Macro strategies for language teaching. New Haven and London: Yale University Press. Levine, T. R., & Hullett, C. R. (2002). Eta squared, partial eta squared, and misreporting of effect size in communication research. Human Communication Research, 28(4), 612-625. Lickona, T., Schaps, E., & Lewis, C. (2002). Eleven principles of effective character education. Washington, DC: Character Education Partnership. McKernan, J. A. (2013). The origins of critical theory in education: Fabian socialism as social reconstructionism in nineteenth-century Britain. British Journal of Educational Studies, 61(4), 417-433. McLaren, P. (1998). Revolutionary pedagogy in post-revolutionary times: Rethinking the political economy of critical education. Educational Theory, 48(4), 431-462. doi: 10.1111/j.1741-5446.1998.00431.x McLaren, P. (2003). Critical pedagogy: a look at the major concepts. In A. Darder, M. Baltodano, & D. R. Torres (Eds.), The critical pedagogy reader (pp. 69-103). New York: Routledge Falmer. Minor, L. C., Onwuegbuzie, A. J., Witcher, A. E., & James, T. L. (2002). Preservice teachers’ educational beliefs and their perceptions of characteristics of effective teachers. The Journal of Educational Research, 96(2), 116-127. doi: 10.1080/00220670209598798 Nixon-Ponder. S. (1995). Using problem-posing dialogue in adult literacy education: teacher to teacher. Washington DC.: Department of Education. Oyserman, D., Sakamoto, I., & Lauffer, A. (1998). Cultural accommodation: Hybridity and the framing of social obligation. Journal of Personality and Social Psychology, 74(6), 1606-1618. Özsoy, S., & Özsoy, G. (2013). Effect size reporting in educational research. Elementary Education Online, 12(2), 334-346. Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307-332. Pennycook, A. (1999). Introduction: critical approaches to TESOL. TESOL Quarterly, 33(3), 329-348. doi: 10.2307/3587668. Sarıgöz, O., & Özkara, Y. (2015). Öğretmen adaylarının eleştirel pedagoji ve ilkeleri hakkında görüşlerinin bazı değişkenler açısından incelenmesi. Uluslararası Sosyal Araştırmalar Dergisi, 8(39), 710-716. Schermelleh-Engel, K., & Moosbrugger, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23-74. Shaw, A. (2010). What is critical pedagogy? Retrieved in February 11, 2018, from http://www.21stcenturyschools.com/What_is_Critical_Pedagogy.htm Shor, I. (1992). Empowering education: Critical teaching for social change. Chicago: The University of Chicago Press. Sullivan, G. M., & Feinn, R. (2012). Using effect size or why the p value is not enough. Journal of Graduate Medical Education, 4(3), 279-282. doi: 10.4300/JGME-D-12-00156.1 Şahin, Ç., Demir, M. K., & Arcagök, S. (2016). Öğretmen adaylarının eleştirel pedagoji ilkelerine yönelik yaklaşımlarının çeşitli değişkenler açısından incelenmesi. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 18(2), 1187-1205. Taşgın, A., & Küçükoğlu, A. (2014). Öğretmen adayı perspektifinden eleştirel pedagoji (Atatürk Üniversitesi örneği). XIII. Ulusal Sınıf Öğretmenliği Eğitimi Sempozyumu. 29-31 Mayıs 2014. Dumlupınar Üniversitesi: Kütahya. Terzi, A. R., Şahan, H. H., Çelik, H., & Zöğ, H. (2015). Öğretmen adaylarının epistemolojik inançları ile eleştirel pedagoji ilkeleri arasındaki ilişki. Eğitim ve Öğretim Araştırmaları Dergisi, 4(1), 344-356. Triandis, C. H., Bontempo, R., Villareal, M. J., Asai, M., & Lucca, N. (1988). Individualism and collectivism: Cross-cultural perspectives on self-ingroup relationships. Journal of Personality and Social Psychology, 54(2), 323-338. Wink, J. (2005). Critical pedagogy (2nd. ed.). USA: Pearson Education Witcher, A. E., Jiao, Q. G., Onwuegbuzie, A. J., Collins, K. M. T., James, T. L., & Minor, L. C. (2008). Preservice teachers’ perceptions of characteristics of an effective teacher as a function of discipline orientation: A mixed methods investigation. The Teacher Educator, 43(4), 279-301. doi: 10.1080/08878730802247852 Witherell, C., & Noddings, N. (1991). Stories lives tell: Narrative and dialogue in education. NY: Teachers College Press. Yılmaz, K. (2009). Elementary school teachers’ views about the critical pedagogy. The Asia-Pacific Education Researcher, 18(1), 139–149. Yılmaz, K., & Altınkurt, Y. (2011). Öğretmen adaylarının eleştirel pedagoji ile ilgili görüşleri. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 12(3), 195-213. Yılmaz, K., Altınkurt, Y., & Özçiftçi, E. (2016). The relationship between teachers’ views about the cultural values and critical pedagogy. Eurasian Journal of Educational Research, 66, 191-210. doi: 10.14689/ejer.2016.66.11
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Details
| Primary Language | Turkish |
|---|---|
| Journal Section | Araştırma Articlesi |
| Authors | |
| Publication Date | July 31, 2019 |
| Published in Issue | Year 2018 Volume: 17 Issue: 3 |