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International Teacher Education Conference 2014 1
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<strong>International</strong> <strong>Teacher</strong> <strong>Education</strong> <strong>Conference</strong> <strong>2014</strong><br />
Cinsiyetlerine Göre Öğretmen Adaylarının Öğretmenlik Mesleğine Yönelik Tutumları<br />
Öğretmen adaylarının öğretmenlik mesleğine ilişkin tutumları, cinsiyete göre incelendiğinde, Tablo 6’daki t-<br />
testi sonuçlarında “t=2,96” ve “p=0,004” değerleri elde edildiğinden “p
<strong>International</strong> <strong>Teacher</strong> <strong>Education</strong> <strong>Conference</strong> <strong>2014</strong> Cinsiyetlerine Göre Öğretmen Adaylarının Öğretmenlik Mesleğine Yönelik Tutumları Öğretmen adaylarının öğretmenlik mesleğine ilişkin tutumları, cinsiyete göre incelendiğinde, Tablo 6’daki t- testi sonuçlarında “t=2,96” ve “p=0,004” değerleri elde edildiğinden “p
<strong>International</strong> <strong>Teacher</strong> <strong>Education</strong> <strong>Conference</strong> <strong>2014</strong> bulguya ulaşmıştır. Güdek, müzik öğretmenliği birinci sınıfta öğrenim gören öğretmen adaylarının 4. Sınıfta öğrenim gören öğretmen adaylarına göre daha fazla öğretmenlik mesleğine yönelik olumlu bir tutum içerisinde bulunduklarını belirlemiştir. Açışlı ve Kolomuç (2012), Tekerek ve Polat(2011) Pehlivan (2008), Güdek (2007) tarafında gerçekleştirilen araştırmalarda farklı sonuçlara ulaşılsa da eğitim fakültelerinin dördüncü sınıflarında öğrenim gören öğretmen adaylarının öğretmenlik mesleğine yönelik tutum puanlarının ortalamasının birinci sınıfta öğrenim gören öğretmen adaylarına göre anlamlı düzeyde yüksek olması beklenen bir durumdur. Ancak her ne kadar 4. Sınıfta öğrenim gören öğretmen adaylarının öğretmenlik mesleğine yönelik tutumları birinci sınıfta öğrenim görenlere oranla yüksek çıksa da orta düzeyde kaldığı da ( X 4. Sınıf = 3,1186) göz ardı edilmemelidir. Öğretmenlik mesleği; alan bilgi ve becerilerinin yanı sıra, olumlu tutum ve düzenli alışkanlıklar gerektiren bir meslek olmasında dolayı okullarda öğrenim gören öğretmen adaylarının, mesleki değerleri ve olumlu tutumları en az bilgi ve beceri kadar kazanması gerekmektedir (Çeliköz ve Çetin, 2004). Eğitim fakültelerinin öğretmenlik mesleğine yüksek düzeyde olumlu tutuma sahip olan öğretmen adaylarını yetiştirmesi aynı zamanda mesleğini seven, mesleki sorumluluk ve rollerini iyi bir şekilde üstlenen, çevresine ve yetiştirdiği öğrencilere her zaman örnek olan ve öğrencilere olumlu kişilik özellikleri kazandıran öğretmenleri mesleğe kazandıracaktır. Daha önce de ifade edildiği gibi mesleki olgunluk, biri mesleki yeterlilik ve diğeri mesleğe yönelik tutum olmak üzere iki boyuttan oluşmaktadır. Mesleki yeterlilik, mesleki bilgi ve beceri ile ilgili iken, mesleğe olan olumsuz tutumlar ileriye ilişkin planlardan ve mesleğin gerektirdiği davranışları edinmekten kaçınmak, olumlu tutumlar ise mesleğe yönelik planları ve ileriye yönelik atılacak olumlu adımları ifade etmektedir (Güdek, 2007). Bu nedenle eğitim fakültelerine yeni başlayan öğretmen adaylarına öğretmenlik mesleğine ilişkin olumlu tutum kazandırmak, onların bu meslek için gerekli olan bilgi ve beceriler ile sosyal ve duygusal alanda hazırlanma isteğini de olumlu yönde etkileyecektir. Bu bağlamda eğitim fakültelerine düşen görev öğretmen adaylarını sadece mesleki bilgi ve becerini geliştirmek olmamalıdır. Sonuçlar Psikolojik Danışma ve Rehberlik Anabilim Dalı’nda öğrenim gören öğretmen adayları ile İlköğretim Matematik Öğretmenliği alanında öğrenim gören öğretmen adaylarının öğretmenlik mesleğine yönelik tutumları arasında bir fark yoktur. Öğretmen adaylarının cinsiyetleri ile öğretmenlik mesleğine yönelik tutumları arasında anlamlı bir fark vardır. Kız öğretmen adayları erkek öğretmen adaylarına oranla öğretmenlik mesleğine ilişkin daha olumlu bir tutuma sahiptir. Öğretmen adaylarının öğrenim gördüğü sınıflara göre öğretmenlik mesleğine yönelik tutumları arasında anlamlı bir fark vardır. 4. Sınıfta öğrenim gören öğretmen adayları 1. Sınıfta öğrenim görenlere oranla öğretmenlik mesleğine yönelik tutumları daha yüksek düzeydedir. Öneriler Eğitim Fakülteleri, kız öğretmen adayları ile erkek öğretmen adayları arasında öğretmenlik mesleğine yönelik tutumları arasındaki farkı ortadan kaldıracak şekilde programlar düzenleyebilir. Her ne kadar bu araştırma sonuçlarına göre 4. Sınıftaki öğretmen adaylarının 1. Sınıftaki öğretmen adaylarına göre öğretmenlik mesleğine yönelik daha olumlu bir tutum içerinde bulunsalar da ortalamalarının orta düzeyde kaldığı göz ardı edilmemelidir. Bu nedenle öğretmen adayları eğitim fakültelerine geldiği andan itibaren öğretmenlik mesleğine yönelik olumlu tutumlarını arttıracak çalışmalara yer verilebilir. Belli bir konu, durum ya da kişiye ilişkin geliştirilen bir takım tutumların, doğru ve yeterli bir bilgilenme süreciyle birlikte değiştirilebilmektedir. (İnceoğlu, 2010). Ayrıca tutum ve davranışlar arasında eşleştirmeyi doğru bir şekilde yapabilmek için tutum ölçütlerinin belirlenmesi oldukça önemli (Gerrig ve Zimbardo, 2010) görüldüğünden, öğretmenlik mesleğine yönelik olumlu tutumları arttıracak ölçütler belirlenebilir. Bu ölçütler eğitim fakültelerindeki ders içeriklerine dahil edilerek veya ayrı bir program şeklinde öğrencilere kazandırılmaya çalışmak sureti ile öğretmen adaylarının öğretmenlik mesleğine olan tutumları arttırılabilir. Ayrıca bu çalışmanın Türkiye genelinde gerçekleştirilmesi halinde daha önceki araştırmalarda elde edilen üniversite, bölümler veya anabilim dalları başta olmak üzere bütün bağımsız değişkenler arasındaki öğretmenlik mesleğine olan tutumlara ilişkin farkları da ortadan kaldırma fırsatı yaratabilir. Öğretmenlik mesleğine olan olumlu tutuma ilişkin ölçütler belirlendikten sonra deney ve kontrol grubu oluşturularak, kontrol grubunda mevcut program uygulanırken, deney grubuna bu ölçütler çerçevesinde öğretmenlik mesleğine yönelik olumlu tutumları arttıracak çalışmaların gerçekleştirildiği deneysel bir araştırma yapılabilir. 609
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