Evaluation of the Impact of Gender Factor in the Teaching and Inspection of Turkish Language and Literature
DOI:
https://doi.org/10.17398/1988-8430.31.283Palabras clave:
Education; Gender; Turkish Language and Literature; High School Students; Teachers.Resumen
The aim of this study is to demonstrate the importance of teaching and teacher assessment of Turkish / Turkish language and literature courses and, if present, the impact that gender plays on the outcomes. The opinions of both teachers and students were taken into consideration. The research question was determined as “what is the impact of the gender of Turkish language and literature teachers and inspectors on education and inspection?” This study was conducted in north Cyprus as a case study which is a qualitative research model. The study group of the research consisted of 11 Turkish language and literature teachers employed in high schools which are operating under the General Secondary Education Office and 42 twelfth grade students attending these institutions. Interview forms were prepared for the purpose of this study using semi-structured interview techniques and content analysis was implemented during its analysis stage. In conclusion, this research revealed that gender was effective in teaching; in other words, students preferred female teachers to male teachers. However, there were no significant findings in the analysis of the data on whether teachers preferred male or female inspectors. The finding that students significantly preferred female teachers more over male teachers may have a positive role on the development of education in the future.
Keywords: Education; Gender; Turkish Language and Literature; High School Students; Teachers.
Referencias
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Babaoğlan, E. (2016). The personal and professional features of female and male school supervisors. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 12(2), 757-769.
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Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2017).Bilimsel araştırma yöntemleri [Scientific research techniques]. Ankara: PegemA.
Cemiloğlu, M. (2003).Türk dili ve edebiyatı öğretimi [Teaching of Turkish language and literature], İstanbul: ALFA Basım Yayım Dağıtım.
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Eacute, J., & Esteve, M. (2000). The transformation of the teachers' role at the end of the twentieth century: New challenges for the future. Educational Review, 52(2), 197-207.
Erdem, A. R., & Eroğul, M.G. (2012).According to primary school teachers’ opinions, education inspectors’ proficiencies during the lesson inspection. Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12, 97-109.
Ergül Düz, H. (2015). The female school inspectorates' thoughts about glass ceiling syndrome. Unpublished Master Thesis, İstanbul Sabahattin Zaim University, İstanbul.
Good, T. L., & Grouws, D. A. (1979). The Missouri Mathematics Effectiveness Project: An experimental study in fourth-grade classrooms. Journal of Educational Psychology, 71(3), 355-362.
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Günay, K. (2003). Evaluation of teachers communication skills in classroom management. Unpublished Master Thesis, Çukurova University, Adana.
Gürkan, T. (1993). İlkokul öğretmenlerinin öğretmenlik tutumları ile benlik kavramları arasındaki ilişki [The correlation between primary school teachers' teaching attitudes and self-concept]. Ankara: Sevinç Matbaası.
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Özabacı, N., & Acat, B. M. (2005).A comparative study of ideal and self-characteristics of teacher candidates. Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 11(2), 211-236.
Özerbaş, M. A., Bulut, M., & Usta, E. (2007). The investigation of preservice teachers’ perceived communication skills level. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 8(1), 123-135.
Öztaş, R. (2001). Communication efficiencies of class teachers. Unpublished Master Thesis, Ankara University, Ankara.
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Rosenshine, B. & Stevens, R. (1986). Teaching functions. Handbook of research on teaching, 3, 376-391.
Ryan, D. G. (1960).Characteristics of effective teachers. Washington, DC: American Council of Education.
Saracaloğlu, A.S., Özkütük N. & Silkü, A. (2001).Üniversite öğrencilerinin iletişim becerileri [Communication skills of university students].10th National Education Conference, (7-9th of June), Bolu.
Seferoğlu, S. S. (2001). Sınıf öğretmenlerinin kendi mesleki gelişimleriyle ilgili görüşleri, beklentileri ve önerileri [Classroom teachers’ self-profession development perceptions, expectations and recommendations]. Milli Eğitim Dergisi,149, 12-18.
Seferoğlu, S. S. (2003). Öğretmenlerin hizmet-içi eğitiminde yeni yaklaşımlar [New approaches for teachers inservice trainings]. Akdeniz Üniversitesi Eğitim Fakültesi Dergisi, 1(1), 83-95.
Skrla, L., Reyes, P.,& Scheurich, J.J. (2000). Sexism, silence, and solutions: Women superintendents speak up and speak out. Educational Administration Quarterly, 36(1), 44-75.
Sönmez Genç, D. (2016). The issues experienced by female supervisors. Unpublished Master Thesis, Başkent University, Ankara.
Şeker, A. (2000). The relation between the communicative skills of the teachers lecturing and the classroom atmosphere. Unpublished Master Thesis, Selçuk University, Konya.
Toy, S. (2007). Comparison of engineering and law students in terms of their communication skills and the relationships between communication skills and some variables. Unpublished Master Thesis, Ankara University, Ankara.
Uygur, N. (2006). An empirical research on the career development of primary school inspectors.Unpublished Master Thesis, Marmara University, İstanbul.
Yıldırım, A. & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research in social sciences]. Ankara: Seçkin Yayınevi.
Yılmaz, E. (2009). The study into teachers’ value perceptions in terms of various variables. Değerler Eğitimi Dergisi, 7(17), 109-128.
Akyol, B. & Yavuzkurt, T. (2016). Education supervision in graduate dissertations in Turkey. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 5(2), 908-926.
Aydın, M. (2014). Çağdaş eğitim denetimi [Modern education supervision].(5thedt.), Ankara: PegemA.
Aydın, İ. (2016). Öğretimde denetim [Supervision of teaching]. Ankara: PegemA.
Babaoğlan, E. (2016). The personal and professional features of female and male school supervisors. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 12(2), 757-769.
Bayrak, C. (2001). Öğretmenlik mesleğine giriş [Introduction to teaching].Ankara: PegemA.
Bell, C. S. (1988). Organizational influences on women's experience in the superintendency. Peabody Journal of Education, 65(4), 31-59.
Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2017).Bilimsel araştırma yöntemleri [Scientific research techniques]. Ankara: PegemA.
Cemiloğlu, M. (2003).Türk dili ve edebiyatı öğretimi [Teaching of Turkish language and literature], İstanbul: ALFA Basım Yayım Dağıtım.
Ceylan, G. (2007). Öğretmen-öğrenci etkileşiminin sınıf atmosferine etkisi: Aksaray ili örneği [The impact of the teacher-student interaction on the classroom atmosphere: The case of Aksaray province]. Unpublished Master Thesis, Selçuk University, Konya.
Confrey, J. (1990). What constructivism implies for teaching. In R. B. Davis, C. A. Maher & N. Noddings (Eds.), Constructivist views on the teaching and learning of mathematics (pp. 107-124). Reston, VA: National Council of Teachers of Mathematics.
Cryss Brunner, C. (1998). Women superintendents: Strategies for success. Journal of Educational Administration, 36(2), 160-182.
Çetinkaya, Z. (2009). Identifying Turkish pre-service teachers' attitudes toward teaching profession. İlköğretim Online, 8(2), 298-305.
Dilek, G. &Işık, H. (2014).Constructing femininity and teaching identity in women’s narratives: An oral history studied at micro scale with the retired female teachers. Kastamonu Eğitim Dergisi, 22(3), 1165-1186.
Eacute, J., & Esteve, M. (2000). The transformation of the teachers' role at the end of the twentieth century: New challenges for the future. Educational Review, 52(2), 197-207.
Erdem, A. R., & Eroğul, M.G. (2012).According to primary school teachers’ opinions, education inspectors’ proficiencies during the lesson inspection. Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12, 97-109.
Ergül Düz, H. (2015). The female school inspectorates' thoughts about glass ceiling syndrome. Unpublished Master Thesis, İstanbul Sabahattin Zaim University, İstanbul.
Good, T. L., & Grouws, D. A. (1979). The Missouri Mathematics Effectiveness Project: An experimental study in fourth-grade classrooms. Journal of Educational Psychology, 71(3), 355-362.
Gözütok, F. D. (1995). Öğretmenlerin demokratik tutumları [Democratic attitudes of teachers]. Ankara: Ekin Yayıncılık.
Gül, P. (2010). Turkish teachers and primary school supervisior's evaluation approaches to each other: A study of concept map. Unpublished Master Thesis, Gaziosmanpaşa University, Tokat.
Günay, K. (2003). Evaluation of teachers communication skills in classroom management. Unpublished Master Thesis, Çukurova University, Adana.
Gürkan, T. (1993). İlkokul öğretmenlerinin öğretmenlik tutumları ile benlik kavramları arasındaki ilişki [The correlation between primary school teachers' teaching attitudes and self-concept]. Ankara: Sevinç Matbaası.
Gürkan, T. (2001).Bireyin çok yönlü gelişimi [Multi directional development of the individual]. Bilim ve Aklın Aydınlığında Eğitim Dergisi, 22.
Kantemir, E. (1976). Türkiye'de liselerde Türk dili ve edebiyatı öğretimi: Alan araştırması [Turkish language and literature teaching in high schools in Turkey: Field research]. Ankara: Millı̂ Eğitim Basımevi.
Marshall, J. (1994). Anadili ve yazın öğretimi [Mother tongue and teaching literature] (Translated in Turkish by Cahit Külebi). Ankara: Başak Yayınları.
MentişTaş, A. (2004). Determination of curriculum standards of social studies teaching. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 37(1), 28-51.
Miller, C. M. (2009). Overcoming barriers: Women in the superintendency. Unpublished PhD thesis, Georgia State University, USA.
Özabacı, N., & Acat, B. M. (2005).A comparative study of ideal and self-characteristics of teacher candidates. Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 11(2), 211-236.
Özerbaş, M. A., Bulut, M., & Usta, E. (2007). The investigation of preservice teachers’ perceived communication skills level. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 8(1), 123-135.
Öztaş, R. (2001). Communication efficiencies of class teachers. Unpublished Master Thesis, Ankara University, Ankara.
Özyar, A. (2003). Milli Eğitim Bakanlığının öğretmen yetiştirme politikaları [Teacher education policy of Ministry of Education] Retrieved from http://oyegm.meb.gov.tr/ ortasayfa/gn_md_sunu.htm in 3rd August of 2018.
Rosenshine, B. & Stevens, R. (1986). Teaching functions. Handbook of research on teaching, 3, 376-391.
Ryan, D. G. (1960).Characteristics of effective teachers. Washington, DC: American Council of Education.
Saracaloğlu, A.S., Özkütük N. & Silkü, A. (2001).Üniversite öğrencilerinin iletişim becerileri [Communication skills of university students].10th National Education Conference, (7-9th of June), Bolu.
Seferoğlu, S. S. (2001). Sınıf öğretmenlerinin kendi mesleki gelişimleriyle ilgili görüşleri, beklentileri ve önerileri [Classroom teachers’ self-profession development perceptions, expectations and recommendations]. Milli Eğitim Dergisi,149, 12-18.
Seferoğlu, S. S. (2003). Öğretmenlerin hizmet-içi eğitiminde yeni yaklaşımlar [New approaches for teachers inservice trainings]. Akdeniz Üniversitesi Eğitim Fakültesi Dergisi, 1(1), 83-95.
Skrla, L., Reyes, P.,& Scheurich, J.J. (2000). Sexism, silence, and solutions: Women superintendents speak up and speak out. Educational Administration Quarterly, 36(1), 44-75.
Sönmez Genç, D. (2016). The issues experienced by female supervisors. Unpublished Master Thesis, Başkent University, Ankara.
Şeker, A. (2000). The relation between the communicative skills of the teachers lecturing and the classroom atmosphere. Unpublished Master Thesis, Selçuk University, Konya.
Toy, S. (2007). Comparison of engineering and law students in terms of their communication skills and the relationships between communication skills and some variables. Unpublished Master Thesis, Ankara University, Ankara.
Uygur, N. (2006). An empirical research on the career development of primary school inspectors.Unpublished Master Thesis, Marmara University, İstanbul.
Yıldırım, A. & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research in social sciences]. Ankara: Seçkin Yayınevi.
Yılmaz, E. (2009). The study into teachers’ value perceptions in terms of various variables. Değerler Eğitimi Dergisi, 7(17), 109-128.
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2020-01-08
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Tejuelo se publica bajo una licencia Creative Commons Reconocimiento-NoComercial-SinObraDerivada 3.0 España.
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Evaluation of the Impact of Gender Factor in the Teaching and Inspection of Turkish Language and Literature. (2020). TEJUELO. Didáctica De La Lengua Y La Literatura. Educación, 31, 283-306. https://doi.org/10.17398/1988-8430.31.283
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