Kuşaklara Göre Bireylerin İlk Öğretmenleri Hakkındaki Algılarının Metaforlar Yoluyla Belirlenmesi
DOI:
https://doi.org/10.5281/zenodo.14652335Abstract
Recent rapid changes have profoundly affected human life and education systems globally. These changes, occurring in technological, economic, social, and political domains, have deeply influenced people's attitudes and behaviors. Inevitably, these changes have brought about new requirements and adaptations in the processes of education and teaching. The human factor, one of the fundamental elements of education, has become a significant focal point in this period of change. Research shows that individuals who have lived through the same period and been influenced by similar events exhibit common attitudes and behaviors. This phenomenon has led to the identification and analysis of different generations. Generations represent individuals born within a specific time frame, influenced by particular events, and adopting certain attitudes and behaviors as a result. Economic, historical, political, and technological changes affect the thought patterns, lifestyles, attitudes, and behaviors of generations. Differences in educational processes among generations have also played a role in shaping individuals' perceptions of their first teachers. This study aims to analyze the perceptions of first teachers among the X, Y, and Z generations using metaphors.
References
Balcı, A. (1996). Etkili okul: Kuram, uygulama ve araştırma, Ankara: Yavuz Dağıtım.
Banks, J. A. (2009). Multicultural education: Issues and perspectives. Wiley.
Beck, C. (1990). Better schools: A values perspective. New York: Falmer Press.
Ben-Peretz, M., Mendelson, N. ve Kron, F. W. (2003). How teachers in different educational contexts view their roles. Teaching and Teacher Education, 19, 277-290.
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.
Campbell, E. (2003). The ethical teacher. McGraw-Hill Education.
Cerit, Y. (2008). Öğretmen kavramı ile ilgili metaforlara ilişkin öğrenci, öğretmen ve yöneticilerin görüşleri. Türk Eğitim Bilimleri Dergisi, 6(4), 693-712.
Cooper, P. (1993). Effective schools for disaffected students: Integration and segregation. London: Routledge.
Çelikten, M. ve Can, N. (2003). Yönetici, öğretmen ve veli gözüyle ideal öğretmen, Selçuk Üniversitesi Eğitim Fakültesi Dergisi, Aralık, Sayı 15, ss. 253-267.
Darling-Hammond, L. (2006). Powerful teacher education: Lessons from exemplary programs. Jossey-Bass.
Darling-Hammond, L. (2006). Powerful teacher education: Lessons from exemplary programs. Jossey-Bass.
Duman, M. Z. (2019). Kuşak çatışması: X ve Z kuşağı üzerine sosyolojik bir çalışma. Ankara: Nobel Yayın Dağıtım.
Erden, M. (1999). Öğretmenlik mesleğine giriş, Ankara: Alkım Yayınları.
Francis, T., & Hoefel, F. (2018). ‘True Gen’: Generation Z and its implications for companies. McKinsey & Company.
Freire, P. (1970). Pedagogy of the oppressed. Continuum.
Fullan, M. (2001). The new meaning of educational change. Teachers College Press.
Goldstein, L. S. (2005). Becoming a teacher as a hero’s journey: using metaphor in preservice teacher education. Teacher Education Quarterly, 32(1), 7-24.
Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. Bantam Books.
Gürbüz, S. (2015). Kuşak farklılıkları: Mit mi gerçek mi? İş ve İnsan Dergisi, 2(1), 39-57.
Hargreaves, A. (1998). The emotional practice of teaching. Teaching and Teacher Education, 14(8), 835-854.
Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. Teachers College Press.
Hargreaves, A., & O’Connor, M. T. (2018). Collaborative professionalism: When teaching together means learning for all. Corwin Press.
Inglehart, R. (1997). Modernization and postmodernization: Cultural, economic, and political change in 43 societies. Princeton University Press.
Kağıtçıbaşı, Ç. (2016). Yeni insan ve insanlar. İstanbul: Evrim Yayınevi.
Kavcar, C. (2003). Alan öğretmeni yetiştirme, eğitimde yansımalar: VII Çağdaş Eğitim Sistemlerinde Öğretmen Yetiştirme Ulusal Sempozyumu, Cumhuriyet Üniversitesi Kültür Merkezi Sivas, ss.10-12.
Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53(1), 27–35.
Lyons, S. T., & Kuron, L. K. (2014). Generational differences in the workplace: A review of the evidence and directions for future research. Journal of Organizational Behavior, 35(S1), S139-S157.
Mahlios, M. ve Maxson, M. (1998). Metaphors as structures for elementary and secondary preservice teachers’ thinking. International Journal of Educational Research, 29, 227–240.
Mannheim, K. (1928). The problem of generations. In P. Kecskemeti (Ed.), Essays on the Sociology of Knowledge. Routledge & Kegan Paul.
MEB. (2024). Milli Eğitim Temel Kanunu,(1973). (1739 S.K.), md. 43.
Nikitina, L. ve Furuoka, F. (2008). “A language teacher is like…”: examining malaysian students’ perceptions of language teachers through metaphor analysis. Electronic Journal of Foreign Language Teaching, 5(2), 192-205.
Ocak, G. ve Gürbüz, M. (2006). Eğitim fakültesini yeni kazanan öğretmen adaylarının öğretmenlik mesleğine giriş dersini almadan önce ve aldıktan sonra öğretmenlik mesleği hakkındaki metaforlarının karşılaştırılması. Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi, 8, 293-311.
Oğuzkan, F. (1998). Öğretmenliğin üç yönü, Ankara: Kadıoğlu Mat.
Saban, A. (2004). Giriş düzeyindeki sınıf öğretmeni adaylarının öğretmen kavramına ilişkin ileri sürdükleri metaforlar. Türk Eğitim Bilimleri Dergisi, 2(2), 131-155.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
Strauss, W., & Howe, N. (1991). Generations: The history of America's future, 1584 to 2069. William Morrow & Company.
Sümbül, M. (1996). Öğretmen niteliği ve öğretimdeki rolleri, Eğitim Yönetimi, Yıl, 2, sayı 4.
Telli, S., Brok, P. ve Çakıroğlu, J. (2008). Öğretmen ve öğrencilerin ideal öğretmen hakkındaki görüşleri. Eğitim ve Bilim, 33(149), 118-129.
Tezcan, M. (2017). Kuşaklar çatışması kuşaklararası ilişkiler eğitimi ve sosyolojisi .Ankara: Anı Yayıncılık.
Trilling, B., & Fadel, C. (2009). 21st-century skills: Learning for life in our times. Jossey-Bass.
Turhan, M. ve Yaraş Z. (2013). Öğretmen ve öğrencilerin öğretmen, disiplin, müdür, sınıf kuralları, ödül ve ceza kavramlarına ilişkin metafor algıları. Fırat Üniversitesi Sosyal Bilimler Dergisi, 1(23), 129-145.
Twenge, J. M. (2017). iGen: Why today’s super-connected kids are growing up less rebellious, more tolerant, less happy—and completely unprepared for adulthood. Atria Books.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Yıldırım, A. ve Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Current Research in Social Sciences and Humanities
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
