Eleştirel Pedagojinin Eğitim Sistemindeki Görünümü: Öğretmenler Üzerine Bir Çalışma

Teachers’ approaches to the principles of critical pedagogy: a mixed-method study

“…However, while the mean scores taken from the subdimensions of "education system" and "functions of the school" were found to be not varying significantly depending on professional seniority, a significant difference was found in the sub-dimension of "libertarian school" between the teachers having 1-10 years of professional experience and the teachers having 20 or more years of professional experience in favor of the teachers with 1-10 years of professional experience. This finding concurs with the findings reported in the studies by Yılmaz (2009) and Büyükgöze and Fındık (2018). According to Farr (1997), young teachers have a more "idealistic" approach.…”

“…When it was investigated whether the teachers' views of the principles of critical pedagogy vary significantly depending on gender, it was found that the mean level of agreement of the female teachers is higher than that of the male teachers, yet this difference is not significant in the dimensions of the education system and libertarian school. Similar results have been reported by Terzi et al (2015) and Büyükgöze and Fındık (2018). Yet, Yılmaz and Altınkurt (2011) and Balcı ( 2016) found a higher level of agreement for male teachers while no gender-based significant difference was found in some other research (Yılmaz, 2009;Sarıgöz and Özkara, 2015;Şahin et al, 2016).…”

“…This finding is supported by Kesik and Bayram (2015) and Yılmaz (2009). Yet, in some research (Yılmaz and Altınkurt, 2011;Terzi et al, 2015;Aslan and Kozikoğlu, 2015;Taşgın and Küçükoğlu, 2017;Büyükgöze and Fındık, 2018), the level of agreement was found to be "medium". In the current study, the lowest levels of agreement were found for the dimensions of libertarian school, functions of school, and education system, respectively.…”

“…In the current study, the lowest levels of agreement were found for the dimensions of libertarian school, functions of school, and education system, respectively. Terzi et al (2015), Aslan and Kozikoğlu (2015), Yılmaz (2009), Büyükgöze and Fındık (2018) also found the lowest level agreement for the dimension of libertarian school. In some research (Şahin, Demir and Arcagök, 2016;Yılmaz and Altınkurt, 2011), different results have been reported but low-level agreement with this dimension of the principles of critical pedagogy may indicate that teachers are not for changing the existing structure of schools or that they don't think that schools are an obstacle to the liberation of individuals and society.…”

“…Balcı (2016) found that only in the dimension of liberation, participants displayed strong agreement. Büyükgöze and Fındık (2018) reported that female teacher's more than male teachers and teachers having a graduate degree more than teachers having a bachelor's degree agree with the principles of critical pedagogy. Knight and Pearl (2000) revealed the difference between the concepts of democracy and critical pedagogy.…”