Examining the Relationship Between the Achievement Goals and Teacher Engagement of Turkish Teachers

Karahan, Berna Ürün

doi:10.11114/jets.v6i3.2919

Cited by 8 publications

(6 citation statements)

References 6 publications

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“…At this point, most of the participants believed in the power of the will and reported some positive opinions on the sense of responsibility and competence. Some other researches in the literature indicate that the achievement goals of in-teachers and pre-service teachers increase the level of integration with that job by taking the responsibility of a job (Ürün Karahan, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…Ancak görüş yoğunluğu dikkate alındığında sorumluluk bilinci, yeterlik, potansiyel ve emek kavramları öğrenmeyaklaşma yöneliminin baskın olduğunu göstermektedir. Yapılan araştırmalar da öğretmen ve öğretmen adaylarının sahip oldukları başarı yönelimlerinin bir işin sorumluluğunu alarak o işle bütünleşme düzeyini artırdığını göstermektedir (Ürün Karahan, 2018).…”

Section: Sonuç Ve Tartışmaunclassified

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The Achievement Goals of Pre-Service Turkish Teachers

DÖNER

Demir

2022

Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi

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Başarı; bir işten iyi ve yararlı sonuçlar elde etmektir. Başarı istendiktir, elde edilmesi için bireyin çabası gerekmektedir. Bireylerdeki başarı yönelimlerini açıklığa kavuşturmak amacıyla kuramsallaştırılan 2x2 başarı yönelimleri kuramı; öğrenme-yaklaşma, öğrenme-kaçınma, performans-yaklaşma ve performans-kaçınma alt boyutlarından oluşmaktadır. Bu çalışmanın amacı Türkçe öğretmeni adaylarının başarı yönelimlerine ilişkin görüşlerinin belirlenmesidir. Çalışma nitel araştırma türünde, olgubilimsel desende gerçekleştirilmiştir. Çalışma grubunu 2018-2019 eğitim ve öğretim yılında Fırat Üniversitesi Eğitim Fakültesi Türkçe Öğretmenliği Programında öğrenim gören Türkçe öğretmeni adayları oluşturmaktadır. Çalışmanın etik kurul izni; Fırat Üniversitesi Rektörlüğü Sosyal ve Beşeri Bilimler Araştırmaları Etik Kurulundan, 31.12.2018, 303054 sayılı belge ile alınmıştır. Örnekleme yöntemi olarak katılımcıların Türkçe öğretmeni adayı olmaları, 4. sınıf olmaları ve kadın erkek eşitliğinin sağlanması koşullarına bağlı olarak amaçlı örnekleme türlerinden tipik durum örnekleme yöntemi uygulanmıştır. Çalışma grubu 6 kadın 6 erkek toplamda 12 kişiyle oluşturulmuştur. Çalışmada 10 sorulu bir görüşme protokolü, veri toplama aracı olarak kullanılmıştır. Yarı yapılandırılmış görüşmelerden elde edilen görüşler bilgisayar ortamında yazılı hâle getirilerek içerik ve betimsel analize tabi tutulmuştur. Kodlama sürecinde başlangıç kodlamaya ek olarak odak kodlama işlemi de gerçekleştirilmiştir. Benzer cevaplar bir araya getirilerek cevapların toplam cevaplar içerisindeki frekansları tablolaştırılmıştır. Bulgular tabloların altında yorumlanmıştır. Katılımcı görüşlerinin değerlendirilmesi sonucunda katılımcıların başarı yönelimlerinden baskın olarak öğrenme-yaklaşma yönelimine sahip oldukları söylenebilir.

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Section: Discussionmentioning

confidence: 99%

Section: Sonuç Ve Tartışmaunclassified

The Achievement Goals of Pre-Service Turkish Teachers

DÖNER

Demir

2022

Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi

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“…Put another way, they were less likely to burn out when faced with challenges at work. Karahan (2018) found that, when teachers achieved their goals, they were more likely to maintain engagement and be fulfilled at work. Educator engagement leads to more successful pedagogical outcomes and goal achievement and higher levels of personal career satisfaction and work wellness (Anikin, Lapteva, Kormin, Bondarovskaya, & Poletaeva, 2017).…”

Section: Centring Human Connections In the Education Of Health Professionalsmentioning

confidence: 97%

“…Educators are the keystone of the educational process and have a direct impact on learners and their learning experiences (Alpaslan, Bozgeyikli, & Avci, 2017). Most fully engaged educators love their job, work willingly, establish healthy relationships with their learners, and conduct the educational process successfully (Karahan, 2018). When educators achieve these outcomes and are satisfied with their careers and work performance, learners benefit in several ways.…”

Section: Centring Human Connections In the Education Of Health Professionalsmentioning

confidence: 99%

Centring Human Connections in the Education of Health Professionals

Melrose¹,

Park²

2020

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a gentle tone? Would those gestures (and how they made you feel) fit with the definition of immediacy as feeling a sense of psychological closeness to another person?How can you affirm immediacy in your own teaching practice? Which approaches to verbal and non-verbal communication might help to reassure learners that you are open to and genuinely interested in supporting and guiding them toward success? How could you communicate this if you were teaching in an online learning milieu? PraxisAdult educator and philosopher Paulo Friere (1970) added to our understanding of humanizing pedagogies with his view of learners as co-creators of knowledge rather than recipients of information. Friere viewed education as a mutual process of critical consciousness in which educators and learners share a radical philosophy that actively challenges oppression, injustice, inequity, and societal conditions in the world around them. He defined this process of reflecting critically, and then acting to transform existing structures, as praxis.In Pedagogy of the Oppressed, Friere (1970) argued against traditional banking approaches in which learners are perceived as empty accounts that need to be filled by educators. Banking approaches are characterized by educators who tell students what to do, what to learn, and what to think, and they seldom provide opportunities for learners to offer input, suggestions, or feedback about their education (Salazar, 2013).In contrast, Friere (1970) called for educators to consider learners' unique abilities, backgrounds, languages, and interests rather than treating all learners the same. Known for his work to empower oppressed adults in impoverished communities through literacy education, Friere asserted that hierarchies of power exist between educators and learners. He advocated for democratic relationships, critical examination of existing and accepted assumptions, and collaborative problem-posing dialogue in educational activities.Praxis, with its emphasis on critical reflection followed by challenge and action, extends the notion of humanizing pedagogies beyond approaches that are friendly, relatable, and rich in demonstrations of immediacy. In health professions education, required disciplinary knowledge, technical skills, and

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“…The construct and criterion-related validities of the 3 × 2 achievement goal measurement were preliminary demonstrated on a university education level [ 16 ]. After that, supportive evidence related to the construct and criterion-related validity toward 3 × 2 achievement goal theory was sequentially proposed based on school-aged students across countries and subject domains (e.g., engineering and physical education) [ 17 , 18 , 19 , 20 , 21 , 22 , 23 , 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 , 32 , 33 , 34 , 35 , 36 , 37 ].…”

Section: Introductionmentioning

confidence: 99%

Investigating the Discriminant Utility of Task-Based and Self-Based Goals in 3 × 2 Achievement Goal Model for Kindergarteners

2022

Children

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A decade ago, achievement goal theorists argued that mastery-based goals in the traditional theoretical framework can be theoretically differentiated into task-based goals and self-based goals; and they proposed the 3 × 2 achievement goal model to understand students’ achievement motivation. This new theoretical model has received increasing attention, and it has been demonstrated by several empirical studies on school-aged student samples through analyzing concurrently derived data. Recently, researcher has preliminary demonstrated the new theoretical model on kindergarten sample. It is unclear whether there was a discriminant utility of these goals for kindergartener sample through analyzing their concurrent and predictive effects on learning outcomes. The main purposes of this study were to investigate discriminant utility of task-based goals and self-based goals through examining their concurrent and predictive effects on mathematics performances. A total of 59 kindergarteners aged 5 years consented to participating in this study. Results showed: (1) The discriminant utility of task-approach goal and self-approach goal was only demonstrated on predictive arithmetic performance. (2) The discriminant utility of task-avoidance goal and self-avoidance goal was demonstrated on both concurrent and predictive counting performances. Implications for advancing achievement goal theory, future research, and practice are discussed at the end of the article.

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Examining the Relationship Between the Achievement Goals and Teacher Engagement of Turkish Teachers

Cited by 8 publications

References 6 publications

The Achievement Goals of Pre-Service Turkish Teachers

The Achievement Goals of Pre-Service Turkish Teachers

Centring Human Connections in the Education of Health Professionals

Investigating the Discriminant Utility of Task-Based and Self-Based Goals in 3 × 2 Achievement Goal Model for Kindergarteners

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