Exploring gender roles’ effects of Turkish women teachers on their teaching practices

Sarı, Mediha

doi:10.1016/j.ijedudev.2011.08.002

Cited by 15 publications

(15 citation statements)

References 25 publications

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“…The findings of this study affirm earlier studies in how Ece, Damla, and Eda felt engaging in research was rewarding and intellectually stimulating (Vrijnsen-de Cortea et al, 2013), enabled them to think critically about the contexts in which research is conducted (Hagevik, Aydeniz, & Rowell, 2012;Rust & Meyers, 2006), and highlighted their critical awareness of teaching as a gendered profession (Mitton Kukner, 2013;Sarı, 2012;Smulyan, 2004). Upon completion of their studies, Ece, Damla, and Eda described themselves as empowered in response to conducting research (McGlinn Manfra, 2009;Zeichner, 2003).…”

Section: Challenges and Potential Inequities In An Era Of Increasing supporting

confidence: 83%

“…Unlikely to be fulfilled, yet a lingering desire informing their understanding of the researcher they might be, had they the time to devote themselves to such tasks. Also present in participants' understanding of temporal constraints and how these informed the research process was the presence of larger social narratives in Turkish society that suggest women of their age should be more focused on marriage, child care, and family responsibilities (Cin & Walker, 2013;Sarı, 2012). Although steps have been taken to establish the legal basis for gender equality in Turkey, its "implementation is limited by the prevalent social norms and practices… particularly important for…gender equality in family and access…”

Section: Theme One: Seeking Time Within Timementioning

confidence: 99%

“…In today's modern Turkey women are more involved in work life and men in home life (Aycan & Eskin, 2005), yet this transition, as noted by Turkish scholars, has not been smooth as women's daily lives are influenced by patriarchal aspects of society and rigid gender roles (Aycan & Eskin, 2005;Altinay & Arat, 2009;Sarı, 2012). Generally, society encourages women to take part in the work force providing that family and home life do not suffer because of work outside of the home (Aycan, 2004).…”

Section: Revue Des Sciences De L'éducation De Mcgill • Vol 49 N O 2 mentioning

confidence: 99%

“…Generally, society encourages women to take part in the work force providing that family and home life do not suffer because of work outside of the home (Aycan, 2004). Teaching, as a profession, in Turkey is described by Sarı (2012) as:…”

Section: Revue Des Sciences De L'éducation De Mcgill • Vol 49 N O 2 mentioning

confidence: 99%

“…In the telling of this experience, Damla implied that for her father, something about Damla is missing and that until she gets married and has children, he will continue to wait. Damla's father's perspective regarding her time use seemed to be informed by his understanding of teaching as a feminine occupation, in that, she should be able to spare time for domestic responsibilities (Sarı, 2012).…”

Section: Theme Two: Perceptions Of Others' Expectations Of Time Use Amentioning

confidence: 99%

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Seeking Time Within Time: Exploring the temporal constraints of women teachers’ experiences as graduate students and novice researchers

Kukner

2015

mje

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The primary focus of this qualitative study is an inquiry into three female teachers’ experiences as novice researchers. Over the course of an academic year I maintained a focus upon participants’ research experiences and their use of time as they conducted research studies. Delving into the temporal constraints that informed participants’ research experiences provided insights into competing demands shaping their understanding of research. In light of current performance accountability measures monitoring the ways teachers are using their professional time, this study provides new ways to consider the multiple challenges and gendered inequities female teachers are navigating in their efforts to professionally develop and learn.Cette recherche qualitative analyse principalement les expériences vécues par trois enseignantes comme nouvelles chercheures. Au cours d’une année scolaire, j’ai porté mon attention sur les expériences de recherches des participantes et sur leur utilisation du temps lorsqu’elles menaient leurs recherches. Chercher à comprendre les contraintes temporelles qui influencent la démarche de recherche des participantes m’a offert un regard nouveau sur les demandes multiples qui façonnent leur compréhension de ce qu’est la recherche. Dans le contexte des mesures d’imputabilité actuelles, la manière dont les enseignants utilisent leur temps professionnel est étroitement surveillée. Tenant compte de ces mesures, ce projet de recherche révèle de nouvelles manières d’aborder les divers défis et les inégalités liées au genre auxquels les enseignantes font face, dans leurs efforts de développement et d’apprentissage professionnels

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Section: Challenges and Potential Inequities In An Era Of Increasing supporting

confidence: 83%

Section: Theme One: Seeking Time Within Timementioning

confidence: 99%

Section: Revue Des Sciences De L'éducation De Mcgill • Vol 49 N O 2 mentioning

confidence: 99%

Section: Revue Des Sciences De L'éducation De Mcgill • Vol 49 N O 2 mentioning

confidence: 99%

Section: Theme Two: Perceptions Of Others' Expectations Of Time Use Amentioning

confidence: 99%

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Seeking Time Within Time: Exploring the temporal constraints of women teachers’ experiences as graduate students and novice researchers

Kukner

2015

mje

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A comparison of general and special educators' experiences with teacher‐directed aggression and violence

Zinter,

McMahon,

Greeson

et al. 2023

Psychology in the Schools

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Teacher‐directed violence has been acknowledged as a major issue in research over the past decade. Teacher‐directed violence is the over‐arching term used to describe teachers' experiences with physical violence and aggression (i.e., harassment, intimidation, verbal threats). This study is the first to quantitatively compare general education and special education teachers' experiences with violence from a variety of aggressors, including students, parents, colleagues, and administrators. Understanding the unique experiences of special and general educators is needed to inform intervention and prevention efforts focused on teacher‐directed violence. Data from 2363 teachers who participated in a national study in the United States examining teachers' experiences with violence and aggression were analyzed using multiple logistic regression. Comparisons of special and general educators revealed special educators were more likely to report experiencing aggression in the current or past year. Special educators were also more likely to report violence by student aggressors, while general educators were more likely to report violence by parent aggressors. Further, teacher demographic characteristics (i.e., age, gender, race/ethnicity, years of experience) and school setting (i.e., rural, urban, suburban) influenced experiences of teacher‐directed violence for both general and special educators. Findings suggest the need for future longitudinal and mixed‐methods studies, providing more educators, training, and supports in special education settings, and incorporating all school stakeholders in school‐wide interventions.

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Introduction: Conceptualising Gender Justice

Cin

2017

Gender Justice, Education and Equality

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Exploring gender roles’ effects of Turkish women teachers on their teaching practices

Cited by 15 publications

References 25 publications

Seeking Time Within Time: Exploring the temporal constraints of women teachers’ experiences as graduate students and novice researchers

Seeking Time Within Time: Exploring the temporal constraints of women teachers’ experiences as graduate students and novice researchers

A comparison of general and special educators' experiences with teacher‐directed aggression and violence

Introduction: Conceptualising Gender Justice

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