Öğretmen Adaylarının Toplumsal Cinsiyet Algılarına Göre Okul Öncesi Öğretmenliğine İlişkin Görüşleri

Abstract

It is the first step of being a qualified teacher when it comes to gender-perception in teaching professions, and it is especially important for women such as preschool teachers to be trained in a field that is more suitable for women. This research has been conducted to examine the opinions of teacher candidates on preschool teaching profession according to gender perceptions. The research was done by the case study pattern, one of the qualitative research methods. The study group consisted of 105 teacher candidates studying at PreSchool Education Department in Nevsehir Hacı Bektas Veli University. The data of the study was collected by semi-structured interview from developed by the researcher, and the obtained data were analyzed by content analysis method. As a result, it was determined that preschool teacher candidates have some gendered stereotypes about the preschool teaching profession; however, they generally have a positive approach related to this profession. In light of the results obtained in the study, it is suggested that the necessary studies should be carried out to enable the preschool teachers to create a positive gender perception.

Okul Öncesi̇ Öğretmenleri̇ni̇n Pandemi̇ Süreci̇nde Uzaktan Eği̇ti̇m İle Matemati̇k Etki̇nli̇kleri̇ne Yer Verme Durumlari

“…A significant difference was found in the inclusion of mathematical activities during the distance education process based on the gender of preschool teachers. This difference is attributed to preschool teachers feeling competent in mathematics and the preference of female candidates for the teaching profession (Zehir, Zehir, and Ağgül Yalçı, 2019;Öngören, 2019).…”

Erken Çocukluk Dönemi Bağlamında Geleceğin Öğretmenlerinin Cinsiyetçi Tutumları

“…Toplumun gelişimine katkı sağlamada etkili olan kitapların kullanımı eğitim sürecinin de önemli bir parçasıdır. Bu açıdan eğitimde cinsiyetçilik ve toplumsal cinsiyet konulu çalışmaların son yıllarda arttığı ifade edilebilir (Coulter, 1995;Erden, 2004;Erdol Acar ve Gözütok, 2019;Haskan Avcı , Karababa ve Zencir, 2019;Koyuncu Şahin, Esen Çoban ve Korkmaz, 2018;McLaren, 2019;Öngören, 2019;Temiz ve Cin, 2017;Tezer Asan, 2010;Yılmaz, 2016). Bu bağlamda Erdol, Özen ve Toraman (2019) öğretmen adaylarının toplumsal cinsiyet eşitliğine ilişkin görüşlerini ortaya koymuşlar ve kadını erkeğe bağımlı gören ve erkeği üstün gören anlayışlara sahip olduklarını tespit etmişlerdir.…”