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Journals / Erzincan Üniversitesi Eğitim Fakültesi Dergisi / 2026 / Cilt: 27 Sayı: 2

Double-edged Sword: Examining Pre-service Teachers’ Perceptions about Teacher Influencers Using Q Method

İki Ucu Keskin Bıçak: Öğretmen Adaylarının Fenomen Öğretmenler Hakkındaki Algılarının Q Yöntemi ile İncelenmesi

Sevgi Yıldız(ORDU ÜNİVERSİTESİ)0000-0003-1116-7896
İbrahim Karagöl(ORDU ÜNİVERSİTESİ)0000-0002-7005-7710
Pages
257–266
Publication Date
2025-06-30
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Policymakers should consider implementing guidelines to regulate the online behavior of teacher influencers.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study explored pre-service teachers' perceptions of teacher influencers on social media.
📊
Key Findings & Data:The second group, however, viewed teacher influencers as positive role models who contribute to the profession through innovative practices and increased enthusiasm.
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Conclusion & Impact:Policymakers should consider implementing guidelines to regulate the online behavior of teacher influencers.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:fenomen öğretmenler · fenomen öğretmenlik · öğretmen adayları

Abstract

This study explored pre-service teachers' perceptions of teacher influencers on social media. Using the Q-method, the researchers identified two distinct viewpoints. The first group of pre-service teachers believed that teacher influencers often breach professional ethics by compromising student privacy and promoting a potentially harmful influencer teaching model. They argued against the practice of teacher influencers sharing classroom content on social media. The second group, however, viewed teacher influencers as positive role models who contribute to the profession through innovative practices and increased enthusiasm. They supported the use of social media as a platform for sharing educational experiences. The study suggests that while social media can be a powerful tool for teachers, it is crucial to maintain ethical standards and protect student privacy. Policymakers should consider implementing guidelines to regulate the online behavior of teacher influencers.

Özet

Bu çalışma öğretmen adaylarının sosyal medya fenomeni öğretmenlere yönelik algılarını araştırmaktadır. Araştırmacılar Q metodunu kullanarak gerçekleştirdikleri çalışmalarında iki farklı görüş belirlemiştir. Öğretmen adaylarının ilk grubu fenomen öğretmenlerin sıklıkla öğrenci mahremiyetini tehlikeye atarak mesleki etiği ihlal ettiğine ve potansiyel olarak zararlı bir etkileme modelini teşvik ettiğine inanmaktadır. Bu öğretmen adayları fenomen öğretmenlerin sınıf içeriğini sosyal medyada paylaşma uygulamasına karşı çıkmaktadır. Ancak ikinci grup öğretmen adayları fenomen öğretmenleri yenilikçi uygulamalar ve artan mesleki coşku ile öğretmenliğe katkıda bulunan olumlu rol modeller olarak görmektedir. Bu grup sosyal medyanın eğitim deneyimlerini paylaşmak için bir platform olarak kullanılmasını desteklemektedir. Çalışma, sosyal medyanın öğretmenler için güçlü bir araç olmasına rağmen, etik standartları ve öğrenci mahremiyetini korumanın çok önemli olduğunu ortaya koymaktadır. Bu durumda eğitim politikacılarının sosyal medya fenomen öğretmenlerinin davranışlarını düzenlemek için yönergeler geliştirmesi önerilmektedir.

🔖

Cite This Article

Yıldız, S., Karagöl, İ. (2025). Double-edged Sword: Examining Pre-service Teachers’ Perceptions about Teacher Influencers Using Q Method. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 27 Sayı: 2, 257–266. https://doi.org/10.17556/erziefd.1607897

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