SavedAdd your journal

Journals / Journal of Teacher Education and Educators / 2022 / Cilt: 11 - Sayı: 1

A Q Methodological Study on the Professional Identities of Academic Staff of the Faculties of Education

Durmuş BURAK
Mehmet GULTEKIN
Ecmel YAŞAR
Pages
105–136
Publication Date
2022-04-30
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

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

According to the findings obtained in the study, it was concluded that the educational experience of the academic staff of education faculties significantly differentiate the preferences and attitudes towards professional identities.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The aim of this study is to examine the professional identities of the academic staff of the faculties of education in Turkey.
📊
Key Findings & Data:The quantitative data were collected from 21 academics working in the faculty of education and analysed with the Q measurement tool.
💡
Conclusion & Impact:According to the findings obtained in the study, it was concluded that the educational experience of the academic staff of education faculties significantly differentiate the preferences and attitudes towards professional identities.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Faculty of Education · Academic Staff · Professional Identity

Abstract

The aim of this study is to examine the professional identities of the academic staff of the faculties of education in Turkey. The study employed the Q methodology, in which both quantitative and qualitative data can be used. The qualitative data were collected and analysed by interviewing seven academics working in the faculty of education in the first stage of the study, which was conducted in two sequential stages. The analysis of the qualitative data showed that the academic staff of the faculty of education defined their professional identities as a "Practitioner", "Researcher", "Instructor", "Coach", "Counsellor" and a "Preparer". In the second stage of the study, the Q measurement tool was developed by the researchers based on the specified definitions for professional identities. The quantitative data were collected from 21 academics working in the faculty of education and analysed with the Q measurement tool. According to the analysis of the quantitative data, the academic staff of the faculties of education were seen to adopt six professional identities defined in general. In addition, the professional identity as a “Researcher” was found to be the most preferred, while the professional identity as a “Preparer” was the least preferred of the given identities. According to the findings obtained in the study, it was concluded that the educational experience of the academic staff of education faculties significantly differentiate the preferences and attitudes towards professional identities. Based on the findings and results obtained in this study, it is highly recommended to examine the role of the educational experience of the academic staff of education faculties in the change and transformation of their professional identities.

🔖

Cite This Article

BURAK, D., GULTEKIN, M., YAŞAR, E. (2022). A Q Methodological Study on the Professional Identities of Academic Staff of the Faculties of Education. Journal of Teacher Education and Educators, Cilt: 11 - Sayı: 1, 105–136. https://ajindex.com/articles/780867

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (16)

  1. Association of Teacher Education (ATE) (2007). Quality standards for teacher educators. Retrieved from http://www.ate1.org/pubs/Standards.cfm
  2. Amott, P. (2018). Identification – a process of self-knowing realised within narrative practices for teacher educators during times of transition, Professional Development in Education, 44(4), 476-491, doi:0.1080/19415257.2017.1381638 Ataünal, A. (2003). Niçin ve nasıl bir öğretmen?. Ankara:
  3. Milli Eğitim Vakfı Yayınları.
  4. Bayram, N. (2015). Sosyal bilimlerde SPSS ile veri analizi (5th ed.). Bursa: Ezgi Kitabevi.
  5. Beijaard, D., Meijer, P., & Verloop, N. (2004) Reconsidering research on teachers’ Professional identity, Teaching and Teacher Education, 20(2), 107–128.
  6. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2). 77-101.
  7. Brown, S. R. (1993). A primer on Q methodology. Operant subjectivity, 16(3/4), 91-138.
  8. Brown, S. R. (1996). Q methodology and qualitative research. Qualitative Health Research, 6(4), 561-567.
  9. Cochran-Smith, M. (2003). Learning and unlearning: The education of teacher educators. Teaching and Teacher Education, 19, 5–28, doi:10.1016/S0742-051X(02)00091-4
  10. Cochran-Smith, M. (2005). Teacher educators as researchers: multiple perspectives. Teaching and teacher education, 21, 219–225.
  11. Davey, R. L. (2010). Career on the cusp: The professional identity of teacher educators (Unpublished doctoral thesis). University of Canterbury, New Zealand. Demir, F. ve Kul, M. (2011). Algı, tutum, karakteristik özellikler, tipoloji içerik analiz ve araştırmaları için modern bir araştırma yöntemi: Q metodu. Ankara:
  12. Adalet Yayınevi.
  13. Dinkelman, T. (2011). Forming a teacher educator identity: uncertain standards, practice and relationships, Journal of Education for Teaching, 37(3), 309-323, doi:10.1080/02607476.2011.588020 Dinkelman, T., Margolis, J., & Sikkenga, K. (2006). “From Teacher to Teacher Educator: Experiences, Expectations, and Expatriation.” Studying Teacher Education: A Journal of Self-study of Teacher Education Practices, 2(1), 5–23.
  14. Gee, J. P. (2001). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99–125.
  15. Izadinia, M. (2014). Teacher educators’ identity: a review of literature, European Journal of Teacher Education, 37:4, 426-441, doi:10.1080/02619768.2014.947025 Lave, J. & Wenger, E. (1991) Situated learning—legitimate peripheral participation Cambridge: Cambridge University Press.
  16. Lincoln, Y. S., & Guba, E