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Dergiler / Türk Eğitim Bilimleri Dergisi / 2021 / Cilt: 19 Sayı: 2

Öğretmen Beklentisi Fenomeni Üzerine Bir Derleme Çalışması

A Review Study on the Phenomenon of Teacher Expectation

Hasan İğde(Kahramanmaraş İl Milli Eğitim Müdürlüğü)0000-0001-8857-6319
Sayfa
1366–1390
Yayın Tarihi
2021-12-28
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Türkiye’de öğretmen beklentisi fenomeni üzerine yapılacak akademik çalışmalara ihtiyaç bulunmaktadır.

📌 3 Maddede Bu Makale

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Amaç & Hipotez:Bu çalışmada, öğretmen beklentisi fenomeni üzerine literatürde öne çıkan yakın tarihli gelişmeler doğrultusunda bir derleme çalışmasının yapılması amaçlanmıştır.
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Temel Bulgular & Veri:Öğretmen beklentisinin tanımlarına ve etkilerine yer verilmiştir.
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Sonuç & Katkı:Türkiye’de öğretmen beklentisi fenomeni üzerine yapılacak akademik çalışmalara ihtiyaç bulunmaktadır.
🔬Tür:Literatür & Derleme Çalışması
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Öğretmen Beklentisi · Öğretmen Beklentisinin Etkileri · Kendini Gerçekleştiren Kehanet

Özet

Bu çalışmada, öğretmen beklentisi fenomeni üzerine literatürde öne çıkan yakın tarihli gelişmeler doğrultusunda bir derleme çalışmasının yapılması amaçlanmıştır. Bu derleme çalışmasında ulusal ve uluslararası literatür taranarak özellikle öğretmen beklentisi ile ilgili son gelişmeler derlenmeye çalışılmıştır. Öğretmen beklentisinin tanımlarına ve etkilerine yer verilmiştir. Ayrıca uluslararası literatürde öğretmen beklentisi fenomeni ile doğrudan bağlantı kurulan doğruluk, akademik başarı, beklenti yanlılığı ve önyargı gibi kavramlarla olan ilişkisi ele alınmıştır. Öğretmenlerin beklentilerine göre sınıf davranışları açıklanmaya çalışılmıştır. Öğretmenlerin bireysel ya da bütünsel olarak sınıf/grup düzeyi öğretmen beklentisine sahip olabileceği görülmüştür. Bu nedenle özellikle sınıf düzeyi öğretmen beklentisine güncel kuramsal bir dayanak oluşturan ve önceki modellere nispeten daha bütüncül bir yaklaşım sunduğu düşünülen Rubie-Davies’in Bağlamsal Öğretmen Beklentisi Modeli’ne yer verilmiştir. Öğretmen beklentisi konusunda çalışacak araştırmacılara bir kolaylık sağlanması adına öğretmen beklentisi araştırmalarına genel bir bakış sunularak hangi ölçme yöntemlerinin nasıl kullanıldığı kısaca tanıtılmaya çalışılmıştır. Öğretmen beklentisi konusunda Türkçe literatürde yeterince araştırma yapılmadığı görülmüştür. Türkiye’de öğretmen beklentisi fenomeni üzerine yapılacak akademik çalışmalara ihtiyaç bulunmaktadır.

Abstract

In this study, it is aimed to conduct a compilation study in line with recent developments in the literature on the phenomenon of teacher expectation. In the study, national and international body of literature is examined and the latest developments in teacher expectation studies are attempted to be compiled. The research includes definitions and effects of teacher expectation. In addition, international literature has discussed its relationship with concepts such as accuracy, academic achievement, unfair expectation, and bias, which are directly linked to the phenomenon of teacher expectation. An attempt is made to explain classroom behavior according to the expectations of teachers. It has been observed that teachers may have class/group-level teacher expectation, individually or as a whole. Therefore, especially Rubie-Davies' contextual teacher expectation model, which is considered to provide a theoretical basis up-to-date with class-level teacher expectation and offers a relatively more holistic approach to previous models, is included. In order to provide convenience for researchers who will work on teacher expectation, an overview of teacher expectation research is presented and an attempt is made to briefly introduce which measurement methods are used. It has been observed that there is not enough research in the Turkish literature on the teacher expectation subject. Academic studies on the phenomenon of teacher expectation are needed in Turkey.

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Bu Makaleye Atıf Yap

İğde, H. (2021). Öğretmen Beklentisi Fenomeni Üzerine Bir Derleme Çalışması. Türk Eğitim Bilimleri Dergisi, Cilt: 19 Sayı: 2, 1366–1390. https://doi.org/10.37217/tebd.988678

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