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Critical Pedagogy in Turkish Education System: The Opinions of Academicians

┼×ehnaz Nigar Çelik
Pages: 0-0

This study analyzed the Turkish education system in terms of critical pedagogy principles. Through the semi-structured interview form developed within the scope of the research, interviews were conducted with 32 academicians, and the data obtained as a result of the study were brought together on a question basis in the first stage and coded using MAXQDA software. The codes that show the same theme group characteristics and provide integrity of meaning within themselves were brought together. The data obtained in this context were analyzed, and the codes, categories, and themes were visualized and presented in MAXMaps according to their frequency of repetition. As a result of the research, the participants primarily defined the concept of critical pedagogy as a questioning perspective. The participants stated that the education system does not respond to differentiated needs, does not contribute to social justice and equality, and does not pave the way for social change and development. The participants also believe that a qualified and sustainable policy is not implemented in the Turkish education system. It has been argued that teachers do not contribute to pupils becoming influential individuals or thinking critically and that the reasons for this are the educational systems in place. As a result of the study, it was suggested that education should be free from ideology, teachers should be supported intellectually and professionally, and school-family cooperation should be ensured

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Ethical Review of Teachers’ Relations with the School Environment

Fatih Baydar A. Faruk Levent
Pages: 0-0

The aim of this study was to examine the relationship of teachers with the school environment from an ethical perspective, according to teachers ’ opinions. In this research, a case study design from the qualitative research method was used. The research data were obtained through face-to-face interviews with 20 teachers working in Sultanbeyli, Pendik, and Kartal districts of Istanbul. The data collection tool of the research was the semi-structured interview form developed by the researchers. The data obtained from the interviews were analyzed using the descriptive analysis technique, and the participants ’ opinions were gathered under five themes (ethical behaviors of teachers, ethical decision making, increasing ethical sensitivity, unethical behaviors, and the harms of unethical behaviors). Because of the research, it was determined that the ethical competencies of teachers should be increased, that teachers should be role models for their followers, and that they should have several ethical competencies. Additionally, the study identified that teachers engaged in some unethical behaviors that negatively impacted the environment and students. For teachers to make ethical decisions in their relations with the environment, it is considered important that decision makers implement policies that function to increase their ethical awareness level.

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