: This research aimed to explore the characteristics of the teachers who make a difference along with the activities they did, the actions they took and the contributions they made to society. Having a qualitative research design, this research utilized a phenomenological design. The working group of the research consisted of 12 volunteer teachers who completed their master degree at the department of Educational Sciences in Kahramanmaraş Sütçü İmam University during the 2018-2019 academic year and who had teaching experience. The research employed semi-structured interview form prepared by the researchers. Content analysis was used during data analysis. The teachers making a difference were found to differ from their colleagues with these characteristics such as taking responsibility in the solution of the social problems, producing practical solutions to problems, being open to criticism, having a unique personality. The teachers were determined to make a difference by doing social activities, solving social problems, guiding the society and bringing innovation. Besides, they demonstrated some behaviours like breaking out of the routine and not following the procedures. Various recommendations were provided in order to raise teachers who make a difference. Formal procedures should be reduced and free/democratic environment should be created during in-service training, while teachers should be specifically selected for the profession and faculty members should be role models during pre-service training. The teachers who make a difference contributed to the social integrity, development, meeting the needs of the society, bringing individuals into society and making individuals gain values.
Nowadays, it is essential for teachers to renew themselves, change and continually pursue excellence. Thus, the core purpose of this study was to determine public and private school teachers' views on professional image and influential factors. Within this framework, the overall objective of this study was to reveal teachers' views on professional image, factors influencing this image, teaching profession status, profession dignity, teacher qualification and personal image. The study was based on a qualitative research design. In order to reveal different dimensions of the problem and give voice to different views, the research group was formed by 25 participants on the basis of maximum variation sampling. A semi-structured interview was conducted in the study. The data obtained from interviews were analyzed with descriptive analysis in accordance with semi-structured interview technique. The responses given by participants to each of the questions in interviews were analyzed and grouped in terms of similar and different characteristics. The views obtained from participants are presented in frequency (f) and percentage (%) on related tables, and their explanatory and indicative views were directly included into the findings. Teacher views based on factors influencing professional image were identified under the sub-theme of political figures as teachers are neglected by the government, and their profession is under-valued. On the other hand, the value and roles appointed to teachers by the Ministry, inconsistencies in education policies, ignorance of teacher views in studies, and forcing teachers into a passive position by over-vindication of students and parents are under the sub-theme of Ministry of National Education (MNE). From the interviews, the participants found teacher qualifications inadequate and considered the status as well as the prestige of the teaching profession to be low. ÖzetBu çalışmanın amacı: sürekli yenilenmenin, değişimin ve mükemmeli arayışın söz konusu olduğu günümüzde, kamu okullarında ve özel okullarda görev yapan öğretmenlerin mesleki imajlarına ilişkin görüşlerini belirlemek ve mesleki imaja etki eden faktörlerin neler olduğunu tespit etmektir. Bu genel amaç çerçevesinde öğretmenlerin mesleki imaj, mesleki imaja etki eden faktörler, mesleğin statüsü, mesleğin saygınlığı ve öğretmenlerin kişisel imaj hakkındaki görüşleri tespit edilmeye çalışılmıştır. Araştırmanın yöntemi ise nitel araştırma doğrultusunda olgu bilim deseninde tasarlanmıştır.Problemin farklı boyutlarını ortaya koyabilmek ve farklı görüşlere yer verebilmek amacıyla, araştırmanın çalışma grubu, örnekleme tekniklerinden maksimum çeşitlilik örneklemesi temel alınarak 25 katılımcıdan oluşturulmuştur.Araştırmada yarı yapılandırılmış görüşme formu kullanılmıştır.Yarı yapılandırılmış görüşme tekniğine uygun olarak, görüşmelerden elde edilen veriler, içerik analiz yöntemiyle analiz edilmiştir.Görüşmelerde kişilerin her bir soruya verdikleri cevaplar, birbirine benzer ve birbirinden farklı olma durumlarına göre analiz edilerek gruplandırılmıştır.Belirlenen görüşler frekans (f) ve yüzde (%) olarak ilgili tablolarda gösterildikten sonra katılımcıların açıklayıcı ve belirleyici görüşleri doğrudan alınarak bulgulara eklenmiştir.Mesleki imajı etkileyen faktörlere yönelik öğretmen görüşleri, siyasi aktör alt teması altında; hükümetlerin öğretmeni sahipsiz ve yalnız bırakması, öğretmene değer vermemesi yönünde tespit edilmiştir.Milli Eğitim Bakanlığı alt teması altında ise; Milli Eğitimin öğretmene yüklediği anlam ve roller, eğitim politikalarındaki tutarsızlıklar, yapılan çalışmalarda öğretmenlerin görüş ve düşüncelerinin alınmaması, veli ve öğrenci her zaman haklıdır anlayışı doğrultusunda öğretmenin pasif bir konuma itilmesi olarak belirtilmiştir.Görüşmelerde katılımcılar öğretmenlerin niteliğini yetersiz bulmuşlar, öğretmenlik mesleğinin statüsünü ve saygınlığını ise düşük değerlendirmişlerdir.
This research is motivated to investigate five-year national development plans (NPDs) prepared in Turkey between 1963 and 2013 with regard to teacher training and employment. The data were elicited from the plans in concern, and qualitatively analysed through content analysis. The preliminary findings demonstrated that the related decisions were made with a focus on three purposes: (i) to meet teacher shortage, (ii) to reduce the number of students per teacher, and (iii) to balance distribution of teachers nationwide. The reasons why most of them could not be successfully implemented might be listed as political instability, decisions taken without sufficient preparation, and inadequacy of efforts to implement NDPs. Even though certain decisions were taken considering teacher qualifications and competencies into account, quantitative concerns caused procrastination in their implementation. The study concludes with some practical implications for decision makers on the preparation and implementation of NDPs with respect to teacher training and employment.
Der hier vorliegende Datensatz ist aus der Analyse von 101 Interviews entstanden, die mit Badegästen in deutschen Freibädern im Zeitraum vom 27.6.2019 bis zum 22.8.2019 durchgeführt wurden. Ziel der Befragung war es, Badegäste hinsichtlich ihrer eigenen Körperpraktiken im Schwimmbad zu befragen und ihre Einstellungen gegenüber fremden (d.h. nicht-eigenen) Praktiken zu erfassen. Fokussiert wurden die Interviews auf Praktiken der Badebekleidung sowie auf Körperpraktiken in der Dusche, die in Deutschland häufig nackt genutzt wird. Zentrales Erkenntnisinteresse der Befragung war, wie Badegäste ihre eigenen Praktiken als legitim präsentieren und welche Art fremder Körperpraktiken sie legitimieren oder delegitimieren. Dabei wurde sowohl nach besonders bedeckenden als auch nach besonders freizügigen Körperpraktiken gefragt in der Annahme, dass diese an beiden Seiten des Spektrums von der Norm abweichen. Die Interviews wurden auf den Liegewiesen, im Beckenbereich und im Eingangsbereich der Freibäder durchgeführt. Aufgrund der besonderen Befragungssituation (viele Badegäste wurden in ihrer Badebekleidung befragt), waren die Interviews im Durchschnitt nur etwa 12 Minuten lang. Alle Interviews folgten dem Leitfaden recht streng (siehe Seite 2-4 in diesem Dokument). Für die Erstellung des Datensatzes wurden die Interviews mit Hilfe des Programms Atlas.ti zunächst grob nach den Themen des Leitfadens deduktiv codiert (z.B. fremde Badebekleidung vs. eigene Badebekleidung; bedeckend vs. freizügig; ablehnend/kritisch vs. befürwortend/positiv vs. indifferent/unentschieden). Auf den untersten Gliederungsebenen wurden Codes für konkrete inhaltliche Argumente erstellt. Diese induktiven Codes fassen einzelne Interviewpassagen zusammen und stellen insbesondere dar, wie befragte Badegäste die eigenen Körperpraktiken legitimieren oder ihre Einstellungen gegenüber fremden Praktiken begründen. Die Daten zu den Fragen 8 und 9 sind nicht Teil dieses Datensatzes.
