International Association of Educators   |  ISSN: 1949-4270   |  e-ISSN: 1949-4289
Educational Policy Analysis and Strategic Research
International Association of Educators

Original article | Educational Policy Analysis and Strategic Research 2021, Vol. 16(2) 80-119

An Investigation of the Professional Values of Elementary Teachers

Nermin Karabacak & İsa Korkmaz

pp. 80 - 119   |  DOI: https://doi.org/10.29329/epasr.2020.345.5   |  Manu. Number: MANU-2103-08-0005.R1

Published online: May 27, 2021  |   Number of Views: 139  |  Number of Download: 594

Save PDF

Abstract

The professional values of teachers in the Turkish education system have been discussed in terms of competencies of professional standards. It is important to describe the adoption level of the professional values of elementary teachers based on the views of experts. The aim of this study was to investigate and analyze the professional values of elementary teachers in the Turkish education system. The elementary teachers’ professional values were determined with a qualitative approach. For this purpose, data were collected by using semi-structured interviews with faculty members, school inspectors, school principals, and elementary teachers. According to the findings, the elementary teachers’ professional values were: recognition of students and individual-centered education, planning and organization of the learning and teaching environment, evaluation and monitoring of students, professional development and responsibility, and cooperation with the school, families and community.

Keywords: Professional Values, Teaching Profession, Elementary Teacher, Semi-Structured Interview

How to Cite this Article?

APA 6th edition
Karabacak, N. & Korkmaz, I. (2021). An Investigation of the Professional Values of Elementary Teachers . Educational Policy Analysis and Strategic Research, 16(2), 80-119. doi: 10.29329/epasr.2020.345.5

Harvard
Karabacak, N. and Korkmaz, I. (2021). An Investigation of the Professional Values of Elementary Teachers . Educational Policy Analysis and Strategic Research, 16(2), pp. 80-119.

Chicago 16th edition
Karabacak, Nermin and Isa Korkmaz (2021). "An Investigation of the Professional Values of Elementary Teachers ". Educational Policy Analysis and Strategic Research 16 (2):80-119. doi:10.29329/epasr.2020.345.5.
References
  1. Altınkurt, Y., & Yılmaz, K. (2011). Öğretmen adaylarının öğretmenlerin mesleki etik dışı davranışlar ile ilgili görüşleri  [Prospective teachers’ views about teachers’ occupational unethical behaviours]. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 11(22), 113-128. [Google Scholar]
  2. Aktepe, V., & Yel, S. (2009). İlköğretim öğretmenlerinin değer yargılarının betimlenmesi: Kırşehir ili örneği [The description of value judgments of primary school teachers: The case of Kırsehir]. Türk Eğitim Bilimleri Dergisi, 7(3), 607-622. [Google Scholar]
  3. Association of American Educators (AAE). (2016). Code of ethics for educators. https://www.aaeteachers.org/index.php/about-us/aae-code-of-ethics [Google Scholar]
  4. Aydın, İ. (2013). Eğitim ve öğretimde etik [Ethics in education and training].  Pegem A Yayıncılık. [Google Scholar]
  5. Baş, G., & Kıvılcım, Z.  S. (2017). Teachers’ views about educational research: A qualitative study. International Journal of Progressive Education, 13(2), 60-73. [Google Scholar]
  6. Batelaan, P. (2001). Learning to respect. Intercultural Education. 12(3), 237-245. http://dx.doi.org/10.1080/14675980120087453 [Google Scholar]
  7. Boydak-Özan, M., Polat, H., & Şener, G. (2014). Sınıf öğretmenlerinin mesleki gelişim eğitimlerine ilişkin görüşlerinin belirlenmesi [Determination of the general views of class teachers regarding their career development training]. Uşak Üniversitesi Sosyal Bilimler Dergisi, 20(20), 167-180. [Google Scholar]
  8. Brown, A. P. (2008). A review of the literature on case study research . Canadian Journal for New Scholars in Education, 1(1), 1-13. [Google Scholar]
  9. Carlsen, W. S. (1999). Domains of teacher knowledge. In J. Gess-Newsome, N. G. Lederman (Eds.), Examining pedagogical content knowledge: The construct and its ımplications for science education, (pp. 133-144). Kluwer. [Google Scholar]
  10. Chmiliar, I. (2010). Multiple-case designs. In A. J. Mills, G. Eurepas & E. Wiebe (Eds.), [Google Scholar]
  11. Encyclopedia of case study research (pp. 582-583). SAGE Publications. [Google Scholar]
  12. Corbin, J., & Strauss, A. (2008). Basics of qualitative research: techniques and procedures for developing grounded theory (3rd ed.). Sage Publications, Inc. [Google Scholar]
  13. Covey, S. R.  (2013). The 7 habits of highly effective people: Powerful lessons in personal change. Simon & Schuster [Google Scholar]
  14. Creswell, J. W. (2015). Research design: qualitative, quantitative, and mixed methods approaches. Thousand Oaks, Sage. [Google Scholar]
  15. Çubukçu, Z., (2012). Yönetici, öğretmen, öğrenci ve veli gözünde öğretmenin sahip olması gereken değerler [Values that teachers should have from perspectives of principals, teachers, students and parents]. Pegem Eğitim ve Öğretim Dergisi, 2(1), 25-37. [Google Scholar]
  16. Downing, J. E., Ryndak, D. L., & Clark, D. (2000). Paraeducators in inclusive classrooms: Their own perceptions. Remedial and Special Education, 21, 171-181. https://doi.org/10.1177/074193250002100308 [Google Scholar] [Crossref] 
  17. Ergün, M. (2015).  Eğitim felsefesi (3rd Edition) [Education philosophy]. Pegem Akademi.  [Google Scholar]
  18. Eryaman, M. Y. (2007). From reflective practice to practical wisdom: Toward a post-foundational teacher education. International Journal of Progressive Education, 3(1), 87-107. [Google Scholar]
  19. Friedman, T. (2000). The lexus and the olive tree. Anchor Books. [Google Scholar]
  20. Gelbal, S., & Duyan, V. (2010). İlköğretim öğretmenlerinin çocuk sevme durumlarına etki eden değişkenlerin incelenmesi [Examination of variables affecting primary school teachers’ state of liking of children].  Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 38, 127-137. [Google Scholar]
  21. Gordon, T. (2001). Leader effectiveness training: L.E.T. (Revised). TarcherPerigee [Google Scholar]
  22. Gökmenoğlu, T. (2012). Teachers’ reports of their in-service training needs and design preferences (Unpublished doctoral thesis). Middle East Technical University, Graduate School of Social Sciences. [Google Scholar]
  23. Gözütok, F. D. (1999). Öğretmenlerin etik davranışları [Teachers’ ethical behaviours]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 32(1), 83-99.  [Google Scholar]
  24. Gültekin, M., Çubukçu, Z., & Dal, S. (2010). İlköğretim öğretmenlerinin eğitim öğretimle ilgili hizmet içi eğitim gereksinimleri [In-service training needs of the primary school teachers regarding education teaching]. Selçuk Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 29, 131-152. [Google Scholar]
  25. Harris, A. (2005). Teacher leadership: More than just a feel-good factor? Leadership and Policy in Schools. 4, 201-219. https://doi.org/10.1080/15700760500244777 [Google Scholar] [Crossref] 
  26. Knudsen, H. J., Hadzibegovic-Bubanja, E., Nielsen, S., Petkova, E., & Nikolovska, M. (2013). School-based-inservice teacher training in Montenegro. A handbook for policy makers and practitioners. Publications Office of the European Union. [Google Scholar]
  27. Karabacak, N., Küçük, M. & Korkmaz, İ. (2015). Primary school teachers’ professional values from the perspective of teaching expert. Turkish Journal of Teacher Education, 4, 1-20.  [Google Scholar]
  28. Lehr, J. B. (2003). Using learner-centered education to prepare teachers for ethical leadership. Education. 124(1), 1-50. [Google Scholar]
  29. Maurer, M. J. (2000). Professional development in career and technical education. In brief. Fast Facts for Policy and Practice No. 7. http://eric.ed.gov/?id=ED448318 [Google Scholar]
  30. Maxwell, B., & Schwimmer, M. (2016). Professional ethics education for future teachers: A narrative review of the scholarly writings. Journal of Moral Education, 45(3), 354- 371. https://doi.org/10.1080/03057240.2016.1204271 [Google Scholar] [Crossref] 
  31. Ministerial Council on Education (2003). A national framework for professional standards for teaching. Australia: MCEETYA. http://educationcouncil.edu.au/archive/Publications/Publications-archive.aspx [Google Scholar]
  32. Ministry of National Education (MoNE) (2008). Öğretmen yeterlikleri: Öğretmenlik mesleği genel ve özel alan yeterlikleri. [Teacher competencies: General and specific field competencies for teaching profession]. Devlet Kitapları Müdürlüğü. [Google Scholar]
  33. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. Sage. [Google Scholar]
  34. Moustakas, C. (1994). Phenomenological research methods. Sage. [Google Scholar]
  35. National Board for Professional Teaching Standards (NBPTS) (2016). The 5 core propositions of accomplished teaching http://www.nbpts.org/standards/five_core.html. [Google Scholar]
  36. National Council for Accreditation of Teacher Education  (NCATE).  (2016). Council fort the accredition of educator preparation. http://www.ncate.org [Google Scholar]
  37. National Education Association (NEA) (2016). Code of ethics for educators. https://www.nea.org/resource-library/code-ethics-educators [Google Scholar]
  38. Neuman, L. W. (2013). Social research methods: qualitative and quantitative approaches (7th Edition). Pearson Education Limited. [Google Scholar]
  39. Palmer, T. (2015). 15 Characteristics of a 21st-century teacher. https://www.edutopia.org/discussion/15-characteristics-21st-century-teacher [Google Scholar]
  40. Pelit, E., & Güçer, E. (2006). Öğretmen adaylarının öğretmenlik mesleğiyle ilgili etik olmayan davranışlara ve öğretmenleri etik dışı davranışa yönelten faktörlere ilişkin algılamaları [The perception of teacher candidates concerning unethical behaviours about teaching profession and factors incling teachers unethical behaviour]. Ticaret ve Turizm Eğitim Fakültesi Dergisi, 2, 95-119. [Google Scholar]
  41. Sezer, Ş. (2016). School administrator’s cognitive constructs related to ideal teacher qualifications: a phenomenological analysis based on repertory grid technique. Education and Science, 41(186), 37-51. http://dx.doi.org/10.15390/EB.2016.6173 [Google Scholar]
  42. Shulman L. (1986). Paradigms and research programs in the study of teaching: A contemporary perspective. In M. Wittrock (Ed.), Handbook of Research on Teaching (3rd Edition) (pp 3-36). Macmillian. [Google Scholar]
  43. Silverman, D. (2005). Interpreting qualitative data: Methods for analysing talk, text and interaction. SAGE Publication. [Google Scholar]
  44. Strike, K. A.,  & Soltis, J. F. (2009). The ethics of teaching. Teachers College Press. [Google Scholar]
  45. Teacher Development Agency (TDA) (2016). Teachers’ Standards July 2011. https://www.gov.uk/government/publications/teachers-standards [Google Scholar]
  46. Toprakçı, E., Bozpolat, E., & Buldur, S. (2010). Öğretmen davranışlarının kamu meslek etiği ilkelerine uygunluğu [The behaviour of teacher the compliance level to the principles of the public professional ethics]. E-Uluslararası Eğitim Araştırmaları Dergisi, 1(2), 35-50.  [Google Scholar]
  47. Tunca, N. (2012). İlköğretim öğretmenleri için mesleki değerler ölçeğinin geliştirilmesi ve ilköğretim öğretmenlerinin mesleki değerlerinin belirlenmesi. [Development of professional values scale for primary education teachers and determination of primary education teachers’ professional values]. (Unpublished doctoral thesis). Anadolu University, Graduate School of Education Sciences. [Google Scholar]
  48. Tunca, N., Alkın-Şahin, S., Sever, D., & Çam-Aktaş, B. (2015) Ortaokul öğrencilerinin algılarına göre öğretmenlerin etik değerlere uyma düzeyleri [Teachers’ level of compliance to ethical values based on secondary students’ perceptions]. Eğitimde Kuram ve Uygulama, 11(2), 398-419. [Google Scholar]
  49. Turhan, M., Demirli, C., & Nazik, G. (2012). Sınıf öğretmenlerinin mesleğe adanmışlık düzeyine etki eden faktörler: Elazığ örneği [Factors impacting class teachers’ job commitment: The case of Elazıg]. İstanbul Ticaret Üniversitesi Sosyal Bilimler Dergisi, 11(21), 179-192. [Google Scholar]
  50. Türk Eğitim Derneği (TEDMEM). (2009). Öğretmen yeterlikleri raporu. ISBN 978-9944-5128-7-9. [Google Scholar]
  51. Urbanski, A., & Nickolaou, M. B. (1997). Reflections on teachers as leaders. Educational Policy, 11(2), 243-254. https://doi.org/10.1177/0895904897011002008 [Google Scholar] [Crossref] 
  52. Ursano, A. M., & Kartheiser, K. P., Ursano, R. J.  (2007). The teaching alliance: a perspective on the good teacher and effective learning. Psychiatry. 70(3), 187-195. https://pubmed.ncbi.nlm.nih.gov/17937516/ [Google Scholar]
  53. Uştu,  H.,  Taş-Mentiş, A., & Sever, B. (2016). Öğretmenlerin mesleki gelişime yönelik algılarına ilişkin nitel bir araştırma [A qualitative study about the perceptions of teachers on professional development]. Elektronik Mesleki Gelişim ve Araştırma Dergisi, 1, 15-23. www.ejoir.org. https://doi.org/25.1234/0123456789. [Google Scholar] [Crossref] 
  54. Van Nuland, S. (2009). Teachers code: Learning from experience. IIEP-UNESCO. [Google Scholar]
  55. Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54(2), 143‐178. https://doi.org/10.2307/1170301 [Google Scholar] [Crossref] 
  56. Vidovic, V. V., & Velkovski, Z. (Eds.). (2013). Teaching professional for 21st century: Advancing teacher professionalism for inclusive, quality and relevant education-ATEPIE. Centre for Education Policy Svetozara Markovica 22/20.  [Google Scholar]
  57. Yin, R. K. (2014). Case study research: Desing and methods (5th ed.). Sage Publications.  [Google Scholar]
Download
Metric
History
Related

Volume 16 Issue 2

June 2021

All Articles

Educational Policy Analysis and Strategic Research

International Association of Educators.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License.
Privacy policy     |     Terms of Use     |     Use of Cookies
Creative Commons Lisansı
© 2012 - 2024 - THDSoft e-Journal Management System.