Publication: Özel eğitim öğretmelerinin mesleki etik değerler açısından kendilerini değerlendirmeleri
Abstract
YÜKSEK LİSANS TEZ ÖZÜ ÖZEL EĞİTİM ÖĞRETMENLERİNİN MESLEKİ ETİK DEĞERLER AÇISINDAN KENDİLERİNİ DEĞERLENDİRMELERİ Araştırmanın amacı, özel eğitim okullarındaki öğretmenlerin, mesleki etik değerler açısından incelenmesidir, modeli ise “İlişkisel Tarama Modeli”dir. Araştırmada etik önermeler, mesleki değerler ve eğitim-öğretim koşullarına ilişkin görüşlerin demografik değişkenlerle olan bağımlılıkları belirlenmiştir. Araştırma, 2006 yılında İstanbul ilinden seçilen sekiz özel eğitim okulundaki 132 öğretmene Kişisel ve Mesleki Özellikler, Etik Önermeler, Eğitim-Öğretim Koşulları ve Mesleki Değerler ve Görüşler Anketi uygulanarak gerçekleştirilmiştir. Bulgular, öğretmenlerin mesleki etik değerlerin, mesleki uygulamalardaki önceliğini ve önemini yetersiz tanımladıklarını düşündürmüştür. Bazı öğretmenlerin, geleneksel ön yargılarla kurum ve insani değerleri yaşatma çabaları olmasına rağmen; bazı öğretmenler, okul idaresi ile öğretmenlerin uzlaştıkları sözlü/ yazılı kuralların olup-olmadığı konusunda ikilem yaşamaktadır. Bu durum, yerleşmiş meslek kültürünün oluşmadığını düşündürmüştür. Geleneksel ön yargılara dayalı tutumlar ve nesnellikten uzak bakış açılarının olması, profesyonel meslek anlayışının henüz oluşmadığını göstermektedir. Bulgular, genç öğretmenlerin mesleki yaşantılarına daha eleştirel baktıklarını, ancak olumsuzlukların düzeltilmesinde az çaba harcadıklarını; mesleki anlamda kendilerini tam olarak tanımlayamadıklarını, mesleklerini yeterince benimsemedikleri için, felsefi ve etik kaygılarının çok fazla olmadığını düşündürmüştür. Mesleki bilgi, beceri yetersizliği ile beraber tükenmişlik, baş edilemeyen öfke ve çaresizlik duyguları, bazı öğretmenlerin öğrencilerine şiddeti yaşatmalarına neden olmaktadır. Uygun bir süpervizyon sistemi kurularak, olumsuzlukların profesyonel çevrelerde aşılması sağlanabilir. Böylece kişinin, kendinden kaynaklanan sorunların nedenlerini, koşullara bağlama eğiliminde ve savunma tepkilerinde azalma olacaktır. Sonuç olarak, öğretmen yetiştiren kurumların müfredat programlarına ilişki-etkileşim-iletişim ve etik ağırlıklı dersleri koymaları gerekmektedir. Öğretmenlerin lisans aşamasında insani temellere dayalı eğitim almaya ve staj görmeye ihtiyaçları vardır. Kurumsal temelli, mesleğe hazırlayıcı programlar, öğretmenin ve çocuğun insan olduğu gerçeğine yaklaşma yönünde ümit verebilir.
AN ETHICAL AND MORAL SELF-CRITIC OF SPECIAL EDUCATORS IN PROFESSION With this critical study, it was intended to give a critical inspection of the teachers working in the field of “special education”, namely “the “special education teachers” in terms of teaching and modelled on a “relational type of survey”. In the continuum of the research, dependency of the views representing ethical questioning items, professional ethic and moral values besides the educational context upon demographic variables was defined. The practical environment or axis of the research involved 132 participant educators officiating at the special education schools selected from the Istanbul County, applying them the surveys including Individual and Professional Qualifications, The Educational and Training Circumstances, Professional Ethic and Moral Values and Attitudes. Respecting the data collected, the outcomes carried by this survey suggest that the participants defined the priority and significance of the core moral values inadequately. Given that some teachers had real efforts preserve some core human values while teaching, some others were seen to be in a dilemma whether to have some written or verbal rules to be applied in instruction which they come to terms with, i.e, the educational regulatory principles to be conformed. Seen from this aspect, such a dilemmatic issue of fact gives puse us to think that the teachers working in this field do not have a common cultural background of profession. Similarly, biassed attitudes of the teachers plus their those adopted by them as far from objectiveness also suggest that they do not have a certain professional attitude of teaching. The resuls attained also suggest their tendency to be in a more critical approach or perspective to their professional life, yet that their not exerting much effort to better any negativity in profession besides having not many philosophical or moral values pertaining to their profession with a view to that they were unable to get to know themselves as a person truely. It should also be noticed that some negative feelings or attitudes such as desperation and anger plus lack of professonal knowledge give rise to attempt at violence between whiles. Constituting “a well-established supervion system”, it would be easy to manage to cope with such attitudes or master the difficulties encountered professionally. Thus, it would be easy to see the decrease in these acts of violence and in the deffensive reactions of the person in addition to the tendencies of him towards attributing the causes of difficulties to the conditions. The exisiting teacher training institutions or colleges predominantly need to follow a communication-oriented sylabbus. Likewise, it is of great importance for them not only to be under practical training during the course of instruction, but also to be trained which should be based on core moral and ethical values. In conclusion, it would not be difficult to say that planning more preparatory programmes in teacher education can be effective and look to be more promising.
AN ETHICAL AND MORAL SELF-CRITIC OF SPECIAL EDUCATORS IN PROFESSION With this critical study, it was intended to give a critical inspection of the teachers working in the field of “special education”, namely “the “special education teachers” in terms of teaching and modelled on a “relational type of survey”. In the continuum of the research, dependency of the views representing ethical questioning items, professional ethic and moral values besides the educational context upon demographic variables was defined. The practical environment or axis of the research involved 132 participant educators officiating at the special education schools selected from the Istanbul County, applying them the surveys including Individual and Professional Qualifications, The Educational and Training Circumstances, Professional Ethic and Moral Values and Attitudes. Respecting the data collected, the outcomes carried by this survey suggest that the participants defined the priority and significance of the core moral values inadequately. Given that some teachers had real efforts preserve some core human values while teaching, some others were seen to be in a dilemma whether to have some written or verbal rules to be applied in instruction which they come to terms with, i.e, the educational regulatory principles to be conformed. Seen from this aspect, such a dilemmatic issue of fact gives puse us to think that the teachers working in this field do not have a common cultural background of profession. Similarly, biassed attitudes of the teachers plus their those adopted by them as far from objectiveness also suggest that they do not have a certain professional attitude of teaching. The resuls attained also suggest their tendency to be in a more critical approach or perspective to their professional life, yet that their not exerting much effort to better any negativity in profession besides having not many philosophical or moral values pertaining to their profession with a view to that they were unable to get to know themselves as a person truely. It should also be noticed that some negative feelings or attitudes such as desperation and anger plus lack of professonal knowledge give rise to attempt at violence between whiles. Constituting “a well-established supervion system”, it would be easy to manage to cope with such attitudes or master the difficulties encountered professionally. Thus, it would be easy to see the decrease in these acts of violence and in the deffensive reactions of the person in addition to the tendencies of him towards attributing the causes of difficulties to the conditions. The exisiting teacher training institutions or colleges predominantly need to follow a communication-oriented sylabbus. Likewise, it is of great importance for them not only to be under practical training during the course of instruction, but also to be trained which should be based on core moral and ethical values. In conclusion, it would not be difficult to say that planning more preparatory programmes in teacher education can be effective and look to be more promising.