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Diyalojik Benlik Teorisi ve Öğretmen Kimliği: Sistematik Derleme Çalışması

Year 2023, Volume: 19 Issue: 1, 140 - 156, 30.06.2023

Selen Beyazbal Çavuş Şahin

https://doi.org/10.17244/eku.1297911

Abstract

Öğretmen eğitiminden başlayarak, öğretmen kimliğinin mesleki gelişimde önemli bir yeri bulunmaktadır. Çalışmalarda, sıklıkla öğretmen kimliği gelişimi ve öğretmen benlik algısı üzerine çalışılmış olsa da öğretmen kimliğinde benlik gelişimine ve Diyalojik Benlik Teorisi konusunda çalışmalar sınırlıdır. Öğretmen benlik gelişimi için fırsatlar sunan Diyalojik Benlik Teorisi, öğretmenin benliğindeki değişiminden başlayarak, kimlik gelişimi için önemli katkılar sunmaktadır. Alanyazında Diyalojik Benlik Teorisi ve öğretmen kimliğine ait az çalışma bulunmasından dolayı, yürütülen amprik çalışmalarının yönelimlerin bilinmesinin hem Diyalojik Benlik hem de öğretmen kimliği çalışmaları için katkı sağlayacağı düşünülmektedir. Bu araştırmada, Diyalojik Benlik Teorisi ve öğretmen kimliği üzerine yapılan çalışmaların araştırma yönelimleri, sonuç ve önerilerinin sistematik derleme yapılması amaçlanmıştır. Bu çalışma doğrultusunda belirlenen dahil etme ve dışlama ölçütlerine göre 19 makale ve 1 tez belirlenmiştir. Çalışmaların yönelimleri için “Araştırma Yönelim Formu” ve sonuçlar-öneriler için “Sonuç ve Öneri inceleme Formu” kullanılarak tarama yapılmıştır. Verilerin analizinde betimsel içerik analizi kullanılarak araştırmanın yönelimleri ve 8 tema altında toplanan sonuç ve önerileri raporlaştırılmıştır. Araştırmaların yönelimlerinde, yayımlanan çalışmaların ağırlıklı olarak 2021 yılına ait olduğu görülmüştür. Yayımlanan çalışmaların yöntemsel eğilimi olarak ise nitel araştırma yöntemlerinin tercih edildiği görülmüştür. Çalışmaların sonuçlarının ve önerilerinin Diyalojik Benlik Teorisi, kimlik, iç benlik, dış benlik, pozisyonların çoğaltılması, öğretmen eğitimi ve stratejiler temalarına odaklandığı görülmüştür.

Keywords

Öğretmen kimliği benlik ve kimlik profesyonel gelişim diyalojik benlik teorisi

References

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Dialogical Self Theory and Teacher identity: A Systematic Review

Year 2023, Volume: 19 Issue: 1, 140 - 156, 30.06.2023

Selen Beyazbal Çavuş Şahin

https://doi.org/10.17244/eku.1297911

Abstract

Teacher identity has an important place in professional development, especially in teacher education. Although the researches have often focused on teacher identity development and teacher self-perception, there are very limited studies on self-development in teacher identity and Dialogical Self Theory. Dialogical Self Theory, which offers opportunities for teacher self-development, makes important contributions to identity development, starting with the change in the teacher's self. Since there are few studies on Dialogical Self Theory and teacher identity in the literature, it is thought that knowing the trends of empirical studies will contribute to both Dialogical Self Theory and teacher identity researches. The aim of the paper is to present a systematic review of Dialogical Self Theory conducted on teacher identity. According to the inclusion and exclusion criteria determined in this study, 19 articles and 1 thesis were determined. The literature review was conducted using “Research Tendency Form" for the orientations of the studies. The "Conclusion and Suggestion Review Form" was also used for the results-recommendations. In the analysis of the data, descriptive content analysis was used and the tendencies of the studies and the results and suggestions gathered under 8 themes were reported. It was concluded that in the trends of the researches, the years of the studies are mainly in 2021 and qualitative research methods are preferred as the research method. Also, it was found out that the results and recommendations of the researches focus on the themes of Dialogical Self Theory, identity, internal self, external self, multiple I-position, teacher education and strategies.

Keywords

Teacher identity self and identity professional development dialogical self-theory

References

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  • Dzinovic, V. (2021). Dominance as the key interpretive tool in the study of the multiple self. In C. Monereo, C. Weise & H. Hermans (Eds.), Dialogicality: personal, local and planetary dialogue in education, health, citizenship and research. Creative Commons: USA.
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  • Eğmir, E., & Çelik, S. (2019). The educational beliefs of pre-service teachers as an important predictor of teacher identity. International Journal of Contemporary Educational Research, 6(2), 438-451. https://doi.org/10.33200/ijcer.621717
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  • Freeman, D. (1993). Renaming experience/reconstructing practice: Developing new understanding of teaching. Teaching and teacher education, 9(5-6), 485-497.
  • Friesen, M. D., & Besley, S. C. (2013). Teacher identity development in the first year of teacher education: A developmental and social psychological perspective. Teaching and Teacher Education, 36, 23-32.
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  • Hahl, K., & Mikulec, E. (2018). Student reflections on teacher identity development in a year-long secondary teacher preparation program. The Australian Journal of Teacher Education, 43(12), 42-58.
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  • Hermans, H. J. M. (2013). The dialogical self in education:introduction. Journal of Constructivist Psychology, 26(2), 81-89.
  • Hermans, H. J. M. & Gieser, T. (2012). Introductory chapter: History, main tenets and more concepts of dialogical self theory. In H. J. M. Hermans & T. Gieser (Eds.), Handbook of dialogical self theory (pp. 25-28). New York: Cambridge University Press.
  • Hermans, H. J. M., & Hermans-Konopka, A. (2010). Dialogical self theory: Positioning and counter-positioning in a globalizing society. New York: Cambridge University Press.
  • Hermans, H. J. M., & Kempen, H. J. G. (1993). The dialogical self: Meaning as movement. Academic Press.
  • Hızarcıoğlu, G., & Güney, S. (2022). Öğretmenlerin kimlik algısı ve bağlılık ilişkisinde örgütsel adaletin düzenleyici rolü. İnsan ve Toplum Bilimleri Araştırmaları Dergisi, 11(2), 993-1021.
  • Hong, J., Greene, B., & Lowery, J. (2017). Multiple dimensions of teacher identity development from pre-service to early years of teaching: A longitudinal study. Journal of Education for Teaching, 43(1), 84-98.
  • Huang, J., Wang, Y., & Teng, F. (2021). Understanding changes in teacher beliefs and identity formation: A case study of three novice teachers in Hong Kong. Teaching Education, 32(2), 193-207. https://doi.org/10.1080/10476210.2019.1693535
  • Körükçü, Ö., & Oğuz, V. (2011). Okul öncesi eğitimi öğretmen adaylarının mesleki benlik saygıları. Kuramsal Eğitim Bilim, 4(2), 77-85.
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There are 68 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Makaleler
Authors

Selen Beyazbal 0000-0002-0454-2160

Çavuş Şahin 0000-0002-4250-9898

Publication Date June 30, 2023
Submission Date May 17, 2023
Published in Issue Year 2023 Volume: 19 Issue: 1

Cite

APA Beyazbal, S., & Şahin, Ç. (2023). Diyalojik Benlik Teorisi ve Öğretmen Kimliği: Sistematik Derleme Çalışması. Eğitimde Kuram Ve Uygulama, 19(1), 140-156. https://doi.org/10.17244/eku.1297911