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Children’s Perspective: Male and Female Preschool Teachers

Yıl 2015, Sayı: 29, 142 - 162, 25.04.2015

Ramazan Sak Güven Kızılkaya Yakup Yılmaz Muhammet Dereli

Öz

The majority of preschool teachers are female, in Turkey and all over the world. Recently, however, the number of male teachers in this historically female-dominated occupation has increased. This qualitative study is a comparative examination of the perspectives about their teachers that are held by two groups of preschool children: one being educated by male teachers (n=21), and the other by female ones (n=24). These children were drawn from the classrooms of two male and two female teachers. A semi-structured interview protocol developed by the researchers was used as a data collection tool. Four main themes were determined based on data analysis: (1) children's awareness related to the teacher's gender, (2) their preferences related to their teachers' gender (3) their emotions about the teacher, (4) the relationships between their parents and the teacher. The findings indicate that preschool children were aware of the gender of their male teachers, and that male teachers elicited a sense of fear and threat in the children's minds but children embraced their teachers. The parents of these children also developed good relationships with the male teachers. Lastly, regardless of teachers' gender, children adapted to their own teachers, and developed positive feelings about them that were linked to particular classroom activities.

Anahtar Kelimeler

preschool education male preschool teachers female preschool teachers children

Kaynakça

  • Akman, B., Taşkın, N., Ozden, Z., & Okyay, O. (2014). Parents’ views on the appoinment of male teachers in Turkish preschools. Education as Change, 18(1), 21-32.
  • Anliak, S., & Beyazkurk, D. S. (2008). Career perspectives of male students in early childhood education. Educational Studies, 34(4), 309-317.
  • Beyazkürk, D. (2006). Perceptions of male students in preschool education program. Eurasion Journal of Educational Research, 22, 26-37.
  • Bureau of Labor Statistics. (2011). Labor Force Statistics from the Current Population Survey. http://www.menteach.org/resources/data_about_men_teachers adresinden 05.03.2014 tarihinde erişilmiştir.
  • Ching-Sheue, F. & Kun-Chung, L. (2010). Learning experiences of male pre-service preschool teachers in Taiwan. New Horizons in Education, 58(2), 34-42.
  • Cunningham, B. (1998). Recruiting male volunteers to build staff diversity. Child Care Information Exchange, 123, 20-22.
  • Diamond, K. E., & Cooper, D. G. (2000). Children’s perspectives on the roles of teachers and therapists in inclusive early childhood programs. Early Education and Development, 11(2), 203-216.
  • Erden, S., Ozgun, O., & Aydilek-Ciftci, M. (2011). “I am a man, but i am a pre-school education teacher”: Self- and social-perception of male pre-school teachers. Procedia Social and Behavioral Sciences, 15, 3199–3204.
  • Essa, E. L. (2003). Introduction to early childhood education. Clifton Park, NY: Thomson Delmar Learning.
  • ETUCE. (2012). Etuce policy paper on early childhood education. ETUCE- European Region of Education International 2012 Regional Conference, Meeting in Budapest on 26-28 November 2012.
  • Farquhar, S. E. (2012). Time for men to be invited into early childhood teaching, the findings of a national survey of early childhood education services and teacher educators. ChildForum Early Childhood Network, Report published by the ChildForum Early Childhood Network, http://www.childforum.com adresinden 05.04.2014 tarihinde erişilmiştir.
  • Friedman, S. (2010). Male voices in early childhood education. Young Children, 6(10), 41-45.
  • Fu, S. (2000). Initial exploration of the phenomenon of the feminization of teachers. Chinese Education and Society, 33(4), 40–6.
  • Harris, K., & Barnes, S. (2009). Male teacher, female teacher: Exploring children’s perspectives of teachers’ roles in kindergartens. Early Child Development and Care, 179(2), 167-181.
  • Inan, H, Z., Bayındır, N., Doğan-Temur, Ö., & Bartan, M. (2010). The problems experienced by male early childhood teacher candidates. Journal of EKEV, 14(43), 165-174.
  • Jordan, J. C. (2011). Why do men choose to teach early childhood education? A study in interpretive interactionism. Unpublished A Dissertation, University of Alabama, Birmingham, USA.
  • Morrison, A. (2014). Statistics on men in early childhood education. http://www.childforum.com/men-in-ece/nz-research-apolicy-men/1170-statistics-on-men-in-nz-early-childhood-education-2013.html adresinden 12.04.2012 tarihinde erişilmiştir.
  • Morrison, G. S. (2008). Fundamentals of early childhood education. Ohio: Pearson Education Hall.
  • Morrison, G. S. (2012). Early childhood education today. Upper Saddle River, N.J: Merrill/Prentice Hall.
  • Merriam, S. B. (2009). Qualitative research: A Guide to design and implementation. CA: Jossey Bass.
  • National Education Statistics. (2014). National Education Statistics 2013/14. Ankara: Ministry of National Education.
  • Nyoni, T., & Nyoni, M. (2012). Gender destereotyping in early childhood development or shrewd opportunism? A case of male students at masvingo teachers’ college, Zimbabwe. International Journal of Education Administration and Policy Studies, 4(9), 181-187.
  • Oktay, A. (2000). Yaşamın Sihirli Yılları. İstanbul: Epsilon yayıncılık.
  • Peeters, J. (2007). Including men in early childhood education: Insights from the European experience. NZ Research in Early Childhood Education Journal, 10, 15-24.
  • Rodriguez, E. (1997). What does gender have to do with it? (Male teachers in early childhood education). (ERIC No. 415 979). http://files.eric.ed.gov/fulltext/ED415979.pdf adresinden 22.02.2014 tarihinde erişilmiştir.
  • Rentzou, K. & Ziganitidou, K. (2009). Greek male early childhood educators: Self and societal perceptions towards their chosen profession. Early Years, 29(3), 271-279.
  • Sak, R. (2015). Comparison of self-efficacy between male and female pre-service early childhood teachers. Early Child Development and Care. DOI:10.1080/03004430.2015.1014353
  • Sak, R. (2012). Erkekler ve okul öncesi öğretmenliği. Eğitimci Öğretmen Dergisi, 10, 50-53.
  • Sak, R. (2005). Erkek okul öncesi öğretmenlerinin göreve başladıklarında karşılaştıkları durumlar ve bu öğretmenlerin velilerinin erkek okul öncesi öğretmenleri hakkındaki düşünceleri [The situation facing new male preschool teachers and the thoughts of the parents about male preschool teachers]. Unpublished M.S. Thesis, Gazi University, Ankara, Turkey.
  • Sak, R., & Tezel-Şahin, F. (2012). Analysis of male preschool teachers' thoughts regarding their careers. International Journal of Early Childhood Education, 18(1), 73-93.
  • Sak, R., Şahin, İ. T., & Şahin, B. K. (2012). Views of female preschool pre-service teachers about male teaching colleagues. Procedia Social and Behavioral Sciences, 47, 586-593.
  • Sak, R., & Tezel Şahin, F. (2010). Survey and analysis of the thoughts of male preschool teachers regarding situations they encounter at the start of their careers. Paper was presented in 26. OMEP international conference, Gothenburg, Sweden.
  • Sakellariou, M., & Rentzou, K. (2007). Male early childhood educators: The element missing from preschool settings- A pilot study. The International Journal of Learning, 14(1), 41-49.
  • Santiago, A. (1999). Male early childhood Montessori teachers: Why they chose to teach. (ERIC No. 430 684).http://files.eric.ed.gov/fulltext/ED430684.pdf adresinden 05.10.2014 tarihinde erişilmiştir.
  • Shaham, D. (1991). Male teachers in early childhood education: Self & social perceptions. (ERIC No. ED 366 417).http://files.eric.ed.gov/fulltext/ED366417.pdf adresinden 16.05.2015 tarihinde erişilmiştir.
  • Stroud, J. C., Smith, L. L., Ealy, L. T., & Hurst, R. (2000). Choosing to teach: Perceptions of male preservice teachers in early childhood and elementary education. Early Child Development and Care, 163, 49-60.
  • Sumsion, J. (2005). Male teachers in early childhood education: Issues and case study. Early Childhood Research Quarterly, 20(1), 109–123.
  • Sumsion, J. (1999). Critical reflections on the experiences of a male early childhood worker, Gender and Education, 11(4), 455-468.
  • Oberhuemer, P., Schreyer, I., & Neuman, M. J. (2010). Professionals in early childhood education and care systems: European profiles and perspectives. Opladen & Farmington Hills, MI: Barbara Budrich.
  • Taguma, M., Litjens, I., & Makowiecki, K. (2012). Quality matters in early childhood education and care: Japan. OECD publication. www.oecd.org/publishing/corrigenda adresinden 06.04.2015 tarihinde erişilmiştir.
  • Tsigra, M. (2010). Male teachers and children’s gender construction in preschool education. Paper was presented in 26. OMEP international conference, Gothenburg, Sweden.
  • Tuzcuoğlu, N., & Tuzcuoğlu, S. (2004). Çocuğun Cinsel Eğitimi. İstanbul: Morpa Kültür Yayınları.
  • TÜİK. (2014). Türkiye İstatistik Kurumu Nüfus ve Vatandaşlık İşleri Genel Müdürlüğü Evlenme ve Boşanma İstatistikleri. http://www.tuik.gov.tr/PreHaberBultenleri.do?id=18628 adresinden 06.04.2015
  • tarihinde erişilmiştir.
  • Wiest, L. R., Olive, M. L., & Obenchain, K. M. (2003). Men’s perceptions of their experiences as K-2 teachers. Equity & Excellence in Education, 36, 82-95.

Çocukların Bakış Açısıyla Erkek ve Kadın Okul Öncesi Öğretmenleri

Yıl 2015, Sayı: 29, 142 - 162, 25.04.2015

Ramazan Sak Güven Kızılkaya Yakup Yılmaz Muhammet Dereli

Öz

Türkiye’de ve dünyada okul öncesi öğretmenlerinin büyük çoğunluğunu kadın öğretmenler oluşturmaktadır. Ancak kadınlarin baskın olduğu bu alanda erkek öğretmenlerin sayısında son yıllarda bir artış gözlenmektedir. Bu çalışmanın amacı, erkek ve kadın okul öncesi öğretmenlerinden eğitim alan çocukların öğretmenlerine ilişkin görüşlerinin belirlenmesidir. İki erkek okul öncesi öğretmeninden eğitim alan 21 çocuk ve iki kadın okul öncesi öğretmeninden eğitim alan 24 çocuk olmak üzere toplamda 45 çocuk bu çalışmanın katilimcilarini oluşturmuştur. Temel nitel araştırma yönteminin kullanıldığı bu çalışmada veri toplama aracı olarak araştırmacılar tarafından geliştirilen yarı yapılandırılmış bir görüşme formu kullanılmıştır. Veri analizi sonucunda dört ana tema belirlenmiştir:  (1) Öğretmenin cinsiyetine ilişkin farkındalık, (2) Çocukların öğretmen tercihleri, (3) Öğretmene karşı beslenen duygular, (4) Öğretmen ve aile ilişkileri. Çalışmanın bulguları, çocukların, erkek okul öncesi öğretmenlerinin cinsiyetleri ile ilgili bir farkındalıklarının olduğunu göstermektedir. Ayrıca erkek öğretmenlerin öğrencilerinde korku ve tehdit çağrışımı yapmalarına rağmen, çocuklar tarafından benimsendikleri ve bu öğretmenlerin çocukların aileleri ile de iyi ilişkiler geliştirdikleri ifade edilmiştir. Buna ilaveten hem erkek hem de kadın öğretmenlerden eğitim alan çocukların, çoğunlukla kendi öğretmenlerini benimsedikleri görülürken, çocuklar öğretmenleri ile ilgili en sevdikleri yön olarak etkinlik yaptırmalarını dile getirmişlerdir.

Anahtar Kelimeler

Okul öncesi eğitim erkek okul öncesi öğretmenleri kadın okul öncesi öğretmenleri çocukların bakış açısı

Kaynakça

  • Akman, B., Taşkın, N., Ozden, Z., & Okyay, O. (2014). Parents’ views on the appoinment of male teachers in Turkish preschools. Education as Change, 18(1), 21-32.
  • Anliak, S., & Beyazkurk, D. S. (2008). Career perspectives of male students in early childhood education. Educational Studies, 34(4), 309-317.
  • Beyazkürk, D. (2006). Perceptions of male students in preschool education program. Eurasion Journal of Educational Research, 22, 26-37.
  • Bureau of Labor Statistics. (2011). Labor Force Statistics from the Current Population Survey. http://www.menteach.org/resources/data_about_men_teachers adresinden 05.03.2014 tarihinde erişilmiştir.
  • Ching-Sheue, F. & Kun-Chung, L. (2010). Learning experiences of male pre-service preschool teachers in Taiwan. New Horizons in Education, 58(2), 34-42.
  • Cunningham, B. (1998). Recruiting male volunteers to build staff diversity. Child Care Information Exchange, 123, 20-22.
  • Diamond, K. E., & Cooper, D. G. (2000). Children’s perspectives on the roles of teachers and therapists in inclusive early childhood programs. Early Education and Development, 11(2), 203-216.
  • Erden, S., Ozgun, O., & Aydilek-Ciftci, M. (2011). “I am a man, but i am a pre-school education teacher”: Self- and social-perception of male pre-school teachers. Procedia Social and Behavioral Sciences, 15, 3199–3204.
  • Essa, E. L. (2003). Introduction to early childhood education. Clifton Park, NY: Thomson Delmar Learning.
  • ETUCE. (2012). Etuce policy paper on early childhood education. ETUCE- European Region of Education International 2012 Regional Conference, Meeting in Budapest on 26-28 November 2012.
  • Farquhar, S. E. (2012). Time for men to be invited into early childhood teaching, the findings of a national survey of early childhood education services and teacher educators. ChildForum Early Childhood Network, Report published by the ChildForum Early Childhood Network, http://www.childforum.com adresinden 05.04.2014 tarihinde erişilmiştir.
  • Friedman, S. (2010). Male voices in early childhood education. Young Children, 6(10), 41-45.
  • Fu, S. (2000). Initial exploration of the phenomenon of the feminization of teachers. Chinese Education and Society, 33(4), 40–6.
  • Harris, K., & Barnes, S. (2009). Male teacher, female teacher: Exploring children’s perspectives of teachers’ roles in kindergartens. Early Child Development and Care, 179(2), 167-181.
  • Inan, H, Z., Bayındır, N., Doğan-Temur, Ö., & Bartan, M. (2010). The problems experienced by male early childhood teacher candidates. Journal of EKEV, 14(43), 165-174.
  • Jordan, J. C. (2011). Why do men choose to teach early childhood education? A study in interpretive interactionism. Unpublished A Dissertation, University of Alabama, Birmingham, USA.
  • Morrison, A. (2014). Statistics on men in early childhood education. http://www.childforum.com/men-in-ece/nz-research-apolicy-men/1170-statistics-on-men-in-nz-early-childhood-education-2013.html adresinden 12.04.2012 tarihinde erişilmiştir.
  • Morrison, G. S. (2008). Fundamentals of early childhood education. Ohio: Pearson Education Hall.
  • Morrison, G. S. (2012). Early childhood education today. Upper Saddle River, N.J: Merrill/Prentice Hall.
  • Merriam, S. B. (2009). Qualitative research: A Guide to design and implementation. CA: Jossey Bass.
  • National Education Statistics. (2014). National Education Statistics 2013/14. Ankara: Ministry of National Education.
  • Nyoni, T., & Nyoni, M. (2012). Gender destereotyping in early childhood development or shrewd opportunism? A case of male students at masvingo teachers’ college, Zimbabwe. International Journal of Education Administration and Policy Studies, 4(9), 181-187.
  • Oktay, A. (2000). Yaşamın Sihirli Yılları. İstanbul: Epsilon yayıncılık.
  • Peeters, J. (2007). Including men in early childhood education: Insights from the European experience. NZ Research in Early Childhood Education Journal, 10, 15-24.
  • Rodriguez, E. (1997). What does gender have to do with it? (Male teachers in early childhood education). (ERIC No. 415 979). http://files.eric.ed.gov/fulltext/ED415979.pdf adresinden 22.02.2014 tarihinde erişilmiştir.
  • Rentzou, K. & Ziganitidou, K. (2009). Greek male early childhood educators: Self and societal perceptions towards their chosen profession. Early Years, 29(3), 271-279.
  • Sak, R. (2015). Comparison of self-efficacy between male and female pre-service early childhood teachers. Early Child Development and Care. DOI:10.1080/03004430.2015.1014353
  • Sak, R. (2012). Erkekler ve okul öncesi öğretmenliği. Eğitimci Öğretmen Dergisi, 10, 50-53.
  • Sak, R. (2005). Erkek okul öncesi öğretmenlerinin göreve başladıklarında karşılaştıkları durumlar ve bu öğretmenlerin velilerinin erkek okul öncesi öğretmenleri hakkındaki düşünceleri [The situation facing new male preschool teachers and the thoughts of the parents about male preschool teachers]. Unpublished M.S. Thesis, Gazi University, Ankara, Turkey.
  • Sak, R., & Tezel-Şahin, F. (2012). Analysis of male preschool teachers' thoughts regarding their careers. International Journal of Early Childhood Education, 18(1), 73-93.
  • Sak, R., Şahin, İ. T., & Şahin, B. K. (2012). Views of female preschool pre-service teachers about male teaching colleagues. Procedia Social and Behavioral Sciences, 47, 586-593.
  • Sak, R., & Tezel Şahin, F. (2010). Survey and analysis of the thoughts of male preschool teachers regarding situations they encounter at the start of their careers. Paper was presented in 26. OMEP international conference, Gothenburg, Sweden.
  • Sakellariou, M., & Rentzou, K. (2007). Male early childhood educators: The element missing from preschool settings- A pilot study. The International Journal of Learning, 14(1), 41-49.
  • Santiago, A. (1999). Male early childhood Montessori teachers: Why they chose to teach. (ERIC No. 430 684).http://files.eric.ed.gov/fulltext/ED430684.pdf adresinden 05.10.2014 tarihinde erişilmiştir.
  • Shaham, D. (1991). Male teachers in early childhood education: Self & social perceptions. (ERIC No. ED 366 417).http://files.eric.ed.gov/fulltext/ED366417.pdf adresinden 16.05.2015 tarihinde erişilmiştir.
  • Stroud, J. C., Smith, L. L., Ealy, L. T., & Hurst, R. (2000). Choosing to teach: Perceptions of male preservice teachers in early childhood and elementary education. Early Child Development and Care, 163, 49-60.
  • Sumsion, J. (2005). Male teachers in early childhood education: Issues and case study. Early Childhood Research Quarterly, 20(1), 109–123.
  • Sumsion, J. (1999). Critical reflections on the experiences of a male early childhood worker, Gender and Education, 11(4), 455-468.
  • Oberhuemer, P., Schreyer, I., & Neuman, M. J. (2010). Professionals in early childhood education and care systems: European profiles and perspectives. Opladen & Farmington Hills, MI: Barbara Budrich.
  • Taguma, M., Litjens, I., & Makowiecki, K. (2012). Quality matters in early childhood education and care: Japan. OECD publication. www.oecd.org/publishing/corrigenda adresinden 06.04.2015 tarihinde erişilmiştir.
  • Tsigra, M. (2010). Male teachers and children’s gender construction in preschool education. Paper was presented in 26. OMEP international conference, Gothenburg, Sweden.
  • Tuzcuoğlu, N., & Tuzcuoğlu, S. (2004). Çocuğun Cinsel Eğitimi. İstanbul: Morpa Kültür Yayınları.
  • TÜİK. (2014). Türkiye İstatistik Kurumu Nüfus ve Vatandaşlık İşleri Genel Müdürlüğü Evlenme ve Boşanma İstatistikleri. http://www.tuik.gov.tr/PreHaberBultenleri.do?id=18628 adresinden 06.04.2015
  • tarihinde erişilmiştir.
  • Wiest, L. R., Olive, M. L., & Obenchain, K. M. (2003). Men’s perceptions of their experiences as K-2 teachers. Equity & Excellence in Education, 36, 82-95.
Toplam 45 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Ramazan Sak

Güven Kızılkaya Bu kişi benim

Yakup Yılmaz Bu kişi benim

Muhammet Dereli Bu kişi benim

Yayımlanma Tarihi 25 Nisan 2015
Gönderilme Tarihi 25 Nisan 2015
Yayımlandığı Sayı Yıl 2015 Sayı: 29

Kaynak Göster

APA Sak, R., Kızılkaya, G., Yılmaz, Y., Dereli, M. (2015). Çocukların Bakış Açısıyla Erkek ve Kadın Okul Öncesi Öğretmenleri. Sakarya Üniversitesi Eğitim Fakültesi Dergisi(29), 142-162.
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