Öğretmen Adaylarının Çatışma ve Şiddete İlişkin Farkındalık Düzeylerinin Çeşitli Değişkenlere Göre İncelenmesi
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Tarih
2010
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info:eu-repo/semantics/openAccess
Özet
Bu çalışma ile öğretmen adaylarının çatışma ve şiddete ilişkin farkındalık düzeyleri; cinsiyet, öğrenim gördükleri alan ve yaş değişkenlerine göre incelenmiştir. Çalışmanın amacı; öğretmen adaylarının çatışma ve şiddete ilişkin farkındalık düzeylerinin cinsiyet, öğrenim gördükleri alan ve yaşlarına göre farklılaşıp, farklılaşmadığını belirlemektir. Araştırmada betimsel tarama yöntemi kullanılmıştır. Araştırmanın çalışma grubunu 2009–2010 öğretim yıllarında öğrenim gören Selçuk Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesinde öğrenim gören 499 öğrenci oluşturmaktadır. Katılımcıların 331’si kız, 168’i erkektir. Veri toplama araçları olarak kişisel bilgi formu, Ohio Eğitim Bölümü ve Ohio Çatışma Çözüm ve Çatışma Yönetimi Komisyonu tarafından form olarak geliştirilen ve araştırmacı tarafından geçerlik ve güvenirlik çalışması yapılan çatışma ve şiddete ilişkin farkındalık ölçeği kullanılmıştır. Araştırma bulgularında sözel alandaki öğretmen adaylarının sayısal alandaki öğretmen adaylarına göre, 21–25 yaş arasındaki öğretmen adaylarının 18-20 yaşındakilere göre çatışma ve şiddet farkındalık düzeyleri daha yüksek bulunmuştur. Cinsiyetlerine göre çatışma ve şiddet farkındalık düzeyleri arasında anlamlı bir fark bulunmamıştır.
Background. Conflict is defined as a state of tenseness owing to the stress which impedes the physiological and psycho-social satisfaction (Eren, 2002), or as a challenge by an individual or a group to another one with behaviours or statements as a result of the conflict between their interests (Longaretti ve Wilson, 2006). Most of the daily problems contain interpersonal conflicts over various issues in schools, which may occur between children and parents, students and teachers, teachers and administrators or any two people or groups (Öğülmüş). Violence is also one of the basic problems in human life. WHO (2002) defines violence as "the intentional use of physical force of power, threatened or actual, against oneself, another person, or against a group or community, that either results in or has a high likelihood of resulting in injury, death, psychological harm, maldevelopment, or deprivation." It is important to settle up conflicts before they turn into violence. In daily life or at school environment, the solution of conflicts vary according to the reactions of people to conflict, which depend on, to a great extent, their awareness and perception of conflict, their past learning, other people they take as a model, reactions of other people to conflict, their methods of solving the problem and the culture they live in. The culture forms the perception and standpoint of individuals towards life (Ömür, 1998). Awareness is related with how well individuals sense what they are going through and how they experiencing it. It is not related with the memories they recall but the things they live at the current time (Acar, 2004). Being aware of conflict requires six necessary basic skills for its solution, namely tendency, orientation, perceptive and emotional communication, creative thinking, critical thinking and perceptive skills (Öğülmüş, 2001). Perception is a term given to the process by which the data sent by sense organs to the brain is organized, interpreted and made sense (Dökmen, 2001). Differences between people in the perception of the same stimulus may cause conflict and violence. Purpose. The purpose of this study is to examine the conflict and violence awareness levels of prospective teachers and to investigate whether the conflict and violence awareness levels of prospective teachers vary by gender, age and disciplines they study. Method. Survey method was used in the study. The study group is consisted of Ahmet Keleşoğlu Education Faculty students at Selçuk University in 2009-2010. They were chosen with stratified sampling method. 99 students from verbal disciplines, 100 students from numerical ones, 100 students from verbal- numerical, 100 from special talents and 100 from language departments, totally 500 students, between 18-27 years old, took part in the study. 338 of the participants were girls and 168 of them were boys.
Background. Conflict is defined as a state of tenseness owing to the stress which impedes the physiological and psycho-social satisfaction (Eren, 2002), or as a challenge by an individual or a group to another one with behaviours or statements as a result of the conflict between their interests (Longaretti ve Wilson, 2006). Most of the daily problems contain interpersonal conflicts over various issues in schools, which may occur between children and parents, students and teachers, teachers and administrators or any two people or groups (Öğülmüş). Violence is also one of the basic problems in human life. WHO (2002) defines violence as "the intentional use of physical force of power, threatened or actual, against oneself, another person, or against a group or community, that either results in or has a high likelihood of resulting in injury, death, psychological harm, maldevelopment, or deprivation." It is important to settle up conflicts before they turn into violence. In daily life or at school environment, the solution of conflicts vary according to the reactions of people to conflict, which depend on, to a great extent, their awareness and perception of conflict, their past learning, other people they take as a model, reactions of other people to conflict, their methods of solving the problem and the culture they live in. The culture forms the perception and standpoint of individuals towards life (Ömür, 1998). Awareness is related with how well individuals sense what they are going through and how they experiencing it. It is not related with the memories they recall but the things they live at the current time (Acar, 2004). Being aware of conflict requires six necessary basic skills for its solution, namely tendency, orientation, perceptive and emotional communication, creative thinking, critical thinking and perceptive skills (Öğülmüş, 2001). Perception is a term given to the process by which the data sent by sense organs to the brain is organized, interpreted and made sense (Dökmen, 2001). Differences between people in the perception of the same stimulus may cause conflict and violence. Purpose. The purpose of this study is to examine the conflict and violence awareness levels of prospective teachers and to investigate whether the conflict and violence awareness levels of prospective teachers vary by gender, age and disciplines they study. Method. Survey method was used in the study. The study group is consisted of Ahmet Keleşoğlu Education Faculty students at Selçuk University in 2009-2010. They were chosen with stratified sampling method. 99 students from verbal disciplines, 100 students from numerical ones, 100 students from verbal- numerical, 100 from special talents and 100 from language departments, totally 500 students, between 18-27 years old, took part in the study. 338 of the participants were girls and 168 of them were boys.
Açıklama
Anahtar Kelimeler
Çatışma farkındalığı, Şiddet farkındalığı, Çatışma yönetimi, Öğretmen yetiştirme, Conflict awareness, Violence awareness, Conflict management, Teacher training.
Kaynak
Kuram ve Uygulamada Eğitim Yönetimi
WoS Q Değeri
Scopus Q Değeri
Cilt
16
Sayı
4
Künye
Sargın, N., (2010). Öğretmen Adaylarının Çatışma ve Şiddete İlişkin Farkındalık Düzeylerinin Çeşitli Değişkenlere Göre İncelenmesi. Kuram ve Uygulamada Eğitim Yönetimi, 16(4), 601-616.
