Information technology teachers’ perceived roles and status

Keywords: IT teachers’ roles, IT teachers’ roles status, Department of Computer and Instructional Technology Education

Abstract

This study focused on examining how the roles and responsibilities of teachers about information technologies in Aydın district/Turkey are perceived. Qualitative research method was used in the study and descriptive content analysis was done. Computer and instructional technology department academic staff, students and information technology teachers were interviewed via semi-structured interview forms. According to research findings; it was observed that the works expected from the teachers have spread to a wide range of technology. Qualities of the ideal information technology teacher include, following developments in the field, using them in daily life, being prone to interdisciplinary work, dominating not only the application dimension of the field but also the theoretical concepts. According to participants' opinion, the status of teachers of information technology is expected to gain even more importance due to the increasing use of technology in society.

Downloads

Download data is not yet available.

References

Apple, M. W. (1995). Education and power. New York: Routledge.

Au, W. (2009). High-stakes testing and discursive control: The triple bind for non-standard student identities. Multicultural Perspectives, 11(2), 65–71. http://doi.org/10.1080/15210960903028727

Aydın, S. (2014). Olgu bilim araştırma. In M. Metin (Ed.), Kuramdan uygulamaya eğitimde bilimsel araştırma yöntemleri (pp. 287–312). Ankara: PegemA Yayıncılık.

Berktay, F. (2003). Tarihin cinsiyeti. İstanbul: Metis Yayınları.

Birkök, M. C. (1994). Bilgi sosyolojisi ışığında kimlik sorunu. İstanbul Üniversitesi.

Cüre, F., & Özdener, N. (2008). Öǧretmenlerin bilgi ve iletişim teknolojileri (BIT) uygulama başarıları ve BİT’e yönelik tutumları. Hacettepe Egitim Dergisi, (34), 41–53.

Glesne, C., & Peshkin, A. (1992). Becoming qualitative researchers: An introduction (p. 6). White Plains, NY: Longman.

Güvenç, B. (1994). İnsan ve kültür. İstanbul: Remzi Kitabevi.

Hatch, J. A. (2002). Doing qualitative research in education settings. Albany, Ny: State University of New York.

Holland, D. C., Lachicotte, W. J., Skinner, D., & Cain, C. (2001). Identity and agency in cultural worlds. History. Cambridge, MA: Harvard University Press.

Köksal, D., Hortaçsu, N., & Köksal, F. (2009). Türkiye de sosyal köken, değerler ve kimlik: Türk ve Avrupa Kimliği, Proje No: 104K107. İstanbul.

Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey Bass.

Ni, L., & Guzdial, M. (2012). Who AM I?: Understanding high school computer science teachers’ professional identity. SIGCSE ’12: Proceedings of the 43rd ACM Technical Symposium on Computer Science Education, 499–504. http://doi.org/10.1145/2157136.2157283

Nuttman-Shwartz, O. (2017). Rethinking professional identity in a globalized world. Clinical Social Work Journal, 45(1), 1–9. http://doi.org/10.1007/s10615-016-0588-z

Öğretmen Yetiştirme ve Geliştirme Genel Müdürlüğü. (2017). Öğretmenlik mesleği genel yeterlikleri. Ankara.

Özsoy, S., Ünal, I., Özdemir, Y., Buyruk, H., & Demir, N. (2011). Türkiye’de eğitim bilimci olmak: Bir kimlik araştırması. Ankara.

Robson, J. (1998). A profession in crisis: Status, culture and identity in the further education college. Journal of Vocational Education and Training, 50(4), 585–607. http://doi.org/10.1080/13636829800200067

Sevig, T. D., Higlen, P. S., & Adams, E. M. (2000). Development and validation of the self-identity inventory (SII): A multicultural identity development instrument. Cultural Diversity and Ethnic Minority Psychology, 6, 168–182.

Tailor, G. R. (2005). Interpreting qualitative and quantitive methods in research (2nd ed.). Maryland: University Press of America.

Tanner, J. L., & Arnett, J. J. (2009). The emergence of “‘emerging adulthood’”: The new life stage between adolescence and young adulthood. In A. Furlong (Ed.), Handbook of youth and young adulthood: New perspectives and agendas (pp. 39–47). New York, NY: Routledge.

Taylor, L. A. (2017). How teachers become teacher researchers: Narrative as a tool for teacher identity construction. Teaching and Teacher Education, 61, 16–25. http://doi.org/10.1016/j.tate.2016.09.008

Topu, F. B., & Göktaş, Y. (2012). Bilişim teknolojileri öğretmenlerinin üstlendikleri roller ve onlardan beklentiler. Kuram ve Uygulamada Eğitim Bilimleri, 12(1), 461–478.

Troman, G. (2007). Research on teachers’ work & teacher professionalism: A short history. In I. Hextall, S. Gewirtz, A. Cribb, & P. Mahony (Eds.), Changing teachers’ roles, identities & professionalism (pp. 30–49). London, England: TLRP (Teacher and Learning Research Programme), Roehampton University, King’s College.

TDK (2018). Türk Dil Kurumu Sözlüğü. Retrieved March 8, 2018, from http://www.tdk.gov.tr/index.php?option=com_bts&arama=kelime&guid=TDK.GTS.5aa10bcda8f3d0.41874635

Wiles, F. (2013). “Not easily put into a box”: Constructing professional identity. Social Work Education, 32(7), 854–866. http://doi.org/10.1080/02615479.2012.705273

Witzel, A., & Reiter, H. (2012). The problem-centred interview. Sage: USA, California.

Yıldırım, A., & Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri (7th ed.). Ankara: Seçkin Yayınevi.
How to Cite
Çiftci, S., Çengel, M., & Özkaya, B. (2018). Information technology teachers’ perceived roles and status. Uluslararası Eğitim Programları Ve Öğretim Çalışmaları Dergisi, 8(1), 135-158. https://doi.org/https://doi.org/10.31704/ijocis.2018.007