An Evaluation of the Transition Process from Teaching to the Academia


Abstract views: 113 / PDF downloads: 38

Authors

  • Abdullah Balıkçı
  • Ramazan Cansoy
  • Hanifi Parlar

DOI:

https://doi.org/10.33200/ijcer.494531

Keywords:

Academia, Phenomenological design, Academicianship, teaching

Abstract

The recent increase in the number of universities in Turkey has speeded up the transition of teachers who receive graduate education to the academia. However, this rapid transition brought a variety of problems. The present study focused on the experiences regarding the transition from teaching to the academia from a holistic perspective. The qualitative research method and the phenomenological design were employed in the study. The participants were seven academics who passed to the academia from a teaching career. Convenient sampling and snowball sampling were used in the selection of the participants. The research data were gathered through an interview form.  An audio-recorder was used not to lose data during the interviews. In the analysis of the data, the descriptive analysis technique was employed. As for the reliability and validity of the study, data triangulation, external revision, direct quotations and referee evaluation were put into practice. Three themes were revealed as a result of the data analysis. These themes were the teaching profession and process, graduate education process and the process of becoming an academic. The findings of the study are as follows: The teaching profession was practised willingly and with a human-oriented approach. Teaching was seen as a way for serving the society through students. Graduate education was regarded as a difficult process, but expectations overcame the difficulties. Since the participants had to work as a teacher and learn as an undergraduate student at the same time could be challenging both financially and psychologically. Academicianship was perceived as a place for critical and scientific thinking. The transition to the academia was followed by the efforts to adapt to the new institutional and physical environment. Based on the study, it can be suggested that the teaching profession should be made more development-oriented through graduate education, and legal regulations should be made to ease the bureaucratic difficulties teachers experience while receiving graduate education.

Author Biographies

Abdullah Balıkçı

 İstanbul University-Cerrahpaşa

Ramazan Cansoy

Karabük University

Hanifi Parlar

A preliminary version of this paper was presented at the 13th International Congress on Educational Administration that was held in Sivas, Turkey on May 10-12, 2018. † Corresponding Author: Hanifi Parlar, hparlar@ticaret.edu.tr, İstanbul Commerce University

References

Balıkçı, A. (2016). Bürokrasi ve gündelik hayat bağlamında okul müdürlüğünün incelenmesi (Yayınlanmamış doktora tezi), Osmangazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Eskişehir.

Cansoy, R. ve Parlar, H. (2017). Mesleki öğrenme toplulukları olarak okullar: okullarda uygulanması ve geliştirilmesi. International Periodical for the Languages, Literature and History of Turkish or Turkic Volume 12/17, p. 89-112 DOI Number: http://dx.doi.org/10.7827/TurkishStudies.11996 ISSN: 1308-2140, ANKARA-TURKEY.

Christensen, L.B., Johnson, R.B. ve Turner, L.A. (2015). Nitel ve karma yöntem araştırmaları (M. Sever, Çev.), (A. Aypay, Çev. Ed.) Araştırma yöntemleri desen ve analiz (s. 400-433) içinde. Ankara: Anı.Karataş, K., Ardıç, T. ve Oral, B. (2017). Öğretmenlik mesleğinin yeterlikleri ve geleceği: metaforik bir analiz. International Periodical for the Languages, Literature and History of Turkish or Turkic Volume 12/33, p. 291-312 DOI Number: http://dx.doi.org/10.7827/TurkishStudies.12665 ISSN: 1308-2140, ANKARA-TURKEY.

Miles, M., B. and Huberman, A., M. (1994). Qualitative Data Analysis: An expended sourcebook, 2. Edition, California: SAGE Publications.

Merriam, S. B. (2015). Nitel araştırma desen ve uygulama için bir rehber (S. Turan, Çev.), (S.Turan, Çev. Ed.). Nitel araştırma yöntemleri (s. 85-111) içinde. Ankara: Nobel.

Neuman, L.W. (2006). Toplumsal araştırma yöntemleri, (Çev. Özge, S., 2010). İstanbul:Yayın Odası.

Özmen, Z. M. ve Güç, F. A. (2013). Doktora eğitimi ile ilgili yaşanan zorluklar ve baş etme stratejileri: Durum çalışması. Yükseköğretim ve Bilim Dergisi, 3(3), s. 214-219.

Patton, M. Q. (2014). Nitel araştırma tasarımı. B. Tarman ve M.F. Yiğit, (Çev.), M. Bütün, S. B. Demir (Çev. Ed.), Nitel araştırma ve değerlendirme yöntemleri (s. 209-258) içinde. Ankara: PegemA.

Semerci, N. ve Semerci, Ç. (2004). Türkiye’de öğretmenlik tutumları. Fırat Üniversitesi Sosyal Bilimler Dergisi, 14(1), s. 137-146.

Temizkan, M. (2008). Türkçe öğretmeni adaylarının öğretmenlik mesleğine yönelik tutumları üzerine bir araştırma. Türk Eğitim Bilimleri Dergisi, 6(3), s. 461-486.

Tofur, S., Aypay, A. ve Yücel C. (2016). 1980 - 2014 Türk milli eğitim şura kararları ile tebliğler dergisi fihristlerinin karşılaştırmalı değerlendirilmesi. Eğitim ve Bilim, 41(186), s. 253-274.

Yıldırım, A. ve Şimşek, H. (2011). Nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.

Internet Resourceshttp://oygm.meb.gov.tr (Access Date: 28.03.2018)

Downloads

Published

30.10.2022

How to Cite

Balıkçı, A., Cansoy, R., & Parlar, H. (2022). An Evaluation of the Transition Process from Teaching to the Academia. International Journal of Contemporary Educational Research, 5(2), 113–123. https://doi.org/10.33200/ijcer.494531

Issue

Section

Articles