Being a Teacher at the Border: Examining the Experiences of Teachers Working in Hakkâri-Çukurca in the Context of Cultural Harmony

Taner Atmaca

Makale detayları

Being a Teacher at the Border: Examining the Experiences of Teachers Working in Hakkâri-Çukurca in the Context of Cultural Harmony

Yazarlar:

Taner Atmaca

Yayıncı:

Afyon Kocatepe University

Ana Başlıklar:

Eğitim Sosyolojisi

Dergi:

Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi Vol.25 Issue 3, pp.864-881

Belge Tipi:

Makale

Yayın Tarihi:

9/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001299250

pISSN:

1302-1265

Anahtar kelimeler:

Özet:

 The main purpose of this study is to deal with the various experiences of teachers from different cultural backgrounds, who work in Çukurca, Hakkâri, and who are at the beginning of their profession, in the context of cultural adaptation. The case study model, which is included in the qualitative research tradition, was used in the study. The study group of the research consists of 28 teachers who were born and raised in different branches and different geographical regions of Turkey, determined by the criterion sampling technique in the purposeful sampling. The findings of the study show that teachers, who are in the first years of their profession and whose first place of duty is far from their cultural environment, experience cultural adaptation problems intensely, especially at the beginning. The combination of adaptation problems and region-specific difficulties brings out the thought of some teachers to go to different places as soon as possible. However, it is also seen that difficult conditions glorify the spirit of struggle for students to reverse the word geography is destiny for some teachers with a high level of dedication. It is seen that especially the teachers who are new to the profession receive support from experienced teachers in adapting to different cultures, which increases the adaptation process.

 The main purpose of this study is to deal with the various experiences of teachers from different cultural backgrounds, who work in Çukurca, Hakkâri, and who are at the beginning of their profession, in the context of cultural adaptation. The case study model, which is included in the qualitative research tradition, was used in the study. The study group of the research consists of 28 teachers who were born and raised in different branches and different geographical regions of Turkey, determined by the criterion sampling technique in the purposeful sampling. The findings of the study show that teachers, who are in the first years of their profession and whose first place of duty is far from their cultural environment, experience cultural adaptation problems intensely, especially at the beginning. The combination of adaptation problems and region-specific difficulties brings out the thought of some teachers to go to different places as soon as possible. However, it is also seen that difficult conditions glorify the spirit of struggle for students to reverse the word geography is destiny for some teachers with a high level of dedication. It is seen that especially the teachers who are new to the profession receive support from experienced teachers in adapting to different cultures, which increases the adaptation process.

 The main purpose of this study is to deal with the various experiences of teachers from different cultural backgrounds, who work in Çukurca, Hakkâri, and who are at the beginning of their profession, in the context of cultural adaptation. The case study model, which is included in the qualitative research tradition, was used in the study. The study group of the research consists of 28 teachers who were born and raised in different branches and different geographical regions of Turkey, determined by the criterion sampling technique in the purposeful sampling. The findings of the study show that teachers, who are in the first years of their profession and whose first place of duty is far from their cultural environment, experience cultural adaptation problems intensely, especially at the beginning. The combination of adaptation problems and region-specific difficulties brings out the thought of some teachers to go to different places as soon as possible. However, it is also seen that difficult conditions glorify the spirit of struggle for students to reverse the word geography is destiny for some teachers with a high level of dedication. It is seen that especially the teachers who are new to the profession receive support from experienced teachers in adapting to different cultures, which increases the adaptation process.

 Bu çalışmanın temel amacı Türkiyenin güneydoğu sınırında bir ilçede, Çukurcada, görev yapan ve mesleğinin başlarında olan, farklı kültürel yaşantılara mensup öğretmenlerin edindikleri çeşitli deneyimleri kültürel uyum bağlamında ele almaktır. Çalışmada nitel araştırma geleneği içerisinde yer alan durum çalışması modeli kullanılmıştır. Araştırmanın çalışma grubu amaçlı örneklem içerisinde yer alan ölçüt örnekleme tekniği ile belirlenmiş, farklı branşlarda ve Türkiyenin farklı coğrafi bölgelerinde doğmuş-büyümüş toplam 28 öğretmen oluşturmaktadır. Araştırmanın bulguları mesleğin ilk yıllarında ve ilk görev yeri kendi kültürel çevresinin çok uzağında bir yer olan öğretmenlerin kültürel uyum sorunlarını özellikle ilk başlarda yoğun yaşadığını göstermektedir. Uyum problemleri ile bölgeye özgü zorlukların birleşmesi kimi öğretmenlerde bir an önce farklı yerlere gitme düşüncesini ortaya çıkarmaktadır. Ancak bunun yanında zorlu şartların adanmışlık seviyesi yüksek kimi öğretmenlerde ise coğrafya kaderdir sözünü öğrenciler için tersine çevirmeye dönük mücadele ruhunu yücelttiği de görülmektedir. Özellikle mesleğe yeni başlayan öğretmenlerin farklı kültürlere uyum konusunda deneyimli öğretmenlerden destek almasının uyum sürecini artırdığı görülmektedir.

Makale detayları

Being a Teacher at the Border: Examining the Experiences of Teachers Working in Hakkâri-Çukurca in the Context of Cultural Harmony

Yazarlar:

Taner Atmaca

Yayıncı:

Afyon Kocatepe University

Ana Başlıklar:

Eğitim Sosyolojisi

Dergi:

Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi Vol.25 Issue 3, pp.864-881

Belge Tipi:

Makale

Yayın Tarihi:

9/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001299250

pISSN:

1302-1265

Cultural adaptation

cultural conflict

border

educationKültürel uyum

kültürel çatışma

sınır

eğitim

Sayı

Makale detayları

Yazarlar: Taner Atmaca

Yayıncı: Afyon Kocatepe University

Ana Başlıklar: Eğitim Sosyolojisi

Dergi: Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi Vol.25 Issue 3, pp.864-881

Belge Tipi: Makale

Yayın Tarihi: 9/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001299250

pISSN: 1302-1265

Sayı

Yazarlar:

Taner Atmaca

Yayıncı:

Afyon Kocatepe University

Ana Başlıklar:

Eğitim Sosyolojisi

Dergi:

Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi Vol.25 Issue 3, pp.864-881

Belge Tipi:

Makale

Yayın Tarihi:

9/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001299250

pISSN:

1302-1265