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Sınıf Yönetimi Olgusunun Pedagoji, Otorite Tipleri ve Söylevsel Güç İlişkileri Bağlamında Yeniden Değerlendirilmesi

Yıl 2018, Cilt: 2 Sayı: 2, 59 - 85, 31.10.2018
https://doi.org/10.32960/uead.451358

Öz

Bu çalışma, sınıf yönetimi olgusuna yeni ya da alternatif bir
perspektif sunmay
ı amaçlamıştır. Sınıf yönetimi sınıfın maddi bağlamının düzenlenmesi ve öğretimsel faaliyetlerin düzenlenmesi gibi iki ana etmen tarafından açıklanabilmekte ve tahmin
edilebilmektedir. Bu derlemede
öncelikle, sınıfı kuşatan maddi ya da
fiziksel
çevrenin önceden ayarlanması ile ilgili sınıf yönetimi argümanının yetersizliği müzakereye açılmıştır. Sonrasında, öğretimsel süreçlere öğrenenlerin dahil
edilmesi ya da edilmemesinin s
ınıf yönetimi olgusuna yansımaları ile ilgili alternatif
bir perspektif
öne çıkarılmıştır. Sınıf yönetimi, bu çalışma bağlamında, öğretimsel süreçlerden kopuk bir biçimde değil, pedagojik
faaliyetlerin y
öneylemine bağlı ve bitişik bir biçimde ele alınmıştır.  Öğretimi karakterize eden, öğretimsel/pedagojik yaklaşım türü, otorite tipleri ve değişen söylevsel güç ilişkileri sınıf yönetimi bağlamında derinlemesine açıklanmış ve örneklendirilmiştir. Bu bağlamda, öğretmen-merkezli ve öğrenen-merkezli sınıf içi uygulamaların türü, epistemik ve sosyal otorite olarak çeşitlenen ve öğretmen tarafından oluşturulan otorite tipleri
ve
öğretmenin belli başlı pedagojik-söylevsel hamlelerinin azlığı ya da çokluğu ile oluşan sınıf içi güç ilişkileri tanımlanıp ve incelenmiştir. Öğretmenler ve öğretmen eğitimcileri adına çeşitli önerilerde bulunulmuştur.

Kaynakça

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Toplam 116 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Yılmaz Soysal 0000-0003-1352-8421

Somayyeh Radmard 0000-0002-9431-8081

Yayımlanma Tarihi 31 Ekim 2018
Kabul Tarihi 26 Ekim 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 2 Sayı: 2

Kaynak Göster

APA Soysal, Y., & Radmard, S. (2018). Sınıf Yönetimi Olgusunun Pedagoji, Otorite Tipleri ve Söylevsel Güç İlişkileri Bağlamında Yeniden Değerlendirilmesi. Ulusal Eğitim Akademisi Dergisi, 2(2), 59-85. https://doi.org/10.32960/uead.451358