Türkçe öğretmenlerinin dil becerileri bağlamında kullandıkları temel ikna teknikleri
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Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Kırıkkale Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Eğitim bir kişide istendik yönde davranış değişikliği oluşturma çabasıdır. Öğretim, eğitimin yalnızca bir parçasıdır; ancak öğretime maruz kalan kişinin davranışlarında olumlu yönde farklılıklar meydana geldiğinde eğitim hâlini alır. Çağın eğitim gerekleri, eğitim ve öğretmene yüklenen yeni anlamlar ve öğrencilerin farklılaşan ihtiyaçları doğrultusunda öğretmenin başarısı; dersi nasıl anlattığı, bilgisinin derinliği, dersteki hızı vb. noktalarla değil bildiği konuyu ne ölçüde öğrenciye geçirebildiği, öğrenciye ne derecede eğilebildiği, manevi olarak öğrenciye ne ölçüde dokunabildiği ile ölçülmektedir. O hâlde öğretim ve eğitimin yuvası olan okullarımızda özellikle de Türkçe öğretmenlerinin iletişim kabiliyetinin yüksek olması ve buna bağlı olarak aynı zamanda ikna edici yönünün de gelişmiş olması derslerin başarısının artmasında etkili olacaktır. Öyle ki ikna da tıpkı eğitimde benzer tanımlarına rastlandığı üzere; maruz kalan kişide kaynağın amaçladığı değişiminin ortaya çıkarılması çabası biçimde değerlendirilmektedir. Bu bağlamda; Türkçe öğretmenlerinin öğrenciler üzerinde, Türkçenin doğru ve etkili kullanımı vesilesiyle dört temel dil becerisini geliştirmeye yönelik bazı yöntemler geliştirdikleri söylenebilir. Bu çerçevede, çalışmada ortaokul Türkçe öğretmenlerinin öğrencileri ile iletişim kurmak ve onları ikna etmek ile alakalı değerlendirmeleri; derslerinde öğrencilerinin istendik yönde değişimlerini sağlamak amacıyla uyguladıkları ikna teknikleri saptanmaya çalışılmıştır. Aynı zamanda derste söz konusu dokuz temel ikna tekniğinin hangi konu ya da durumlarda daha çok kullanıldığı ve hangi konu ya da durumlarda daha çok fayda sağladığı tespit edilmek istenmiştir. Söz konusu tespitlerin ileride sistematik bir şekilde kullanılacak olması durumunda eğitim verenler ile eğitim alanlar arasında iletişim faaliyetlerinin düzenlenmesi ve buna bağlı olarak derslerin başarısının arttırılması mümkündür. Örneklem seçiminde "Tabakalı Örneklem Yöntemi" tercih edilmiş olup tabakalar içerisinden basit rastlantısal yöntemle belirlenen okullar üzerinde araştırma yapılmıştır. Çalışmada 2022-2023 eğitim öğretim yılında Ankara ili sınırları içerisinde 9 merkez ilçede devlete bağlı ortaokullarda aktif olarak görev yapan 30 Türkçe Öğretmeni ile görüşülmüş olup 17 görüşme geçerli kabul edilmiş ve değerlendirilmeye alınmıştır. Araştırmada grup içerisindeki bireylerin görüşlerini paylaşmaya odaklanan nitel araştırma, fenomenografi kullanılmıştır. Yarı yapılandırılmış görüşme yöntemi ile katılımcılara sorular yönlendirilmiş olup verilen cevaplar değerlendirilmeye alınmıştır. Yapılan çalışmanın sonucunda araştırmaya gönüllü olarak katılan Türk Dili öğretmenlerinin büyük çoğunluğunun iletişim ve ikna faaliyetlerini önemsediği gözlemlenmiş, gerek bilinçli gerekse bilinçsiz olarak öğrencilerine yönelik olarak Cialdini'nin ortaya atmış olduğu taktiklere uygun birçok davranış geliştirdiği ortaya çıkmıştır. Anahtar Kelimeler: Eğitim, Türkçe Öğretmeni, ikna teknikleri, Cialdini, karşılıklılık.
Education is an effort to create a desired behavioral change in a person. Teaching is only one part of education; It only becomes education when positive differences occur in the behavior of the person exposed to education. The success of the teacher in line with the educational requirements of the age, the new meanings given to education and the teacher, the changing needs of the students; how he teaches the lesson, the depth of his knowledge, his speed in the lesson, etc. It's measured not by points but by how much he can convey the subject he knows to the student, how much he can lean into the student, and how much he can touch the student spiritually. Therefore, in our schools, which are the home of education and training, the high communication skills of Turkish teachers and their persuasive skills will be effective in increasing the success of the lessons. So much so that persuasion, just as similar definitions are found in education; It's evaluated as an effort to reveal the change intended by the source in the exposed person. In this context; It can be said that Turkish teachers have developed some methods to improve students' four basic language skills through the correct and effective use of Turkish. In this context, in the study, secondary school Turkish teachers' evaluations regarding communicating with their students and persuading them; An attempt was made to determine the persuasion techniques they used in their lessons to ensure that their students changed in the desired direction. At the same time, it was aimed to determine in which subjects or situations the nine basic persuasion techniques in question are used more and in which subjects or situations they are most beneficial. In case the findings in question will be used systematically in the future, it is possible to organize communication activities between educators and trainees and accordingly increase the success of the courses. "Stratified Sampling Method" was preferred in sample selection, and research was conducted on schools determined by simple random selection method within the layers. In the study, 30 Turkish teachers actively working in public secondary schools in 9 central districts within the borders of Ankara province in the 2022-2023 academic year were interviewed; 17 interviews were accepted as valid and taken into consideration. Qualitative research, phenomenography, focusing on sharing the opinions of individuals within the group, was used in the research. Questions were asked to the participants using the semi-structured interview method and the answßers given were evaluated. As a result of the study, it was observed that the majority of Turkish Language teachers who participated in the research voluntarily attach importance to communication and persuasion activities; It has been revealed that they developed many behaviors towards their students, both consciously and unconsciously, in line with the tactics put forward by Cialdini. Key words: Education, Turkish Teacher, persuasive techniques, Cialdini, reciprocity.
Education is an effort to create a desired behavioral change in a person. Teaching is only one part of education; It only becomes education when positive differences occur in the behavior of the person exposed to education. The success of the teacher in line with the educational requirements of the age, the new meanings given to education and the teacher, the changing needs of the students; how he teaches the lesson, the depth of his knowledge, his speed in the lesson, etc. It's measured not by points but by how much he can convey the subject he knows to the student, how much he can lean into the student, and how much he can touch the student spiritually. Therefore, in our schools, which are the home of education and training, the high communication skills of Turkish teachers and their persuasive skills will be effective in increasing the success of the lessons. So much so that persuasion, just as similar definitions are found in education; It's evaluated as an effort to reveal the change intended by the source in the exposed person. In this context; It can be said that Turkish teachers have developed some methods to improve students' four basic language skills through the correct and effective use of Turkish. In this context, in the study, secondary school Turkish teachers' evaluations regarding communicating with their students and persuading them; An attempt was made to determine the persuasion techniques they used in their lessons to ensure that their students changed in the desired direction. At the same time, it was aimed to determine in which subjects or situations the nine basic persuasion techniques in question are used more and in which subjects or situations they are most beneficial. In case the findings in question will be used systematically in the future, it is possible to organize communication activities between educators and trainees and accordingly increase the success of the courses. "Stratified Sampling Method" was preferred in sample selection, and research was conducted on schools determined by simple random selection method within the layers. In the study, 30 Turkish teachers actively working in public secondary schools in 9 central districts within the borders of Ankara province in the 2022-2023 academic year were interviewed; 17 interviews were accepted as valid and taken into consideration. Qualitative research, phenomenography, focusing on sharing the opinions of individuals within the group, was used in the research. Questions were asked to the participants using the semi-structured interview method and the answßers given were evaluated. As a result of the study, it was observed that the majority of Turkish Language teachers who participated in the research voluntarily attach importance to communication and persuasion activities; It has been revealed that they developed many behaviors towards their students, both consciously and unconsciously, in line with the tactics put forward by Cialdini. Key words: Education, Turkish Teacher, persuasive techniques, Cialdini, reciprocity.
Açıklama
Sosyal Bilimler Enstitüsü, Türkçe Eğitimi Ana Bilim Dalı, Türkçe Eğitimi Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
