Research Article
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Prospective Teachers' Views on the Impact of Competitive Educational Practices on Students

Year 2024, Volume: 6 Issue: 1, 80 - 91, 31.03.2024
https://doi.org/10.38151/akef.2024.131

Abstract

This study aims to determine “prospective teachers’ perspectives on the impact of competitive practices in formal basic education on students”. Bearing a descriptive qualitative nature, this research utilizes the phenomenology design among qualitative research methods. The research study group consists of 205 fourth-year students attending Gazi University, Gazi Faculty of Education during the 2021-2022 academic year spring semester. The study's data were collected through an interview form created by the researcher. The research data were analyzed using the interpretative phenomenological analysis method, grouped by observation frequency and percentage distributions, and interpreted based on the relevant literature. According to the study's findings, prospective teachers believe that competitive practices in education negatively affect students in terms of stress, blame, tension, hostility, ruthlessness, anxiety, pressure, exclusion, and violence. Ending such practices to protect students from the negative impacts of competitive practices in formal basic education can be recommended. Additionally, awareness among prospective teachers and teachers can be supported by including courses or topics related to competitive educational philosophy in teacher training and in-service training curriculums.

Ethical Statement

Gazi University Ethics Committee, Date: 28.02.2022, Number: E.300293

References

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Eğitimdeki Yarışmacı Uygulamaların Öğrenciler Üzerindeki Etkisine İlişkin Öğretmen Adaylarının Görüşleri

Year 2024, Volume: 6 Issue: 1, 80 - 91, 31.03.2024
https://doi.org/10.38151/akef.2024.131

Abstract

Bu çalışmanın amacı, “örgün temel eğitimdeki yarışmacı uygulamaların öğrenciler üzerindeki etkisine ilişkin öğretmen adaylarının görüşleri”ni belirlemektir. Betimsel bir nitelik taşıyan araştırmada, nitel araştırma yöntemlerinden fenomenoloji deseni kullanılmıştır. Araştırmanın çalışma grubu, 2021-2022 öğretim yılı bahar döneminde Gazi Üniversitesi, Gazi Eğitim Fakültesinde öğrenim gören 205 dördüncü sınıf öğrencisinden oluşmaktadır. Araştırmanın verileri, araştırmacı tarafından oluşturulan görüş formu yardımıyla toplanmıştır. Araştırma verileri, gözlem sıklığı ve yüzdesel dağılımlara gruplandırılarak, yorumlayıcı fenomenolojik analiz yöntemiyle çözümlenmiş ve ilgili alanyazına dayalı olarak yorumlanmıştır. Araştırma sonuçlarına göre öğretmen adayları, eğitimdeki yarışmacı uygulamaların öğrencileri; stres, suçlama, gerginlik, düşmanlık, acımasızlık, kaygı, baskı, dışlanma, şiddet konularında daha çok olumsuz etkilediği görüşünde olduğu belirlenmiştir. Öğrencileri örgün temel eğitimdeki yarışmacı uygulamaların olumsuz etkisinden korumak için yarışmacı uygulamalara son verilmesi önerilebilir. Ayrıca, öğretmen yetiştirme ve hizmetiçi eğitimi öğretim programlarına yarışmacı eğitim anlayışına ilişkin ders veya konular eklenerek öğretmen adaylarının ve öğretmenlerin bilinçlenmesi desteklenebilir.

References

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  • Ames, C., & Ames, R. (1981). Competitive versus individualistic structures: The salience of past performance information for causal attributions and affect. Journal of Educational Psychology, 73, 411–418. https://doi.org/10.1037/0022-0663.73.3.411.
  • Ames, C. (1984). Achievement attributions and self-instructions under competitive and individualistic goal structures. Journal of Educational Psychology, 76(3), 478–487. https://doi.org/10.1037/0022-0663.76.3.478
  • Apple, M. W. (2006). Educating the "right" way: Markets, standards, God, and inequality. Taylor & Francis.
  • Aronowitz, S., & Henry, A. G. (1985). Education under siege: The Conservative, liberal, and radical debate over schooling. Bergin and Garvey.
  • Arıcı, H. (1998). İstatistik: Yöntemler ve uygulamalar. Statistics: Methods and applications. Meteksan Printing House.
  • Axelrod, R. (1984). The evolution of cooperation. Basic Books.
  • Bauman, Z. (2018). Kuşatılmış toplum Society under siege  (A. E. Pilgir, Trans.; 2nd ed.). Ayrıntı Publications.
  • Bergin, D. A. (1995). Effects of a mastery versus competitive motivation situation on learning. Journal of Experimental Education, 63, 303-314. https://www.jstor.org/stable/20152461.
  • Blanchard, C. W. (1989). The developmental aspects and origins of competitive behavior in children. ERIC Clearinghouse.
  • Bloom, B. S. (1979). İnsan nitelikleri ve okulda öğrenme Human qualities and learning at school (D. A. Özçelik, Trans.; 1st ed.). Milli Eğitim Bakanlığı Yayınevi.
  • Bourdieu, P., & Passeron, J. (2015). Yeniden üretim: Eğitim sistemine ilişkin bir teorinin ilkeleri Reproduction: Principles of a theory of the education system (A. Sümer, L. Ünsaldı & Ö. Akkaya). Heretik Yayınları.
  • Butera, F., Swiatkowski, W., & Dompnier, B. (2021). Competition in education. In S. Garcia, A. Tor & A. Elliot (Eds.) The Oxford handbook on the psychology of competition (1st ed., pp. 569-597). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780190060800.001.0001
  • Cantador, I., & Conde, J. M. (2010). Effects of competition in education: A case study in an e-learning environment. IADIS International Conference on e-Learning, 11-18. https://repositorio.uam.es/bitstream/handle/10486/665987/effects_cantador_MCCSIS_2010.pdf?sequence=1&isAllowed=y.
  • Clifford, M. M., Cleary, T. A., & Walster, G. W. (1972). Effects of emphasizing competition in classroom-testing procedures. The Journal of Educational Research, 65(5), 234-238. https://doi.org/10.1080/00220671.1972.10884306
  • Clinkenbeard, P. R. (1989). The motivation to win negative aspects of success at competition. Journal for the Education of the Gifted, 12, 293–305. https://doi.org/10.1177/01623532890120.
  • Creswell, J. W. (1994). Research design: Qualitative and quantitative approaches. Sage Publications.
  • Creswell, J. W. (2013). Qualitative inquiry and research design choosing among five approaches. Sage Publications.
  • Crombag, H. F. (1966). Cooperation and competition in means-interdependent triads: A replication. Journal of Personality and Social Psychology. 4(6), 692-695. https://doi.org/10.1037/h0023994
  • Cropper, C. (1998). Is competition an effective classroom tool for the gifted student? Sage Journals, 21(3), 28-31. https://doi.org/10.1177/107621759802100.
  • Darwin, C. (2017). Türlerin kökeni The origin of species (B. Kılıç, Trans.; 1st, ed.). Alfa Publication.
  • Deutsch, M. (1949). A theory of cooperation and competition. Human Relations. 2, 129-152. https://doi.org/10.1177/001872674900200204
  • Dewey, J. (1997). Experience and education. Free Press. Reprint edition.
  • Dewey, J. (1996). Demokrasi ve eğitim. Democracy and education  (T. Yılmaz, Trans.; 1st ed. ). Ege University Faculty of Letters Publication.
  • Durkheim, E. (2006). Toplumsal işbölümü Social division of labor (Ö. Ozankaya, Trans.; 1st ed.). Cem Publication.
  • Education and Science Workers’ Union ESWU (2008). Sınava endeksli eğitim öğrencilere değil dershanelere fayda sağlıyor Exam-based education benefits private teaching institutions, not students. https://egitimsen.org.tr/sinava-endeksli-egitim-ogrencilere-degil-dershanelere-fayda-sagliyor/
  • Engel, M. (2000). The struggle for control of public education: Market ideology vs. democratic values. Temple University Press.
  • Foucault, M. (2013). Hapishanenin doğuşu Discipline & Punish: The Birth of the Prison  (M. A. Kılıçbay, Tran., 1st ed.). İmge Bookstore.
  • Freire, P. (1991). Ezilenlerin pedagojisi Pedagogy of the oppressed (Dilek Hattatoğlu & Erol Özbek, Trans., 1st ed.). Ayrıntı Publications.
  • Garcia, S., Tor, A., & Elliot, A. (2021). What is the psychology of competition? In S. Garcia, A. Tor & A. Elliot (Eds.) The Oxford handbook on the psychology of competition (1st ed., pp. 3-8). Oxford Academic. https://doi.org/10.1093/oxfordhb/9780190060800.001.0001.
  • Giroux, H. A., & McLaren, P. (1986). Teacher education and the politics ofengagement: The case for democratic schooling. Harvard Educational Review, 56(3), 213-239. https://digitalcommons.chapman.edu/cgi/viewcontent.cgi? referer=&httpsredir=1&article=1152&context=education_articles.
  • Hargreaves, D. H. (1982). The challenge for the comprehensive school: Culture, curriculum and community. Routledge & Kegan Paul of America.
  • Humphreys, T. (2001). Çocuk eğitiminin anahtarı: Özgüven The key to child education: Self-confidence (T. Anapa, Tran., 1st ed.). Epsilon Publication.
  • Johnson, D. W., & Johnson, R. T. (2015). Theoretical approaches to cooperative learning. In R. M. Gillies (Ed.) Collaborative learning: Developments in research and practice (1st ed., pp. 17-46). Nova Science.
  • Johnson, D. W., & Johnson, R. (1989). Cooperation and competition: Theory and research. Interaction Book Company.
  • Johnson, D. W., Johnson, R. T., & Scott, L. (1978). The effects of cooperative and individualized instruction on student attitudes and achievement. Journal of Social Psychology, 104, 207-216. https://doi.org/10.1080/00224545.1978.9924062.
  • Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365–379. https://doi.org/10.3102/0013189X09339057
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There are 80 citations in total.

Details

Primary Language English
Subjects Educational Administration, Supervision, Planning and Economics (Other)
Journal Section Articles
Authors

Ayhan Ural 0000-0002-2548-3745

Early Pub Date March 30, 2024
Publication Date March 31, 2024
Submission Date December 29, 2023
Acceptance Date February 20, 2024
Published in Issue Year 2024 Volume: 6 Issue: 1

Cite

APA Ural, A. (2024). Prospective Teachers’ Views on the Impact of Competitive Educational Practices on Students. Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 6(1), 80-91. https://doi.org/10.38151/akef.2024.131

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