Mesleki ve Teknik Liselerde Görev Yapan Öğretmenlerin Eleştirel Pedagoji İlkelerine Yönelik Görüşleri

Abstract

This study aims to determine the opinions of teachers working in vocational and technical high schools regarding the principles of Critical Pedagogy. The study group consists of 323 teachers working in the central districts of Ankara, selected using the maximum variation sampling method. A descriptive method was employed to identify teachers’ views on the principles of Critical Pedagogy, and both quantitative and qualitative data collection techniques were utilized. For the collection of quantitative data, a questionnaire based on critical pedagogy scenarios developed by the researcher was used, while a semi-structured interview form prepared by the researcher was used to collect qualitative data. As a result of the study, it was concluded that the majority of teachers working in vocational and technical high schools agreed with the principles of Critical Pedagogy. When examining the teachers’ levels of agreement with the principles in terms of gender, field of expertise, seniority, age, educational level, marital status, and family background, significant differences were found in the principle “According to Critical Pedagogy, being hopeful is essential for an individual's journey of transformation.” and “According to Critical Pedagogy, the traditional education system restricts the teacher.” with regard to the gender variable; in the principle “Critical Pedagogy questions the influence of the social class to which the individual belongs in their journey of transformation.” with regard to the field of expertise variable; in the principle “Critical Pedagogy advocates the concept of dialogue in education.” with regard to the seniority variable; and again in the principle “According to Critical Pedagogy, the traditional education system restricts the teacher.” with regard to the age variable. The qualitative findings of the study provide in-depth information about the teachers’ views on the principles of Critical Pedagogy