Çocuk, başarı, öğretmen ve okul kavramlarına ilişkin kültür kodları
Özet
The aim of this research is to examine the cultural codes of the concepts of child, achievement, teacher and school. The definitions of these concepts in culture, what metaphors they are expressed, what these metaphors mean, what are the cultural codes of these concepts and how the meanings attributed to these concepts are reflected in educational practices were investigated. The research group consisted of 20 preschool teachers working in a private preschool in Ankara and selected by purposeful sampling method. Culture is an important variable in understanding the human behaviors. The fact that each society interprets the same event / situation differently and reacts differently has been the focus of interest in cultural and intercultural studies. The discovery session of "cultural codes" developed by Clotaire Rapaille in recent years reveals a society's real perceptions of what the object /emotion / behavior is being investigated. Within the scope of the research, participants were asked to share their metaphors in their minds about the concepts of children, achievement, teacher and school, and their first and old memories about these concepts. The analysis reports obtained with NVIVO 11 program used for qualitative data analysis were interpreted in terms of children, achievement, teacher, and school concepts in Turkish Culture. When the findings are examined in general, it is thought that the cultural code of the child concept is "passivity" because the concept of the child is expressed in a being that can be shaped, in need of care. The achievement code may be "approval" because the most frequently repeated sharing is the academic achievement optained by exerting effort with external motivation; it was found that the code of the concept of the teacher, whose authoritarian and judgmental examples were mentioned, could be "manipulation" and how the teachers directed the students' education process. It is considered that the code of the concept of the school is "dam" since every part of the schools, which prepare and produce solidarity for the social life, and should be built in the best way in order to meet the needs of the students. It is thought that the findings and cultural codes obtained in the study will contribute significantly to the interpretation and revision of the current educational implementations.