Research Article
Teachers’ Beliefs on Education Revealed Within the Framework of Power–Knowledge Relations by Michel Foucault
Abstract
In this study, we aimed to investigate the educational beliefs revealed by teachers in the light
of Michel Foucault’s power–knowledge theory. We determined the participants of the research
according to the purposive sampling method. The participants were 52 teachers in different provinces
of Türkiye working in various fields. We conducted semi-structured interviews consisting
of seven basic questions in three explanatory categories with the teachers. We analyzed qualitative
data through phenomenographic analysis. Three different explanatory categories were
obtained from the data: “reproduced education”, “reproduced teacher” and “power ideology “. This
study shows the educational beliefs revealed in teachers in terms of three parameters (education,
teacher, and ideology) chosen in line with the power–knowledge relations of Michel Foucault. The
findings are thought to open up new horizons for us in order to see the changes that may occur
in educational beliefs as a result of power–knowledge relations, as a result of education and its
practitioners, which is the constitutive mechanism of our lives as well as our rights and acceptances,
in today’s world where everything becomes visible.
References
- Akarsu, B. (1975). Felsefi terimler sözlüğü. Türk Dil Kurumu Yayınları.
- Åkerlind, G. S. (2005). Variation and commonality in phenomenographic research methods. Higher Education Research and Development, 24(4), 321–334.
- Akyüz, Y. (1999). Türk eğitim tarihi (başlangıçtan 1999’a) (7. basım). Alfa Yayınları.
- Alkın Şahin, S., Tunca, N., & Ulubey, Ö. (2013). The relationship between teacher candidates education beliefs and critical thinking disposition [Paper presentation]. European Conference on Curriculum Studies. Future Directions: Uncertainty and Possibility. Braga, Portugal: University of Minho.
- Apple, M. W. (2006). Eğitim ve iktidar (E. Bulut, Trans.). Kalkedon Yayınları.
- Apple, M. W. (2012). Eğitim ve iktidar. (E. Bulut, Trans.). Kalkedon Yayınları.
- Asan, H. T. (2013). Political power and education relationship in Turkish education and examination of human growing policy according to Michel Foucault panopticon metaphor (Doctoral Dissertation). Marmara University Institute of Educational Sciences.
- Ateş, S. U. (2012). Raising soldier sons. Communication Publishing.
- Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.
- Bauch, P. A. (1982). Relationships between a typology of teacher educational beliefs and three domains of the elementary classroom curriculum. A Study of Schooling Technical Report No.34
- Bourdieu, P., & Passeron, J. C. (1977). Reproduction in education, society and culture. Sage Puplications.
- Buchman, M. (1984). The use of research knowledge in teacher education on teaching. American Journal of Education, 93, 421-439.
- Canpolat, N. (2003). Michel Foucault. Kadife Karanlık içinde Su Yayınları.
- Clark, C. M. (1988). Asking the right questions about teacher preparation: Contributions of research on teaching thinking. Education Researcher, 17(2), 5-12.
- Çekmez, E., Yıldız, C., & Tümer, S. Ö. (2012). Phenomenographic research method. Necatibey Faculty of Education Journal of Electronic Science and Mathematics Education, 6(2), 77–102.
- Çepni, S. (2007). Introduction to research and project studies. Celepler Typography.
- Entwistle, N. (1997). Introduction: Phenomenographic in higher education. Higher Education Research and Development, 16(2), 127–134.
- Foucault, M. (2002). Toplumu savunmak gerekir (Ş. Aktaş, Trans.). Yapı Kredi Yayınları.
- Foucault, M. (2003). Özne ve iktidar: Selected articles (I. Ergüden, Trans.). Detay Yayınları.
- Foucault, M. (2005). Özne ve iktidar (I. Ergüden & O. Akınbay, Trans.). Ayrıntı Yayınları
- Freedman, J. I., Sears, D. O., & Carlsmith, J. M. (2003). Social psychology (A. Dönmez, Trans.). Image Publishing.
- Habermas, J. (2007). İdeoloji olarak teknik ve bilim (M. Tüzel, Trans.). Yapı Kredi Yayınları.
- Hasselgren, B., & Beach, D. (1997). Phenomenography “a good-looking brother” of phenomenology? Higher Education Research and Development, 16(2), 191–202.
- Hesapçıoğlu, M. (2008). Republican ideology of education in Turkey. Journal of Liberal Thought, 87–100.
- İnal, K. (2008). Education and ideology. Kalkedon Yayınları.
- Johnson, R. (1978). Culture and the historians. In: Clarke, J., Critcher, C., & Johnson, R. (Eds) Working class culture: Studies in history and theory. Hutchinson.
- Kağıtçıbaşı, Ç. (2006). New people and people. Evrim Yayınevi.
- Kanad, H. F. (1930). Finishing and training history I. State Printing.
- Koballa, T., Graber, W., Coleman, D. C., & Kemp, A. C. (2000). Prospective gymnasium teachers conceptions of chemistry learning and teaching. International Journal of Science Education, 22(2), 209–224.
- Levin, T., & Wadmany, R. (2006). Teachers’ beliefs and practices in technology- based classroom: A developmental view. Journal of Research on Technology in Education, 39(2), 157–181.
- Livingston, M. J., McClain, B. R., & Despain, B. C. (1995). Assessing the consistency between teachers’ philosophies and educational goals. Education, 116(1), 124–129.
- Lyotard, J. F. (2000). Postmodern durum (A. Çiğdem, Trans.). Vadi Yayınları.
- Marton, F. (1981). Phenomenography ? Describing conceptions of the world around us. Instructional Science, 10(2), 177–200.
- Marton, F., & Booth, S. (1997). Learning and awareness. Lawrance Erlbaun Ass.
- Nisbett, R., & Ross, L. (1980). Human inference: Strategies and shortcomings of social judgment. Premice-Hall.
- Oğuz, A., Altınkurt, Y., Yılmaz, K., & Hatipoğlu, S. (2014). The relationship between educational beliefs and learner autonomy support the behaviors of teachers. Turkish Journal Educational Studies, 1(1), 37–78.
- Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332.
- Prosser, M., & Trigwell, K. (1999). Understanding learning and teaching the experience in higher education. Buckingham.
- Rideout, G. W. (2006). Educational beliefs and the learning environment. Academic Exchange Quarterly, 10(2), 67–71.
- Sarup, M. (2004). Post-yapısalcılık ve postmodernism. Eleştirel Bir Giriş (A. Güçlü, Trans.). Bilim ve Sanat Yayınları.
- Savaşçı Açıkalın, F. (2009). Teacher believes and practice in science education. Asia and the Pacific Forum an on Science Learning and Teaching, 10(1), 1–14.
- Silvernail, D. L. (1992a). The development and factor structure of the educational beliefs questionnaire. Educational and Psychological Measurement, 52(3), 663–667.
- Silvernail, D. L. (1992b). The educational philosophies of secondary school teachers. High School Journal, 75(3), 162–166.
- Şimşek, M. Ş., Akgemci, T., & Çelik, A. (2003). Davranış bilimlerine giriş ve örgütlerde davranış. Adım Matbaacılık & Ofset.
- Şişman, M. (2002). Eğitimde mükemmellik arayışı: Etkili okullar. Pegem Akademi Yayıncılık.
- Spargo, T. (2000). Foucault ve kaçıklık kuramı (K. H. Ökten, Trans.). Everest Yayınları.
- Strauss, A. L. (1987). Qualitative analysis for social scientists. Cambridge University Press.
- Tavşancıl, E. (2005). Tutumların ölçülmesi ve SPSS ile veri analizi. Nobel Akademik Yayıncılık.
- Tondeur, J., Hermans, R., van Braak, J. V., & Valcke, M. (2008). Exploring the link between teachers’ education belief profiles and different types of computer use in the classroom. Computers in Human Behavior, 24(6), 2541–2553. ] Wolcott, H. F. (1994). Transforming qualitative data: Description, analysis, and interpretation. Sage Publishing.
- Yavuzer, H. (2001). Çocuk ve suç. Remzi Kitabevi.
- Yero, J. L. (2002). Beliefs, teaching in mind: How teacher thinking shapes education. Mind Flight Publishing.
- Yıldırım, A., & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri (6. Basım). Seçkin Yayıncılık.
- Yılmaz, K., Altınkurt, Y., & Çokluk, Ö. (2011). Development of educational beliefs scale: Validity and reliability study. Educational Sciences: Theory and Practice, 11(1), 335–350.
Teachers’ Beliefs on Education Revealed Within the Framework of Power–Knowledge Relations by Michel Foucault
Abstract
In this study, we aimed to investigate the educational beliefs revealed by teachers in the light of Michel Foucault’s power–knowledge theory. We determined the participants of the research according to the purposive sampling method. The participants were 52 teachers in different provinces of Türkiye working in various fields. We conducted semi-structured interviews consisting of seven basic questions in three explanatory categories with the teachers. We analyzed qualitative data through phenomenographic analysis. Three different explanatory categories were obtained from the data: “reproduced education”, “reproduced teacher” and “power ideology “. This study shows the educational beliefs revealed in teachers in terms of three parameters (education, teacher, and ideology) chosen in line with the power–knowledge relations of Michel Foucault. The findings are thought to open up new horizons for us in order to see the changes that may occur in educational beliefs as a result of power–knowledge relations, as a result of education and its practitioners, which is the constitutive mechanism of our lives as well as our rights and acceptances, in today’s world where everything becomes visible.
References
- Akarsu, B. (1975). Felsefi terimler sözlüğü. Türk Dil Kurumu Yayınları.
- Åkerlind, G. S. (2005). Variation and commonality in phenomenographic research methods. Higher Education Research and Development, 24(4), 321–334.
- Akyüz, Y. (1999). Türk eğitim tarihi (başlangıçtan 1999’a) (7. basım). Alfa Yayınları.
- Alkın Şahin, S., Tunca, N., & Ulubey, Ö. (2013). The relationship between teacher candidates education beliefs and critical thinking disposition [Paper presentation]. European Conference on Curriculum Studies. Future Directions: Uncertainty and Possibility. Braga, Portugal: University of Minho.
- Apple, M. W. (2006). Eğitim ve iktidar (E. Bulut, Trans.). Kalkedon Yayınları.
- Apple, M. W. (2012). Eğitim ve iktidar. (E. Bulut, Trans.). Kalkedon Yayınları.
- Asan, H. T. (2013). Political power and education relationship in Turkish education and examination of human growing policy according to Michel Foucault panopticon metaphor (Doctoral Dissertation). Marmara University Institute of Educational Sciences.
- Ateş, S. U. (2012). Raising soldier sons. Communication Publishing.
- Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.
- Bauch, P. A. (1982). Relationships between a typology of teacher educational beliefs and three domains of the elementary classroom curriculum. A Study of Schooling Technical Report No.34
- Bourdieu, P., & Passeron, J. C. (1977). Reproduction in education, society and culture. Sage Puplications.
- Buchman, M. (1984). The use of research knowledge in teacher education on teaching. American Journal of Education, 93, 421-439.
- Canpolat, N. (2003). Michel Foucault. Kadife Karanlık içinde Su Yayınları.
- Clark, C. M. (1988). Asking the right questions about teacher preparation: Contributions of research on teaching thinking. Education Researcher, 17(2), 5-12.
- Çekmez, E., Yıldız, C., & Tümer, S. Ö. (2012). Phenomenographic research method. Necatibey Faculty of Education Journal of Electronic Science and Mathematics Education, 6(2), 77–102.
- Çepni, S. (2007). Introduction to research and project studies. Celepler Typography.
- Entwistle, N. (1997). Introduction: Phenomenographic in higher education. Higher Education Research and Development, 16(2), 127–134.
- Foucault, M. (2002). Toplumu savunmak gerekir (Ş. Aktaş, Trans.). Yapı Kredi Yayınları.
- Foucault, M. (2003). Özne ve iktidar: Selected articles (I. Ergüden, Trans.). Detay Yayınları.
- Foucault, M. (2005). Özne ve iktidar (I. Ergüden & O. Akınbay, Trans.). Ayrıntı Yayınları
- Freedman, J. I., Sears, D. O., & Carlsmith, J. M. (2003). Social psychology (A. Dönmez, Trans.). Image Publishing.
- Habermas, J. (2007). İdeoloji olarak teknik ve bilim (M. Tüzel, Trans.). Yapı Kredi Yayınları.
- Hasselgren, B., & Beach, D. (1997). Phenomenography “a good-looking brother” of phenomenology? Higher Education Research and Development, 16(2), 191–202.
- Hesapçıoğlu, M. (2008). Republican ideology of education in Turkey. Journal of Liberal Thought, 87–100.
- İnal, K. (2008). Education and ideology. Kalkedon Yayınları.
- Johnson, R. (1978). Culture and the historians. In: Clarke, J., Critcher, C., & Johnson, R. (Eds) Working class culture: Studies in history and theory. Hutchinson.
- Kağıtçıbaşı, Ç. (2006). New people and people. Evrim Yayınevi.
- Kanad, H. F. (1930). Finishing and training history I. State Printing.
- Koballa, T., Graber, W., Coleman, D. C., & Kemp, A. C. (2000). Prospective gymnasium teachers conceptions of chemistry learning and teaching. International Journal of Science Education, 22(2), 209–224.
- Levin, T., & Wadmany, R. (2006). Teachers’ beliefs and practices in technology- based classroom: A developmental view. Journal of Research on Technology in Education, 39(2), 157–181.
- Livingston, M. J., McClain, B. R., & Despain, B. C. (1995). Assessing the consistency between teachers’ philosophies and educational goals. Education, 116(1), 124–129.
- Lyotard, J. F. (2000). Postmodern durum (A. Çiğdem, Trans.). Vadi Yayınları.
- Marton, F. (1981). Phenomenography ? Describing conceptions of the world around us. Instructional Science, 10(2), 177–200.
- Marton, F., & Booth, S. (1997). Learning and awareness. Lawrance Erlbaun Ass.
- Nisbett, R., & Ross, L. (1980). Human inference: Strategies and shortcomings of social judgment. Premice-Hall.
- Oğuz, A., Altınkurt, Y., Yılmaz, K., & Hatipoğlu, S. (2014). The relationship between educational beliefs and learner autonomy support the behaviors of teachers. Turkish Journal Educational Studies, 1(1), 37–78.
- Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332.
- Prosser, M., & Trigwell, K. (1999). Understanding learning and teaching the experience in higher education. Buckingham.
- Rideout, G. W. (2006). Educational beliefs and the learning environment. Academic Exchange Quarterly, 10(2), 67–71.
- Sarup, M. (2004). Post-yapısalcılık ve postmodernism. Eleştirel Bir Giriş (A. Güçlü, Trans.). Bilim ve Sanat Yayınları.
- Savaşçı Açıkalın, F. (2009). Teacher believes and practice in science education. Asia and the Pacific Forum an on Science Learning and Teaching, 10(1), 1–14.
- Silvernail, D. L. (1992a). The development and factor structure of the educational beliefs questionnaire. Educational and Psychological Measurement, 52(3), 663–667.
- Silvernail, D. L. (1992b). The educational philosophies of secondary school teachers. High School Journal, 75(3), 162–166.
- Şimşek, M. Ş., Akgemci, T., & Çelik, A. (2003). Davranış bilimlerine giriş ve örgütlerde davranış. Adım Matbaacılık & Ofset.
- Şişman, M. (2002). Eğitimde mükemmellik arayışı: Etkili okullar. Pegem Akademi Yayıncılık.
- Spargo, T. (2000). Foucault ve kaçıklık kuramı (K. H. Ökten, Trans.). Everest Yayınları.
- Strauss, A. L. (1987). Qualitative analysis for social scientists. Cambridge University Press.
- Tavşancıl, E. (2005). Tutumların ölçülmesi ve SPSS ile veri analizi. Nobel Akademik Yayıncılık.
- Tondeur, J., Hermans, R., van Braak, J. V., & Valcke, M. (2008). Exploring the link between teachers’ education belief profiles and different types of computer use in the classroom. Computers in Human Behavior, 24(6), 2541–2553. ] Wolcott, H. F. (1994). Transforming qualitative data: Description, analysis, and interpretation. Sage Publishing.
- Yavuzer, H. (2001). Çocuk ve suç. Remzi Kitabevi.
- Yero, J. L. (2002). Beliefs, teaching in mind: How teacher thinking shapes education. Mind Flight Publishing.
- Yıldırım, A., & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri (6. Basım). Seçkin Yayıncılık.
- Yılmaz, K., Altınkurt, Y., & Çokluk, Ö. (2011). Development of educational beliefs scale: Validity and reliability study. Educational Sciences: Theory and Practice, 11(1), 335–350.
There are 53 citations in total.
Details
| Primary Language | English |
|---|---|
| Subjects | Philosophical and Social Foundations of Education |
| Journal Section | Research Articles |
| Authors | |
| Publication Date | September 17, 2023 |
| Submission Date | December 17, 2021 |
| Published in Issue | Year 2023 Issue: 50 |
Content of this journal is licensed under a Creative Commons Attribution NonCommercial 4.0 International License