Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2021, Cilt: 18 Sayı: 1, 82 - 95, 30.06.2021

Öz

Kaynakça

  • Akkerman, S. F., & Meijer, P. C. (2011). A Dialogical Approach to Conceptualizing Teacher Identity, Teaching and Teacher Education, 27(2), 308-319.
  • Alsup, J. (2006). Teacher Identity Discourses: Negotiating Personal and Professional Spaces, Lawrence Erlbaum, Mahwah, NJ.
  • Barcelos. A. M. F. (2015). Unveiling the Relationship between Language Learning Beliefs, Emotions, and Identities, Studies in Second Language Learning and Teaching, 5(2): 301-325.
  • Beauchamp, C., & Thomas, L. (2009). Understanding Teacher Identity: An Overview of Issues in the Literature and Implications for Teacher Education, Cambridge Journal of Education, 39(2): 175-189.
  • Beijaard, D. (1995). Teachers’ Prior Experiences and Actual Perceptions of Professional Identity, Teachers and Teaching: Theory and Practice, 1: 281-294.
  • Beijaard, D., Verloop, N., & Vermunt, J.D. (2000). Teachers’ Perceptions of Professional Identity: An Exploratory Study from a Personal Knowledge Perspective, Teaching and Teacher Education, 16: 749–764.
  • Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering Research on Teachers’ Professional Identity, Teaching and Teacher Education, 20: 107–128.
  • Block, D. (2009). Identity in Applied Linguistics: The Need for Conceptual Exploration, pp. 215-232, (Eds.), L. Wei & V. Cook, Contemporary Applied Linguistics, Continuum, London.
  • Borg, M. (2001). Key Concepts in ELT: Teachers' Beliefs. ELT Journal, 55(2): 186-188.
  • Buchanan, B. (1974). Building Organizational Commitment: The Socialization of Managers in Work Organizations, Administrative Science Quarterly, 19(4): 533-546.
  • Bukor, E. (2011). Exploring Teacher Identity: Teachers’ Transformative Experiences of Re-Constructing and Re-connecting Personal and Professional Selves, Unpublished Doctoral Dissertation, University Of Toronto, Toronto.
  • Burke, P. J. (2006). Identity Change, Social Psychology Quarterly, 69(1): 81–96.
  • Canrinus, E. T. (2011). Teachers' Sense of Their Professional Identity, PrintPartners Ipskamp B.V, Groningen.
  • Canrinus, E. T., Helms-Lorenz, M., Beijaard, D., Buitink, J., & Hofman, A. (2011). Profiling Teachers’ Sense of Professional Identity, Educational Studies, 37(5): 593–608.
  • Cardoso, I., Batista, P., & Graça, A. (2014). Professional Identity in Analysis: A Systematic Review of the Literature, Open Sports Science Journal, 7(1): 83-97.
  • Cheung, H.Y. (2008). Measuring the Professional Identity of Hong Kong In-Service Teachers, Professional Development in Education, 32(4): 375-390.
  • Cheung, Y.L. (2015). Teacher Identity in ELT/TESOL: A Research Review, pp.175-185, (Eds) Y.L. Cheung, S. Ben Said, & K. Park, Advances and Current Trends in Language Teacher Identity Research, Routledge, London-New York.
  • Cohen, J. (1992). Quantitative methods in psychology: A power primer, Psychological Bulletin, 112(1): 155-159.
  • Crosswell, L. (2006). Understanding Teacher Commitment in Times of Change, Unpublished doctoral dissertation, Queensland University of Technology, Australia.
  • Crosswell, L., & Eliott, B. (2004). Committed Teachers, Passionate Teachers: The Dimension of Passion Associated with Teacher Commitment and Engagement. AARE Conference, Melbourne.
  • Danielewicz, J. (2001). Teaching selves: Identity, pedagogy, and teacher education, State University of New York Press, Albany, NY.
  • Day, C. (2004). A Passion for Teaching, Routledge Falmer, London.
  • Day, C., & Leitch, R. (2001). Teachers’ and Teacher Educators’ Lives: The Role of Emotion, Teaching and Teacher Education, 17: 403-415.
  • Day, C., Elliot, B., & Kington, A. (2005). Reform, Standards, and Teacher Identity: Challenges of Sustaining Commitment, Teaching and Teacher Education, 21(5): 563-577.
  • Day, C., Stobart, G., Sammons, P., & Kington, A. (2006). Variations in the Work and Lives of Teachers: Relative and Relations Effectiveness, Teachers and Teaching: Theory and Practice, 12(2): 169-192.
  • Day, C., Sammons, G., Stobart, A., Kington, & Gu, Q. (2007). Teachers Matter: Connecting Work, Lives and Effectiveness, Open University Press, London.
  • Delima, V.T. (2015). Professional Identity, Professional Commitment, and Teachers’ Performance, International Journal of Novel Research in Education and Learning, 2(4): 1-12.
  • Dikilitaş, K. & Yaylı, D. (2018). Teachers’ Professional Identity Development through Action Research, ELT Journal, 72(4): 415–424.
  • Fairclough, N. (2003). Analyzing Discourse: Textual Analysis for Social Research, Routledge, London-New York.
  • Firestone, W. A,, & Pennell, J. R. (1993). Teacher Commitment, Working Conditions, and Differential Incentive Policies, Review of Educational Research, 63(4): 489-525.
  • Flores, M. A., & Day, C. (2006). Contexts Which Shape and Reshape New Teachers’ Identities: A Multi-Perspective Study, Teaching and Teacher Education, 22(2): 219-232.
  • Fox, R. B. (1964). The Committed Teacher, Northern Illinois University, USA.
  • Gee, J. P. (2000). Identity as an analytic lens for research in education, Review of Research in Education, 25, 9–125.
  • Kao, Y., & Lin, S. (2015). Constructing a Structural Model of Teachers’ Professional Identity, Asian Journal of Management Sciences & Education, 4(1): 69-81.
  • Kelchtermans, G. (2005). Teachers’ Emotions in Educational Reforms: Self-Understanding, Vulnerable Commitment and Micropolitical Literacy, Teaching and Teacher Education, 21(8): 995 – 1006.
  • Kumaravadivelu, B. (2012). Language Teacher Education for A Global Society: A Modular Model for Knowing, Analyzing, Recognizing, Doing, and Seeing, Routledge, New York.
  • Kwakman, K. (1999). Leren Van Docenten Tijdens De Beroepsloopbaan: Teacher Learning throughout the Career, Unpublished Doctoral Dissertation, University of Nijmegen, the Netherlands.
  • Lasky, S. (2005). A Sociocultural Approach to Understanding Teacher Identity, Agency and Professional Vulnerability in a Context of Secondary School Reform, Teaching and Teacher Education, 21(8): 899-916.
  • MacLure, M. (1993). Arguing For Yourself: Identity As an Organizing Principle in Teachers’ Jobs and Lives, British Educational Research Journal, 19(4): 311-322.
  • Mansaray, A. (2011). Teacher Identity: an African Perspective, CICE Series, 4(3): 29-42.
  • Mart, Ç. T. (2013). Commitment to School and Students, International Journal of Academic Research in Business and Social Sciences, 3(1): 336-340.
  • Mead, G. (1934). Mind, Self and Society, the University of Chicago Press, Chicago.
  • Miller, J. (2009). Teacher Identity, pp. 171-181, (Eds.), A. Burns & J. C. Richards, The Cambridge Guide to Second Language Teacher Education, Cambridge University Press, New York, NY.
  • Mowday, R. T., Steers, R. M., & Porter, L. W. (1979). The Measurement of Organizational Commitment, Journal of Vocational Behavior, 14: 224-227.
  • Nias, J. (1981). 'Commitment' and Motivation in Primary School Teachers, Educational Review, 33(3): 181-190.
  • Norton, B. (1997). Language, Identity, and the Ownership of English, TESOL Quarterly, 31(3): 409–429.
  • Ölmez, F. (2016). An Insight into Professional Identities of Turkish EFL Instructors, International Journal of Social Sciences and Education Research, 2(4): 1226-1235.
  • Pennington, M. C. (2015). Teacher Identity in TESOL: A Frames Perspective, pp. 16–30, (Eds.) Y. L. Cheung, S. B. Said, & K. Park, Advances and Current Trends in Language Teacher Identity Research, Routledge, New York, NY.
  • Rezaei, V. (2018). The Relationship between English Learning and Professional Identity Changes among Iranian PhD Teachers, Theory and Practice in Language Studies, 8(1): 169-176.
  • Sachs, J. (2005). Teacher Education and the Development of Professional Identity: Learning to Be a Teacher, pp. 5–21, (Eds.), P. Denicolo & M. Kompf, Connecting Policy and Practice: Challenges for Teaching and Learning in Schools and Universities, Routledge, Oxford.
  • Singh, A. P., & Dubey, A. K. (2011). Role of Stress and Locus of Control in Job Satisfaction among Middle Managers, the IUP Journal of Organizational Behavior, 10(1): 42-56.
  • Singh, K., & Billingsley, B. (1998). Professional Support and Its Effects on Teachers’ Commitment, the Journal of Educational Research, 91: 229-239.
  • Sfard, A., & Prusak, A. (2005). Telling Identities: In Search of an Analytic Tool for Investigating Learning as a Culturally Shaped Activity, Educational Researcher, 34(4): 14-22.
  • Snyder, E. & Spreitzer, E. (1984). Identity and Commitment to the Teacher Role, Teaching Sociology, 11(2): 151- 166.
  • Tajfel, H. (Ed.). (1978). Differentiation between Social Groups: Studies in the Social Psychology of Intergroup Relations. Published in cooperation with European Association of Experimental Social Psychology by Academic Press, London -New York.
  • Tyree, A. K. (1996). Conceptualizing and Measuring Commitment to High School Teaching, Journal of Educational Research, 89(5): 295-304.
  • Van Veen, K. 2008. Analyzing Teachers’ Working Conditions from the Perspective of Teachers as Professionals: The Case Of Dutch High School Teachers, pp. 91–112, (Eds), J. Ax & P. Ponte Critiquing Praxis: Conceptual And Empirical Trends in the Teaching Profession, Sense Publishers, Rotterdam.
  • Varghese, M., Morgan, B., Johnston, B., & Johnson, K.A. (2005). Theorizing language teacher identity: Three perspectives and beyond, Journal of Language, Identity, and Education, 4(1): 21-44.
  • Watson, A., & Hatton, N. (2002). Teachers in mid-career: Professional perceptions and preferences, Report for the New South Wales Teachers’ Federation and the Federation of the Parents and Citizens Association of New South Wales, Australia.
  • Wenger, E. (1998). Communities of practice: Learning, meaning, and identity, Cambridge University Press, Cambridge, UK.
  • Xiong, T., & Xiong, X. (2017). The EFL Teachers’ Perceptions of Teacher Identity: A Survey Of Zhuangang and Non-Zhuangang Primary School Teachers in China, English Language Teaching, 10(4): 100-110.
  • Yazan, B. (2018). A Conceptual Framework to Understand Language Teacher Identities, Second Language Teacher Education, 1(1): 21-48.
  • Yazan, B., & Peercy, M. M. (2016). ESOL Teacher Candidates’ Emotions and Identity Development, pp. 53-67, (Eds.), J. Crandall & M. Christison, Teacher Education and Professional Development in TESOL: Global Perspectives, Routledge, New York, NY.
  • Ying, J. (2018). Study on Professional Identity of College EFL Teachers: A Survey in the City of Shanghai, China, Sino-US English Teaching, 15(8): 386-389.
  • Zembylas, M. (2003). Caring for Teacher Emotion: Reflections on Teacher Self-Development, Studies in Philosophy and Education, 22: 103–125.

An Investigation of Turkish EFL Teachers’ Perceptions of Professional Identity

Yıl 2021, Cilt: 18 Sayı: 1, 82 - 95, 30.06.2021

Öz

Teacher professional identity molds teachers’ interpretation of their roles, educational reforms, changes in curricula, classroom practices, use of methods and techniques, and their relation to other significants in the educational context. From this point of view, this study aimed to find out Turkish EFL teachers’ perceptions of professional identity in relation to their commitment to ‘student needs’, ‘school issues’, and ‘personal growth and development’. This research also attempted to explore whether there was a significant difference in terms of teachers’ perceptions of professional identity according to various variables. The data were gathered from 200 EFL teachers. In this mixed method research, Teacher Professional Identity Scale and semi-structured interview questions were used to collect data. For quantitative data, descriptive, inferential, and correlational statistics were used while content analysis was carried out for qualitative data. The results unearthed that Turkish EFL teachers had a very strong professional identity and were mostly committed to personal growth and development, student needs, and school issues, respectively. Moreover, it was found that female teachers had a stronger identity and were more committed.

Kaynakça

  • Akkerman, S. F., & Meijer, P. C. (2011). A Dialogical Approach to Conceptualizing Teacher Identity, Teaching and Teacher Education, 27(2), 308-319.
  • Alsup, J. (2006). Teacher Identity Discourses: Negotiating Personal and Professional Spaces, Lawrence Erlbaum, Mahwah, NJ.
  • Barcelos. A. M. F. (2015). Unveiling the Relationship between Language Learning Beliefs, Emotions, and Identities, Studies in Second Language Learning and Teaching, 5(2): 301-325.
  • Beauchamp, C., & Thomas, L. (2009). Understanding Teacher Identity: An Overview of Issues in the Literature and Implications for Teacher Education, Cambridge Journal of Education, 39(2): 175-189.
  • Beijaard, D. (1995). Teachers’ Prior Experiences and Actual Perceptions of Professional Identity, Teachers and Teaching: Theory and Practice, 1: 281-294.
  • Beijaard, D., Verloop, N., & Vermunt, J.D. (2000). Teachers’ Perceptions of Professional Identity: An Exploratory Study from a Personal Knowledge Perspective, Teaching and Teacher Education, 16: 749–764.
  • Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering Research on Teachers’ Professional Identity, Teaching and Teacher Education, 20: 107–128.
  • Block, D. (2009). Identity in Applied Linguistics: The Need for Conceptual Exploration, pp. 215-232, (Eds.), L. Wei & V. Cook, Contemporary Applied Linguistics, Continuum, London.
  • Borg, M. (2001). Key Concepts in ELT: Teachers' Beliefs. ELT Journal, 55(2): 186-188.
  • Buchanan, B. (1974). Building Organizational Commitment: The Socialization of Managers in Work Organizations, Administrative Science Quarterly, 19(4): 533-546.
  • Bukor, E. (2011). Exploring Teacher Identity: Teachers’ Transformative Experiences of Re-Constructing and Re-connecting Personal and Professional Selves, Unpublished Doctoral Dissertation, University Of Toronto, Toronto.
  • Burke, P. J. (2006). Identity Change, Social Psychology Quarterly, 69(1): 81–96.
  • Canrinus, E. T. (2011). Teachers' Sense of Their Professional Identity, PrintPartners Ipskamp B.V, Groningen.
  • Canrinus, E. T., Helms-Lorenz, M., Beijaard, D., Buitink, J., & Hofman, A. (2011). Profiling Teachers’ Sense of Professional Identity, Educational Studies, 37(5): 593–608.
  • Cardoso, I., Batista, P., & Graça, A. (2014). Professional Identity in Analysis: A Systematic Review of the Literature, Open Sports Science Journal, 7(1): 83-97.
  • Cheung, H.Y. (2008). Measuring the Professional Identity of Hong Kong In-Service Teachers, Professional Development in Education, 32(4): 375-390.
  • Cheung, Y.L. (2015). Teacher Identity in ELT/TESOL: A Research Review, pp.175-185, (Eds) Y.L. Cheung, S. Ben Said, & K. Park, Advances and Current Trends in Language Teacher Identity Research, Routledge, London-New York.
  • Cohen, J. (1992). Quantitative methods in psychology: A power primer, Psychological Bulletin, 112(1): 155-159.
  • Crosswell, L. (2006). Understanding Teacher Commitment in Times of Change, Unpublished doctoral dissertation, Queensland University of Technology, Australia.
  • Crosswell, L., & Eliott, B. (2004). Committed Teachers, Passionate Teachers: The Dimension of Passion Associated with Teacher Commitment and Engagement. AARE Conference, Melbourne.
  • Danielewicz, J. (2001). Teaching selves: Identity, pedagogy, and teacher education, State University of New York Press, Albany, NY.
  • Day, C. (2004). A Passion for Teaching, Routledge Falmer, London.
  • Day, C., & Leitch, R. (2001). Teachers’ and Teacher Educators’ Lives: The Role of Emotion, Teaching and Teacher Education, 17: 403-415.
  • Day, C., Elliot, B., & Kington, A. (2005). Reform, Standards, and Teacher Identity: Challenges of Sustaining Commitment, Teaching and Teacher Education, 21(5): 563-577.
  • Day, C., Stobart, G., Sammons, P., & Kington, A. (2006). Variations in the Work and Lives of Teachers: Relative and Relations Effectiveness, Teachers and Teaching: Theory and Practice, 12(2): 169-192.
  • Day, C., Sammons, G., Stobart, A., Kington, & Gu, Q. (2007). Teachers Matter: Connecting Work, Lives and Effectiveness, Open University Press, London.
  • Delima, V.T. (2015). Professional Identity, Professional Commitment, and Teachers’ Performance, International Journal of Novel Research in Education and Learning, 2(4): 1-12.
  • Dikilitaş, K. & Yaylı, D. (2018). Teachers’ Professional Identity Development through Action Research, ELT Journal, 72(4): 415–424.
  • Fairclough, N. (2003). Analyzing Discourse: Textual Analysis for Social Research, Routledge, London-New York.
  • Firestone, W. A,, & Pennell, J. R. (1993). Teacher Commitment, Working Conditions, and Differential Incentive Policies, Review of Educational Research, 63(4): 489-525.
  • Flores, M. A., & Day, C. (2006). Contexts Which Shape and Reshape New Teachers’ Identities: A Multi-Perspective Study, Teaching and Teacher Education, 22(2): 219-232.
  • Fox, R. B. (1964). The Committed Teacher, Northern Illinois University, USA.
  • Gee, J. P. (2000). Identity as an analytic lens for research in education, Review of Research in Education, 25, 9–125.
  • Kao, Y., & Lin, S. (2015). Constructing a Structural Model of Teachers’ Professional Identity, Asian Journal of Management Sciences & Education, 4(1): 69-81.
  • Kelchtermans, G. (2005). Teachers’ Emotions in Educational Reforms: Self-Understanding, Vulnerable Commitment and Micropolitical Literacy, Teaching and Teacher Education, 21(8): 995 – 1006.
  • Kumaravadivelu, B. (2012). Language Teacher Education for A Global Society: A Modular Model for Knowing, Analyzing, Recognizing, Doing, and Seeing, Routledge, New York.
  • Kwakman, K. (1999). Leren Van Docenten Tijdens De Beroepsloopbaan: Teacher Learning throughout the Career, Unpublished Doctoral Dissertation, University of Nijmegen, the Netherlands.
  • Lasky, S. (2005). A Sociocultural Approach to Understanding Teacher Identity, Agency and Professional Vulnerability in a Context of Secondary School Reform, Teaching and Teacher Education, 21(8): 899-916.
  • MacLure, M. (1993). Arguing For Yourself: Identity As an Organizing Principle in Teachers’ Jobs and Lives, British Educational Research Journal, 19(4): 311-322.
  • Mansaray, A. (2011). Teacher Identity: an African Perspective, CICE Series, 4(3): 29-42.
  • Mart, Ç. T. (2013). Commitment to School and Students, International Journal of Academic Research in Business and Social Sciences, 3(1): 336-340.
  • Mead, G. (1934). Mind, Self and Society, the University of Chicago Press, Chicago.
  • Miller, J. (2009). Teacher Identity, pp. 171-181, (Eds.), A. Burns & J. C. Richards, The Cambridge Guide to Second Language Teacher Education, Cambridge University Press, New York, NY.
  • Mowday, R. T., Steers, R. M., & Porter, L. W. (1979). The Measurement of Organizational Commitment, Journal of Vocational Behavior, 14: 224-227.
  • Nias, J. (1981). 'Commitment' and Motivation in Primary School Teachers, Educational Review, 33(3): 181-190.
  • Norton, B. (1997). Language, Identity, and the Ownership of English, TESOL Quarterly, 31(3): 409–429.
  • Ölmez, F. (2016). An Insight into Professional Identities of Turkish EFL Instructors, International Journal of Social Sciences and Education Research, 2(4): 1226-1235.
  • Pennington, M. C. (2015). Teacher Identity in TESOL: A Frames Perspective, pp. 16–30, (Eds.) Y. L. Cheung, S. B. Said, & K. Park, Advances and Current Trends in Language Teacher Identity Research, Routledge, New York, NY.
  • Rezaei, V. (2018). The Relationship between English Learning and Professional Identity Changes among Iranian PhD Teachers, Theory and Practice in Language Studies, 8(1): 169-176.
  • Sachs, J. (2005). Teacher Education and the Development of Professional Identity: Learning to Be a Teacher, pp. 5–21, (Eds.), P. Denicolo & M. Kompf, Connecting Policy and Practice: Challenges for Teaching and Learning in Schools and Universities, Routledge, Oxford.
  • Singh, A. P., & Dubey, A. K. (2011). Role of Stress and Locus of Control in Job Satisfaction among Middle Managers, the IUP Journal of Organizational Behavior, 10(1): 42-56.
  • Singh, K., & Billingsley, B. (1998). Professional Support and Its Effects on Teachers’ Commitment, the Journal of Educational Research, 91: 229-239.
  • Sfard, A., & Prusak, A. (2005). Telling Identities: In Search of an Analytic Tool for Investigating Learning as a Culturally Shaped Activity, Educational Researcher, 34(4): 14-22.
  • Snyder, E. & Spreitzer, E. (1984). Identity and Commitment to the Teacher Role, Teaching Sociology, 11(2): 151- 166.
  • Tajfel, H. (Ed.). (1978). Differentiation between Social Groups: Studies in the Social Psychology of Intergroup Relations. Published in cooperation with European Association of Experimental Social Psychology by Academic Press, London -New York.
  • Tyree, A. K. (1996). Conceptualizing and Measuring Commitment to High School Teaching, Journal of Educational Research, 89(5): 295-304.
  • Van Veen, K. 2008. Analyzing Teachers’ Working Conditions from the Perspective of Teachers as Professionals: The Case Of Dutch High School Teachers, pp. 91–112, (Eds), J. Ax & P. Ponte Critiquing Praxis: Conceptual And Empirical Trends in the Teaching Profession, Sense Publishers, Rotterdam.
  • Varghese, M., Morgan, B., Johnston, B., & Johnson, K.A. (2005). Theorizing language teacher identity: Three perspectives and beyond, Journal of Language, Identity, and Education, 4(1): 21-44.
  • Watson, A., & Hatton, N. (2002). Teachers in mid-career: Professional perceptions and preferences, Report for the New South Wales Teachers’ Federation and the Federation of the Parents and Citizens Association of New South Wales, Australia.
  • Wenger, E. (1998). Communities of practice: Learning, meaning, and identity, Cambridge University Press, Cambridge, UK.
  • Xiong, T., & Xiong, X. (2017). The EFL Teachers’ Perceptions of Teacher Identity: A Survey Of Zhuangang and Non-Zhuangang Primary School Teachers in China, English Language Teaching, 10(4): 100-110.
  • Yazan, B. (2018). A Conceptual Framework to Understand Language Teacher Identities, Second Language Teacher Education, 1(1): 21-48.
  • Yazan, B., & Peercy, M. M. (2016). ESOL Teacher Candidates’ Emotions and Identity Development, pp. 53-67, (Eds.), J. Crandall & M. Christison, Teacher Education and Professional Development in TESOL: Global Perspectives, Routledge, New York, NY.
  • Ying, J. (2018). Study on Professional Identity of College EFL Teachers: A Survey in the City of Shanghai, China, Sino-US English Teaching, 15(8): 386-389.
  • Zembylas, M. (2003). Caring for Teacher Emotion: Reflections on Teacher Self-Development, Studies in Philosophy and Education, 22: 103–125.
Toplam 65 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

Ahmet Keskin Bu kişi benim 0000-0002-1630-7109

Senem Zaimoğlu 0000-0002-6991-4455

Erken Görünüm Tarihi 30 Haziran 2021
Yayımlanma Tarihi 30 Haziran 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 18 Sayı: 1

Kaynak Göster

APA Keskin, A., & Zaimoğlu, S. (2021). An Investigation of Turkish EFL Teachers’ Perceptions of Professional Identity. Çağ Üniversitesi Sosyal Bilimler Dergisi, 18(1), 82-95.