Türkiye’de Öğretmenlik Alanı ile İlgili Yapılan Lisansüstü Tezlerin İncelenmesi

Öğretmenlik Alanı ile İlgili Yapılan Lisansüstü Tezlerin İncelenmesi

Abstract

This study is a theoretical review that analyzes the teaching profession as a sociological field, utilizing Pierre Bourdieu's core concepts of field, habitus, capital, and strategy. Drawing upon current postgraduate theses in Turkey, the research emphasizes that teaching is not merely a pedagogical activity, but a complex social field interwoven with power relations and identity negotiations. The findings indicate that the struggles within the profession originate from differences in institutional habitus during pre-service education and experiences of symbolic violence in the in-service period. Attention is also drawn to how identity and professional satisfaction are modified by spatial factors. Furthermore, it is highlighted that teachers' perceptions of their professional image are significantly lower than those of external stakeholders, such as parents, leading to a disconnect between the internal reality and the external image of the profession. Finally, the lack of holistic analysis regarding the interactional dynamics among key actors (teacher, parent, student, administrator) is identified as a fundamental deficiency in the current literature.

Keywords: Teaching Field, Sociological Field, Habitus, Symbolic Capital