Problem Definitions and Resistance Strategies of Teachers: A Sociological Analysis on Teachers’ Narratives

Abstract

The purpose of this study is to consider problems and ways of resistance of teachers in the context of their own experiences, emotions, definitions, conceptualizations through their own narratives and interpret in a sociological framework. The particular and unique narratives of teachers are primary and crucial sources in terms of interpreting and understanding the teaching profession in a sociological perspective. This study that is supported by interpretative, feminist and critical pedagogies conceptually and theoretically, focus on teacher as an actor and aims at the voice of teacher. The research was designed according to the qualitative research model.
The nine social studies teachers were interviewed and their narratives were analyzed under various categories. The narratives of teachers reveal that teaching profession is learned by informal ways after going into the profession. According to the teachers in the research group, their vocational education is insufficient. Although there are some problems, teachers seem to built up some particular micro strategies of resistance.