Role modeling in primary school from teachers' perspective: The key to affective learning
DOI:
https://doi.org/10.14527/edure.2024.09Keywords:
Teacher identity, Teacher motivation, Role modelAbstract
This research was conducted to examine the perceptions and experiences of primary school teachers regarding the phenomenon of being a role model. In this context, the research was conducted using the phenomenological design, one of the qualitative research designs. The research data were obtained from in-depth semi-structured interviews with 10 primary school teachers. The findings obtained from the definitions show that the majority of teachers associate being a role model with being a behavioral model. But the participants aren’t aware of the motivation and setting new goals in being a role model. When their experiences were analaysed primary school teachers associate being a role model with affective characteristics. However, it is thought that they make this association informally rather than based on formal education. It is necessary to revise both the primary school curriculum and pre-service and in-service teacher training programs in order to increase this awareness.
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