Opinions of Religious Culture and Ethics (RCE) and Imam-Hatip Vacational Courses Teachers about the Teacher Inormation Network (TIN)

Tuncay Ceylan

Makale detayları

Opinions of Religious Culture and Ethics (RCE) and Imam-Hatip Vacational Courses Teachers about the Teacher Inormation Network (TIN)

Yazarlar:

Tuncay Ceylan

Yayıncı:

Erciyes University

Ana Başlıklar:

Din Eğitimi

Dergi:

Bilimname Issue 51, pp.515-557

Belge Tipi:

Makale

Yayın Tarihi:

4/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001305199

pISSN:

1304-1878

Anahtar kelimeler:

Özet:

 To ensure quality and efficiency in education and enhance its standards, it is necessary to create educational environments within the lifelong learning framework where teachers can develop both professionally and personally. In pursuit of this goal, the Teacher Information Network TIN, a digital distance education platform, has been developed by the Ministry of National Education MNE and made available for teachers. The primary objective of the TIN platform is to contribute to the professional development of teachers and increase the effectiveness of the teaching-learning processes. The realization of this objective is contingent upon the quality of the TIN platform. Therefore, it is crucial to investigate answers to questions such as whether TIN meets the needs of teachers in terms of professional development training, whether TIN is designed with sufficient hardware qualifications, and what challenges teachers face in using TIN. In the literature, there have been a limited number of studies related to TIN. In these studies, the opinions of teachers from different branches, such as Turkish language and classroom teaching, regarding the useful and deficient aspects of TIN have been examined. However, these studies have not explored the knowledge levels of teachers about TIN, the purposes of using TIN, the frequency of usage, and the types of training received from the platform. Yet, with multidimensional research involving teachers from various branches, insights into the needs and deficiencies related to TIN can be identified during its developmental phase, and recommendations for the improvement of this platform can be proposed. TIN has been made available to teachers of Religious Culture and Ethics RCE as well as vocational courses for imam hatip. Teachers of RCE and imam hatip vocational courses can seize the opportunity to receive quality education from the TIN platform and design efficient religious education. This is because the professional development of teachers and the corresponding training play a crucial role in providing quality religious education. Consequently, it becomes important to examine the views of RCE and imam hatip vocational course teachers regarding TIN. A research examining the opinions of teachers of RCE and vocational courses for imam hatip about TIN has not been encountered in the literature. This situation has been considered a deficiency. Within this framework, this research was conducted to determine, evaluate, and contribute to the development of TIN by exploring the views of teachers of RCE and imam hatip vocational courses regarding TIN. Being one of the first studies on TIN, the research is valuable in shedding light on the needs, deficiencies, and expectations related to the platform. The study is designed according to the qualitative methods and the case study pattern.

 To ensure quality and efficiency in education and enhance its standards, it is necessary to create educational environments within the lifelong learning framework where teachers can develop both professionally and personally. In pursuit of this goal, the Teacher Information Network TIN, a digital distance education platform, has been developed by the Ministry of National Education MNE and made available for teachers. The primary objective of the TIN platform is to contribute to the professional development of teachers and increase the effectiveness of the teaching-learning processes. The realization of this objective is contingent upon the quality of the TIN platform. Therefore, it is crucial to investigate answers to questions such as whether TIN meets the needs of teachers in terms of professional development training, whether TIN is designed with sufficient hardware qualifications, and what challenges teachers face in using TIN. In the literature, there have been a limited number of studies related to TIN. In these studies, the opinions of teachers from different branches, such as Turkish language and classroom teaching, regarding the useful and deficient aspects of TIN have been examined. However, these studies have not explored the knowledge levels of teachers about TIN, the purposes of using TIN, the frequency of usage, and the types of training received from the platform. Yet, with multidimensional research involving teachers from various branches, insights into the needs and deficiencies related to TIN can be identified during its developmental phase, and recommendations for the improvement of this platform can be proposed. TIN has been made available to teachers of Religious Culture and Ethics RCE as well as vocational courses for imam hatip. Teachers of RCE and imam hatip vocational courses can seize the opportunity to receive quality education from the TIN platform and design efficient religious education. This is because the professional development of teachers and the corresponding training play a crucial role in providing quality religious education. Consequently, it becomes important to examine the views of RCE and imam hatip vocational course teachers regarding TIN. A research examining the opinions of teachers of RCE and vocational courses for imam hatip about TIN has not been encountered in the literature. This situation has been considered a deficiency. Within this framework, this research was conducted to determine, evaluate, and contribute to the development of TIN by exploring the views of teachers of RCE and imam hatip vocational courses regarding TIN. Being one of the first studies on TIN, the research is valuable in shedding light on the needs, deficiencies, and expectations related to the platform. The study is designed according to the qualitative methods and the case study pattern.

 To ensure quality and efficiency in education and enhance its standards, it is necessary to create educational environments within the lifelong learning framework where teachers can develop both professionally and personally. In pursuit of this goal, the Teacher Information Network TIN, a digital distance education platform, has been developed by the Ministry of National Education MNE and made available for teachers. The primary objective of the TIN platform is to contribute to the professional development of teachers and increase the effectiveness of the teaching-learning processes. The realization of this objective is contingent upon the quality of the TIN platform. Therefore, it is crucial to investigate answers to questions such as whether TIN meets the needs of teachers in terms of professional development training, whether TIN is designed with sufficient hardware qualifications, and what challenges teachers face in using TIN. In the literature, there have been a limited number of studies related to TIN. In these studies, the opinions of teachers from different branches, such as Turkish language and classroom teaching, regarding the useful and deficient aspects of TIN have been examined. However, these studies have not explored the knowledge levels of teachers about TIN, the purposes of using TIN, the frequency of usage, and the types of training received from the platform. Yet, with multidimensional research involving teachers from various branches, insights into the needs and deficiencies related to TIN can be identified during its developmental phase, and recommendations for the improvement of this platform can be proposed. TIN has been made available to teachers of Religious Culture and Ethics RCE as well as vocational courses for imam hatip. Teachers of RCE and imam hatip vocational courses can seize the opportunity to receive quality education from the TIN platform and design efficient religious education. This is because the professional development of teachers and the corresponding training play a crucial role in providing quality religious education. Consequently, it becomes important to examine the views of RCE and imam hatip vocational course teachers regarding TIN. A research examining the opinions of teachers of RCE and vocational courses for imam hatip about TIN has not been encountered in the literature. This situation has been considered a deficiency. Within this framework, this research was conducted to determine, evaluate, and contribute to the development of TIN by exploring the views of teachers of RCE and imam hatip vocational courses regarding TIN. Being one of the first studies on TIN, the research is valuable in shedding light on the needs, deficiencies, and expectations related to the platform. The study is designed according to the qualitative methods and the case study pattern.

 Öğretmen Bilişim Ağı ÖBA uzaktan eğitim yoluyla öğretmenlerin mesleki gelişimlerini sağlamak amacıyla Milli Eğitim Bakanlığı tarafından geliştirilmiş web tabanlı dijital bir platformdur. Araştırma Din Kültürü ve Ahlak Bilgisi DKAB ile imam hatip meslek dersleri öğretmenlerinin ÖBA ile ilgili görüşlerini belirlemek, değerlendirmek ve platformun geliştirilmesine katkı sağlamak amacıyla yapılmıştır. Çalışma, ÖBA tanıtımının yanı sıra öğretmenlerin nitelikli mesleki gelişim eğitimleri almalarına katkıda bulunmak amacıyla platformla ilgili ihtiyaç, eksiklik ve beklentilere ışık tutması açısından önemlidir. Araştırma, nitel bir yöntem olarak durum çalışması desenine göre tasarlanmıştır. Çalışma grubunu branşı, cinsiyeti, kıdem ve okul türü farklı toplam 25 öğretmen oluşturmaktadır. Araştırma verileri yarı yapılandırılmış görüşme formu kullanılarak toplanmıştır. Elde edilen veriler içerik analizi yöntemi kullanılarak çözümlenmiş, kodlar oluşturulmuş ve kodlardan da temalara ulaşılmıştır. Bu temalar; öğretmenlerin ÖBA bilgi düzeyi, kullanım amacı, kullanım sıklığı, kullanım modülü ve ÖBA yeterliliği olarak belirlenmiştir. Temalara ilişkin bulgularda öğretmenlerin ÖBA hakkında az düzeyde bilgi sahibi oldukları, ÖBAyı çoğunlukla sorumlu oldukları zorunlu eğitimleri almak amacıyla ve seminer dönemlerinde az sıklıkta kullandıkları, ÖBAdan eğitimler modülünde yer alan süresi en kısa eğitimleri aldıkları, ÖBAya karşı olumlu tutum geliştirmelerine karşın platformun yetersizlikleri üzerinde yoğunlaştıkları tespit edilmiştir. Ulaşılan bulgular literatürle karşılaştırılarak konuyla ilgili benzerlik ve farklılıklar tartışılmıştır. Son olarak Milli Eğitim Bakanlığına, öğretmenlere, üniversitelere ve araştırmacılara yönelik çeşitli öneriler geliştirilmiştir.

Makale detayları

Opinions of Religious Culture and Ethics (RCE) and Imam-Hatip Vacational Courses Teachers about the Teacher Inormation Network (TIN)

Yazarlar:

Tuncay Ceylan

Yayıncı:

Erciyes University

Ana Başlıklar:

Din Eğitimi

Dergi:

Bilimname Issue 51, pp.515-557

Belge Tipi:

Makale

Yayın Tarihi:

4/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001305199

pISSN:

1304-1878

Religious Education

Teacher Information Network (TIN)

Professional Development

Distance Education

In-Service TrainingDin Eğitimi

Öğretmen Bilişim Ağı (ÖBA)

Mesleki Gelişim

Uzaktan Eğitim

Hizmet İçi Eğitim

Sayı

Makale detayları

Yazarlar: Tuncay Ceylan

Yayıncı: Erciyes University

Ana Başlıklar: Din Eğitimi

Dergi: Bilimname Issue 51, pp.515-557

Belge Tipi: Makale

Yayın Tarihi: 4/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001305199

pISSN: 1304-1878

Sayı

Yazarlar:

Tuncay Ceylan

Yayıncı:

Erciyes University

Ana Başlıklar:

Din Eğitimi

Dergi:

Bilimname Issue 51, pp.515-557

Belge Tipi:

Makale

Yayın Tarihi:

4/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001305199

pISSN:

1304-1878