Teacher Perceptions on the Century of Turkey Educational Model Based on The Functions of Education

Esen Bağcivan; Hilal Kahraman; Soner Doğan

Makale detayları

Teacher Perceptions on the Century of Turkey Educational Model Based on The Functions of Education

Yazarlar:

Esen Bağcivan | Hilal Kahraman | Soner Doğan

Yayıncı:

Kastamonu University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Kastamonu Eğitim Dergisi Vol.33 Issue 4, pp.855-872

Belge Tipi:

Makale

Yayın Tarihi:

11/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001360038

pISSN:

2147-9844

Anahtar kelimeler:

Özet:

 This study aims to evaluate the Century of Türkiye Education Model CTEM from the perspectives of teachers in terms of the individual, social, economic, and political functions of education. The research employed a qualitative design based on the phenomenological approach. Data were collected through semi-structured interviews with 50 teachers from various subject areas working in public schools in Sivas where CTEM is being implemented. Additionally, the official CTEM Core Text published by the Ministry of National Education was analyzed using document analysis. The data were examined through MAXQDA software and subjected to descriptive and content analysis. Findings reveal that CTEM strongly reflects the individual and social functions of education, while certain deficiencies remain in the practical implementation of its economic and political functions. Teachers reported that CTEM contributes positively to individual development, value transmission, and social integration, but emphasized the need for more concrete practices in areas such as economic competencies, career guidance, and citizenship education. The study aims to present the field-level implications of educational policy from the viewpoint of teachers and to identify both the strengths and areas in need of improvement within CTEM.

 This study aims to evaluate the Century of Türkiye Education Model CTEM from the perspectives of teachers in terms of the individual, social, economic, and political functions of education. The research employed a qualitative design based on the phenomenological approach. Data were collected through semi-structured interviews with 50 teachers from various subject areas working in public schools in Sivas where CTEM is being implemented. Additionally, the official CTEM Core Text published by the Ministry of National Education was analyzed using document analysis. The data were examined through MAXQDA software and subjected to descriptive and content analysis. Findings reveal that CTEM strongly reflects the individual and social functions of education, while certain deficiencies remain in the practical implementation of its economic and political functions. Teachers reported that CTEM contributes positively to individual development, value transmission, and social integration, but emphasized the need for more concrete practices in areas such as economic competencies, career guidance, and citizenship education. The study aims to present the field-level implications of educational policy from the viewpoint of teachers and to identify both the strengths and areas in need of improvement within CTEM.

 This study aims to evaluate the Century of Türkiye Education Model CTEM from the perspectives of teachers in terms of the individual, social, economic, and political functions of education. The research employed a qualitative design based on the phenomenological approach. Data were collected through semi-structured interviews with 50 teachers from various subject areas working in public schools in Sivas where CTEM is being implemented. Additionally, the official CTEM Core Text published by the Ministry of National Education was analyzed using document analysis. The data were examined through MAXQDA software and subjected to descriptive and content analysis. Findings reveal that CTEM strongly reflects the individual and social functions of education, while certain deficiencies remain in the practical implementation of its economic and political functions. Teachers reported that CTEM contributes positively to individual development, value transmission, and social integration, but emphasized the need for more concrete practices in areas such as economic competencies, career guidance, and citizenship education. The study aims to present the field-level implications of educational policy from the viewpoint of teachers and to identify both the strengths and areas in need of improvement within CTEM.

 Bu araştırmanın amacı, Türkiye Yüzyılı Maarif Modelinin eğitimin bireysel, toplumsal, ekonomik ve siyasal işlevleri açısından öğretmen görüşlerine dayalı olarak değerlendirilmesidir. Araştırma, nitel desende ve olgubilim yaklaşımı doğrultusunda gerçekleştirilmiştir. Veriler, Sivas il merkezindeki devlet okullarında Maarif Modelini uygulayan farklı branşlardan 50 öğretmenle yapılan yarı yapılandırılmış görüşmeler aracılığıyla toplanmıştır. Ayrıca, Millî Eğitim Bakanlığı tarafından yayımlanan Türkiye Yüzyılı Maarif Modeli Ortak Metni doküman analizi yöntemiyle incelenmiştir. Elde edilen veriler MAXQDA yazılımı kullanılarak betimsel ve içerik analizine tabi tutulmuştur. Araştırma bulguları, modelin eğitimin bireysel ve toplumsal işlevlerini güçlü biçimde yansıttığını; buna karşın ekonomik ve siyasal işlevlerin uygulamaya dönük bazı eksiklikler barındırdığını ortaya koymaktadır. Öğretmenler, modelin bireysel gelişim, değer aktarımı ve toplumsal uyum gibi alanlarda katkı sağladığını belirtirken; ekonomik yeterlilikler, mesleki yönlendirme ve vatandaşlık eğitimi gibi konularda daha somut uygulamalara ihtiyaç olduğunu vurgulamışlardır. Bu çalışma, eğitim politikalarının saha düzeyindeki yansımalarını öğretmen bakış açısıyla ortaya koymayı ve Maarif Modelinin güçlü yönleri ile geliştirilmesi gereken alanlarını belirlemeyi amaçlamaktadır.

Makale detayları

Teacher Perceptions on the Century of Turkey Educational Model Based on The Functions of Education

Yazarlar:

Esen Bağcivan | Hilal Kahraman | Soner Doğan

Yayıncı:

Kastamonu University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Kastamonu Eğitim Dergisi Vol.33 Issue 4, pp.855-872

Belge Tipi:

Makale

Yayın Tarihi:

11/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001360038

pISSN:

2147-9844

Century of Türkiye Education Model

Functions of Education

Teacher Perspectives

Qualitative Research

Education PolicyTürkiye Yüzyılı Maarif Modeli

Eğitimin Işlevleri

Öğretmen Görüşleri

Nitel Araştırma

Eğitim Politikası

Sayı

Makale detayları

Yazarlar: Esen Bağcivan | Hilal Kahraman | Soner Doğan

Yayıncı: Kastamonu University

Ana Başlıklar: Alan Eğitimleri (Diğer)

Dergi: Kastamonu Eğitim Dergisi Vol.33 Issue 4, pp.855-872

Belge Tipi: Makale

Yayın Tarihi: 11/2025

Belge Dili: İngilizce

Document ID (Org No.): 2001360038

pISSN: 2147-9844

Sayı

Yazarlar:

Esen Bağcivan | Hilal Kahraman | Soner Doğan

Yayıncı:

Kastamonu University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Kastamonu Eğitim Dergisi Vol.33 Issue 4, pp.855-872

Belge Tipi:

Makale

Yayın Tarihi:

11/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001360038

pISSN:

2147-9844