Frequency of In-Class Instructional Activities by Instructors According to Faculty of Theology Students

Nurcan Süleymanoğlu

Makale detayları

Frequency of In-Class Instructional Activities by Instructors According to Faculty of Theology Students

Yazarlar:

Nurcan Süleymanoğlu

Yayıncı:

Mus Alparslan University

Ana Başlıklar:

Din Eğitimi

Dergi:

Din ve Bilim - Muş Alparslan Üniversitesi İslami İlimler Fakültesi Dergisi Vol.7 Issue 2, pp.267-282

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001336798

pISSN:

2667-7717

Anahtar kelimeler:

Özet:

 Theology faculties have an important mission to train qualified teaching staff for institutions affiliated with the Presidency of Religious Affairs DİB and the Ministry of National Education MEB. In recent years, there has been a rapid increase in the number of theology faculties. Along with this increase in their numbers, theology faculties have encountered problems in different areas. One of the problems theology faculties faces is the quality problem in education. It is the responsibility of the teaching staff to carry out quality educational activities in theology faculties. For the teaching staff to fulfill their obligations, they must have all the competence areas in which they can carry out educational activities. However, it is considered sufficient for the teaching staff employed in theology faculties to have a certain academic title. Teaching staff are not evaluated in terms of pedagogical competence, which also includes in-class educational activities. Different variables increase the effectiveness of the educational process. In-class educational activities are accepted as variables that positively affect the educational process. The most important in-class instructional activities are listed as drawing attention, informing about the target, reminding prior knowledge, giving reinforcement, ensuring active participation, giving hints, feedback correction and result activities. For teaching staff to carry out effective teaching, they must be competent to carry out these activities. In the law and literature review conducted regarding the competencies that teaching staff working in theology faculties must have, no pedagogical competence requirement is encountered. Their field knowledge is primarily considered. While general cultural knowledge is measured with postgraduate exams, their competence to perform instructional activities is not considered. The fact that teaching staff are not evaluated in terms of instructional competence is considered among the reasons for the quality problem in education. Therefore, it is important to evaluate teaching staff in terms of instructional competence. The research aims to evaluate teaching staff in terms of the frequency of students performing in-class instructional activities. This evaluation is aimed at determining the level of teaching staff performing in-class instructional activities. In recent years, studies on the problems of theology faculties and academic staff working in theology faculties have been examined. In the examinations, it is seen that the academic staff are evaluated in many subjects such as their pedagogical competence, preparation processes for lessons and material usage skills in lessons. However, it is seen that the academic staff are not evaluated in terms of their frequency of performing in-class educational activities. This shows the importance of the study in terms of filling this gap in the field. The quantitative method was used in the research by using the scanning design. The sample group of the research consists of 604 students receiving formal education at Inonu University Faculty of Divinity and Dicle University Faculty of Divinity, selected according to the appropriate sampling model. The data collection tool called In-Class Educational Behaviors of University Academic Staff was used in the research. The data were analyzed in the SPSS 26 statistical data analysis package program. Descriptive statistical formulas such as percentage, mean and standard deviation were used for the analysis of the data. While analyzing the data, normality tests were applied to all sub-dimensions of the measurement tool. A T-test was applied for a pairwise comparison of data showing normal distribution. The Mann-Whitney U Test was applied for pairwise comparison of data that did not show normal distribution. In the analyses, it was determined that the student opinions were significantly different in terms of gender and type of education variables. It was also observed that the lecturers carried out the activity of informing the students about the in-class educational activities at a medium level and carried out the activities of providing prerequisite learning, giving hints, ensuring active participation in the lessons, giving reinforcement, feedback correction and conclusion at a low level. Based on these findings, it can be concluded that students do not see their instructors as sufficient regarding the frequency of in-class instructional activities. It is hoped that the results obtained in this study will contribute to studies in the field of religious education by providing data.

 İlahiyat fakültelerinin, Diyanet İşleri Başkanlığı DİB ve Milli Eğitim Bakanlığına MEB bağlı kurumlara nitelikli eğitim elemanı yetiştirmek gibi önemli bir misyonu bulunmaktadır. Son yıllarda ilahiyat fakültelerinin sayısında hızlı bir artış meydana gelmiştir. İlahiyat fakültesi sayılarındaki bu artış, fakültelerin farklı alanlarda problemler ile karşılaşmamalarına neden olmuştur. İlahiyat fakültelerinin karşılaştıkları problemlerden biri, eğitimdeki kalite problemidir. İlahiyat fakültelerinde kaliteli eğitim-öğretim faaliyetlerini yürütmek öğretim elemanlarının sorumluğundadır. Öğretim elemanlarının sorumluklarını yerine getirebilmeleri için mesleklerinin gerektirdiği yeterlik alanlarına sahip olmaları gerekmektedir. Ancak ilahiyat fakültelerinde görev yapan öğretim elemanlarının belirli bir akademik unvana sahip olmaları yeterli görülmektedir. Öğretim elemanları, sınıf içi öğretimsel etkinlikleri de kapsayan pedagojik yeterlik açısından değerlendirilmemektedir. Eğitim-öğretim sürecinin etkinliğini artıran farklı değişkenler bulunmaktadır. Sınıf içi öğretimsel etkinlikler, öğretim sürecini olumlu etkileyen değişkenler arasında kabul edilmektedir. Sınıf içi öğretimsel etkinlikler dikkat çekme, hedeften haberdar etme, önbilgileri hatırlatma, pekiştireç verme, etkin katılımı sağlama, ipuçları verme, dönüt düzeltme ve sonuç etkinliklerinden oluşmaktadır. Öğretim elamanlarının etkili bir öğretim gerçekleştirmeleri için bu etkinlikleri gerçekleştirme yeterliğine sahip olmaları gerekmektedir. İlahiyat fakültesi öğretim elemanlarının sahip olması gereken yeterlikler ile ilgili yapılan literatür incelemesinde, herhangi bir pedagojik yeterlik şartına rastlanmamaktadır. Öğretim elemanları fakültelerde yerleştirilirken öncelikle alan bilgisine sahip olmaları dikkate alınmaktadır. Genel kültür bilgileri lisansüstü sınavlar ile ölçülürken öğretimsel etkinlik gerçekleştirme yeterlikleri dikkate alınmamaktadır. Öğretim elemanlarının öğretimsel yeterlik açısından değerlendirilmemesi eğitimdeki kalite probleminin sebepleri arasında sayılmaktadır. Dolayısıyla öğretim elemanlarının öğretimsel yeterlik açısından değerlendirilmesi önem arz etmektedir. Araştırmanın amacı, öğretim elemanlarının öğrenciler tarafından sınıf içi öğretimsel etkinlik gerçekleştirme sıklıkları açısından değerlendirilmesidir. Yapılacak bu değerlendirme ile öğretim elemanlarının sınıf içi öğretimsel etkinlikleri gerçekleştirme düzeylerinin belirlenmesi hedeflenmiştir. Son yıllarda ilahiyat fakülteleri ve ilahiyat fakültelerinde görev yapmakta olan öğretim elemanlarının sorunları ile ilgili çalışmalar incelenmiştir. Yapılan incelemelerde öğretim elemanlarının pedagoji yeterlikleri, derslere hazırlanma süreçleri ve derslerde materyal kullanma becerileri gibi birçok konuda değerlendirildiği görülmektedir. Ancak öğretim elemanlarının sınıf içi öğretimsel etkinlik gerçekleştirme sıklıkları açısından değerlendirilmediği görülmektedir. Bu, çalışmanın alandaki boşluğu doldurması açısından önemi göstermektedir. Araştırmada nicel yöntemin tarama deseninden yararlanılmıştır. Araştırmanın örneklem grubu, uygun örneklem modeline göre seçilen İnönü Üniversitesi İlahiyat Fakültesi ve Dicle Üniversitesi İlahiyat Fakültesinde örgün öğrenim görmekte olan 604 öğrenciden oluşmaktadır. Araştırmada Üniversite Öğretim Elemanlarının Sınıf İçi Öğretimsel Davranışları adlı veri toplama aracı kullanılmıştır. Veriler SPSS 26 istatiksel veri analiz paket programında çözümlenmiştir. Verilerin analizi için yüzdelik, ortalama ve standart sapma gibi betimsel istatistik formüllerinden yararlanılmıştır. Veriler analiz edilirken ölçme aracının alt boyutlarına normallik testi uygulanmıştır. Normal dağılım gösteren verilerin ikili karşılaştırması için t Testi uygulanmıştır. Normal dağılım göstermeyen verilerin ikili karşılaştırması için Mann Whitney U Testi uygulanmıştır. Analizlerde öğrenci görüşlerinin cinsiyet ve öğrenim türü değişkenleri açısından anlamlı düzeyde farklı olduğu tespit edilmiştir. Ayrıca öğretim elemanlarının sınıf içi öğretimsel etkinliklerden haberdar etme etkinliğini orta düzeyde gerçekleştirdikleri, ön koşullu öğrenmeler sağlama, ipucu verme, derslere etkin katılımı sağlama, pekiştireç verme, dönüt düzeltme ve sonuç etkinliklerini ise düşük düzeyde gerçekleştirdikleri görülmüştür. Bu bulgulardan hareketle öğrencilerin öğretim elemanlarını sınıf içi öğretimsel etkinlik gerçekleştirme sıklığı açısından yeterli düzeyde görmedikleri sonucuna varılabilir. Bu araştırmada elde edilen sonuçların, din eğitimi alanında yapılacak çalışmalara veri sağlayarak katkı sunması umulmaktadır.

 Theology faculties have an important mission to train qualified teaching staff for institutions affiliated with the Presidency of Religious Affairs DİB and the Ministry of National Education MEB. In recent years, there has been a rapid increase in the number of theology faculties. Along with this increase in their numbers, theology faculties have encountered problems in different areas. One of the problems theology faculties faces is the quality problem in education. It is the responsibility of the teaching staff to carry out quality educational activities in theology faculties. For the teaching staff to fulfill their obligations, they must have all the competence areas in which they can carry out educational activities. However, it is considered sufficient for the teaching staff employed in theology faculties to have a certain academic title. Teaching staff are not evaluated in terms of pedagogical competence, which also includes in-class educational activities. Different variables increase the effectiveness of the educational process. In-class educational activities are accepted as variables that positively affect the educational process. The most important in-class instructional activities are listed as drawing attention, informing about the target, reminding prior knowledge, giving reinforcement, ensuring active participation, giving hints, feedback correction and result activities. For teaching staff to carry out effective teaching, they must be competent to carry out these activities. In the law and literature review conducted regarding the competencies that teaching staff working in theology faculties must have, no pedagogical competence requirement is encountered. Their field knowledge is primarily considered. While general cultural knowledge is measured with postgraduate exams, their competence to perform instructional activities is not considered. The fact that teaching staff are not evaluated in terms of instructional competence is considered among the reasons for the quality problem in education. Therefore, it is important to evaluate teaching staff in terms of instructional competence. The research aims to evaluate teaching staff in terms of the frequency of students performing in-class instructional activities. This evaluation is aimed at determining the level of teaching staff performing in-class instructional activities. In recent years, studies on the problems of theology faculties and academic staff working in theology faculties have been examined. In the examinations, it is seen that the academic staff are evaluated in many subjects such as their pedagogical competence, preparation processes for lessons and material usage skills in lessons. However, it is seen that the academic staff are not evaluated in terms of their frequency of performing in-class educational activities. This shows the importance of the study in terms of filling this gap in the field. The quantitative method was used in the research by using the scanning design. The sample group of the research consists of 604 students receiving formal education at Inonu University Faculty of Divinity and Dicle University Faculty of Divinity, selected according to the appropriate sampling model. The data collection tool called In-Class Educational Behaviors of University Academic Staff was used in the research. The data were analyzed in the SPSS 26 statistical data analysis package program. Descriptive statistical formulas such as percentage, mean and standard deviation were used for the analysis of the data. While analyzing the data, normality tests were applied to all sub-dimensions of the measurement tool. A T-test was applied for a pairwise comparison of data showing normal distribution. The Mann-Whitney U Test was applied for pairwise comparison of data that did not show normal distribution. In the analyses, it was determined that the student opinions were significantly different in terms of gender and type of education variables. It was also observed that the lecturers carried out the activity of informing the students about the in-class educational activities at a medium level and carried out the activities of providing prerequisite learning, giving hints, ensuring active participation in the lessons, giving reinforcement, feedback correction and conclusion at a low level. Based on these findings, it can be concluded that students do not see their instructors as sufficient regarding the frequency of in-class instructional activities. It is hoped that the results obtained in this study will contribute to studies in the field of religious education by providing data.

 Theology faculties have an important mission to train qualified teaching staff for institutions affiliated with the Presidency of Religious Affairs DİB and the Ministry of National Education MEB. In recent years, there has been a rapid increase in the number of theology faculties. Along with this increase in their numbers, theology faculties have encountered problems in different areas. One of the problems theology faculties faces is the quality problem in education. It is the responsibility of the teaching staff to carry out quality educational activities in theology faculties. For the teaching staff to fulfill their obligations, they must have all the competence areas in which they can carry out educational activities. However, it is considered sufficient for the teaching staff employed in theology faculties to have a certain academic title. Teaching staff are not evaluated in terms of pedagogical competence, which also includes in-class educational activities. Different variables increase the effectiveness of the educational process. In-class educational activities are accepted as variables that positively affect the educational process. The most important in-class instructional activities are listed as drawing attention, informing about the target, reminding prior knowledge, giving reinforcement, ensuring active participation, giving hints, feedback correction and result activities. For teaching staff to carry out effective teaching, they must be competent to carry out these activities. In the law and literature review conducted regarding the competencies that teaching staff working in theology faculties must have, no pedagogical competence requirement is encountered. Their field knowledge is primarily considered. While general cultural knowledge is measured with postgraduate exams, their competence to perform instructional activities is not considered. The fact that teaching staff are not evaluated in terms of instructional competence is considered among the reasons for the quality problem in education. Therefore, it is important to evaluate teaching staff in terms of instructional competence. The research aims to evaluate teaching staff in terms of the frequency of students performing in-class instructional activities. This evaluation is aimed at determining the level of teaching staff performing in-class instructional activities. In recent years, studies on the problems of theology faculties and academic staff working in theology faculties have been examined. In the examinations, it is seen that the academic staff are evaluated in many subjects such as their pedagogical competence, preparation processes for lessons and material usage skills in lessons. However, it is seen that the academic staff are not evaluated in terms of their frequency of performing in-class educational activities. This shows the importance of the study in terms of filling this gap in the field. The quantitative method was used in the research by using the scanning design. The sample group of the research consists of 604 students receiving formal education at Inonu University Faculty of Divinity and Dicle University Faculty of Divinity, selected according to the appropriate sampling model. The data collection tool called In-Class Educational Behaviors of University Academic Staff was used in the research. The data were analyzed in the SPSS 26 statistical data analysis package program. Descriptive statistical formulas such as percentage, mean and standard deviation were used for the analysis of the data. While analyzing the data, normality tests were applied to all sub-dimensions of the measurement tool. A T-test was applied for a pairwise comparison of data showing normal distribution. The Mann-Whitney U Test was applied for pairwise comparison of data that did not show normal distribution. In the analyses, it was determined that the student opinions were significantly different in terms of gender and type of education variables. It was also observed that the lecturers carried out the activity of informing the students about the in-class educational activities at a medium level and carried out the activities of providing prerequisite learning, giving hints, ensuring active participation in the lessons, giving reinforcement, feedback correction and conclusion at a low level. Based on these findings, it can be concluded that students do not see their instructors as sufficient regarding the frequency of in-class instructional activities. It is hoped that the results obtained in this study will contribute to studies in the field of religious education by providing data.

Makale detayları

Frequency of In-Class Instructional Activities by Instructors According to Faculty of Theology Students

Yazarlar:

Nurcan Süleymanoğlu

Yayıncı:

Mus Alparslan University

Ana Başlıklar:

Din Eğitimi

Dergi:

Din ve Bilim - Muş Alparslan Üniversitesi İslami İlimler Fakültesi Dergisi Vol.7 Issue 2, pp.267-282

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001336798

pISSN:

2667-7717

Religious Education

Faculty of Theology

Faculty of Theology Students

Instructor

Instructional ActivitiesDin Eğitimi

İlahiyat Fakültesi

İlahiyat Fakültesi öğrencileri

Öğretim Elemanı

Öğretimsel Etkinlikler

Sayı

Makale detayları

Yazarlar: Nurcan Süleymanoğlu

Yayıncı: Mus Alparslan University

Ana Başlıklar: Din Eğitimi

Dergi: Din ve Bilim - Muş Alparslan Üniversitesi İslami İlimler Fakültesi Dergisi Vol.7 Issue 2, pp.267-282

Belge Tipi: Makale

Yayın Tarihi: 12/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001336798

pISSN: 2667-7717

Sayı

Yazarlar:

Nurcan Süleymanoğlu

Yayıncı:

Mus Alparslan University

Ana Başlıklar:

Din Eğitimi

Dergi:

Din ve Bilim - Muş Alparslan Üniversitesi İslami İlimler Fakültesi Dergisi Vol.7 Issue 2, pp.267-282

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001336798

pISSN:

2667-7717