THE EVALUATION OF VALUES EDUCATION ACTIVITIES FOR CHILDREN IN NEED OF PROTECTION ACCORDING TO THE OPINIONS OF TEACHERS: THE CASE OF KAYSERI AND NEVŞEHIR

Kaşif Orhan; Süleyman Akyürek

Makale detayları

THE EVALUATION OF VALUES EDUCATION ACTIVITIES FOR CHILDREN IN NEED OF PROTECTION ACCORDING TO THE OPINIONS OF TEACHERS: THE CASE OF KAYSERI AND NEVŞEHIR

Yazarlar:

Kaşif Orhan | Süleyman Akyürek

Yayıncı:

Erciyes University

Ana Başlıklar:

Danışmanlık | Refah ve Toplum Hizmetleri | Sosyal Hizmetler (Diğer)

Dergi:

Erciyes Akademi Vol.38 Issue 2, pp.528-559

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001320536

pISSN:

2757-7031

Anahtar kelimeler:

Özet:

 Children living under institutional care differ from their peers in a number of ways. This difference is manifested in their lack of adjustment in family-society relations and in the formation of value judgements. This situation requires a multifaceted, qualified education for children in need of protection. In order to meet this need, value education activities are carried out. This study shows how teachers evaluate values education courses for children in need of protection. The research was conducted in two provinces, Kayseri and Nevşehir. It was carried out using the qualitative research method. In the introductory part of the research, the identity of the child in need of protection and the need for values education were revealed. According to this, the teachers see values education as a need. The aim of values education is to overcome the deficiencies of children due to orphanhood. In values education, books and subjects that are not included in the book are used as content. It is important to carry out the teaching process of values education with different principles and methods, activities and tools. However, the teaching process can be further diversified and the need for pedagogical training of teachers can be met. The environment for values education is appropriate. Various factors should be taken into account in order to increase the duration. Measurement and evaluation activities are not carried out regularly. The book used in values education is not sufficient. Finally, it is necessary to carry out values education in a programmed way.In the introduction part of the research, I revealed who the child in need of protection is and why values education is a need. According to the results of the research, tutors see values education as a need. The aim of values education is to eliminate the deficiencies of children due to being orphans. Book and non-book subjects are used as content in values education. Emphasis was placed on conducting the values education teaching process with different principles and methods, activities, and tools. Moreover, the teaching process can be further diversified. At the same time, the pedagogical formation needs of the instructors should be met. The environment of education should be appropriate. Several factors must be considered to increase the duration. Measurement and evaluation activities are not carried out regularly. The book used in values education is not enough. Finally, there is a need for values education to be done in a programmed way.

 Children living under institutional care differ from their peers in a number of ways. This difference is manifested in their lack of adjustment in family-society relations and in the formation of value judgements. This situation requires a multifaceted, qualified education for children in need of protection. In order to meet this need, value education activities are carried out. This study shows how teachers evaluate values education courses for children in need of protection. The research was conducted in two provinces, Kayseri and Nevşehir. It was carried out using the qualitative research method. In the introductory part of the research, the identity of the child in need of protection and the need for values education were revealed. According to this, the teachers see values education as a need. The aim of values education is to overcome the deficiencies of children due to orphanhood. In values education, books and subjects that are not included in the book are used as content. It is important to carry out the teaching process of values education with different principles and methods, activities and tools. However, the teaching process can be further diversified and the need for pedagogical training of teachers can be met. The environment for values education is appropriate. Various factors should be taken into account in order to increase the duration. Measurement and evaluation activities are not carried out regularly. The book used in values education is not sufficient. Finally, it is necessary to carry out values education in a programmed way.In the introduction part of the research, I revealed who the child in need of protection is and why values education is a need. According to the results of the research, tutors see values education as a need. The aim of values education is to eliminate the deficiencies of children due to being orphans. Book and non-book subjects are used as content in values education. Emphasis was placed on conducting the values education teaching process with different principles and methods, activities, and tools. Moreover, the teaching process can be further diversified. At the same time, the pedagogical formation needs of the instructors should be met. The environment of education should be appropriate. Several factors must be considered to increase the duration. Measurement and evaluation activities are not carried out regularly. The book used in values education is not enough. Finally, there is a need for values education to be done in a programmed way.

 Children living under institutional care differ from their peers in a number of ways. This difference is manifested in their lack of adjustment in family-society relations and in the formation of value judgements. This situation requires a multifaceted, qualified education for children in need of protection. In order to meet this need, value education activities are carried out. This study shows how teachers evaluate values education courses for children in need of protection. The research was conducted in two provinces, Kayseri and Nevşehir. It was carried out using the qualitative research method. In the introductory part of the research, the identity of the child in need of protection and the need for values education were revealed. According to this, the teachers see values education as a need. The aim of values education is to overcome the deficiencies of children due to orphanhood. In values education, books and subjects that are not included in the book are used as content. It is important to carry out the teaching process of values education with different principles and methods, activities and tools. However, the teaching process can be further diversified and the need for pedagogical training of teachers can be met. The environment for values education is appropriate. Various factors should be taken into account in order to increase the duration. Measurement and evaluation activities are not carried out regularly. The book used in values education is not sufficient. Finally, it is necessary to carry out values education in a programmed way.In the introduction part of the research, I revealed who the child in need of protection is and why values education is a need. According to the results of the research, tutors see values education as a need. The aim of values education is to eliminate the deficiencies of children due to being orphans. Book and non-book subjects are used as content in values education. Emphasis was placed on conducting the values education teaching process with different principles and methods, activities, and tools. Moreover, the teaching process can be further diversified. At the same time, the pedagogical formation needs of the instructors should be met. The environment of education should be appropriate. Several factors must be considered to increase the duration. Measurement and evaluation activities are not carried out regularly. The book used in values education is not enough. Finally, there is a need for values education to be done in a programmed way.

 Kurum bakımı altında yaşayan çocuklar bazı yönlerle akranlarından ayrılmaktadır. Bu farklılık aile toplum ilişkilerinde uyum sağlama, değer yargılarının oluşması gibi konularda yoksunluk çekmeleriyle kendini göstermektedir. Bu durum korunmaya muhtaç çocuklara yönelik çok yönlü, nitelikli bir eğitimi beraberinde getirmektedir. Bu ihtiyacın giderilmesi kapsamında değerler eğitimi faaliyetleri yürütülmektedir. Bu araştırma, korunmaya muhtaç çocuklara yönelik uygulanan değerler eğitimi derslerinin öğreticiler tarafından nasıl değerlendirildiğini ortaya çıkarmaktadır. Araştırma, Kayseri ve Nevşehir olmak üzere iki ilde gerçekleştirilmiştir. Nitel araştırma yöntemi kullanılarak yapılmıştır. Araştırmanın giriş kısmında korunmaya muhtaç çocuğun kim olduğu ve değer eğitimi ihtiyacı ortaya konmuştur. Buna göre öğreticiler, değerler eğitimini ihtiyaç olarak görmektedirler. Değerler eğitiminin amacı ise çocukların kimsesizlikten kaynaklı eksikliklerini gidermektir. Değerler eğitiminde içerik olarak, kitap ve kitapta yer almayan konular kullanılmaktadır. Değerler eğitimi öğretim sürecinin farklı ilke ve yöntemlerle, etkinlikler ve araç gereçlerle yürütülmesine önem verilmiştir. Bununla birlikte öğretim süreci daha fazla çeşitlendirilebilir, öğreticilerin pedagojik formasyon ihtiyacı giderilebilir. Değerler eğitiminin ortamı uygun bulunmaktadır. Sürenin artırılması için çeşitli faktörler göz önünde bulundurulmalıdır. Ölçme ve değerlendirme faaliyetleri düzenli olarak gerçekleşmemektedir. Değerler eğitiminde kullanılan kitap yeterli değildir. Son olarak değerler eğitiminin programlı bir şekilde yapılmasına ihtiyaç duyulmaktadır.Araştırmanın giriş kısmında korunmaya muhtaç çocuğun kim olduğu ve değer eğitimi ihtiyacı ortaya konmuştur. Buna göre öğreticiler, değerler eğitimini ihtiyaç olarak görmektedirler. Değerler eğitiminin amacı ise çocukların kimsesizlikten kaynaklı eksikliklerini gidermektir. Değerler eğitiminde içerik olarak, kitap ve kitapta yer almayan konular kullanılmaktadır. Değerler eğitimi öğretim sürecine farklı ilke ve yöntemlerle, etkinlikler ve araç gereçlerle yürütülmesine önem verilmiştir. Bununla birlikte öğretim süreci daha fazla çeşitlendirilebilir, öğreticilerin pedagojik formasyon ihtiyacı giderilebilir. Değerler eğitiminin ortamı uygun bulunmaktadır. Sürenin artırılması için çeşitli faktörler göz önünde bulundurulmalıdır. Ölçme ve değerlendirme faaliyetleri düzenli olarak gerçekleşmemektedir. Değerler eğitiminde kullanılan kitap yeterli değildir. Son olarak değerler eğitiminin programlı bir şekilde yapılmasına ihtiyaç duyulmaktadır.

Makale detayları

THE EVALUATION OF VALUES EDUCATION ACTIVITIES FOR CHILDREN IN NEED OF PROTECTION ACCORDING TO THE OPINIONS OF TEACHERS: THE CASE OF KAYSERI AND NEVŞEHIR

Yazarlar:

Kaşif Orhan | Süleyman Akyürek

Yayıncı:

Erciyes University

Ana Başlıklar:

Danışmanlık | Refah ve Toplum Hizmetleri | Sosyal Hizmetler (Diğer)

Dergi:

Erciyes Akademi Vol.38 Issue 2, pp.528-559

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001320536

pISSN:

2757-7031

Value

Curriculum

Institutional care

A vulnerable childDeğer

Öğretim programı

Kurum bakımı

Korunmaya muhtaç çocuk

Sayı

Makale detayları

Yazarlar: Kaşif Orhan | Süleyman Akyürek

Yayıncı: Erciyes University

Ana Başlıklar: Danışmanlık | Refah ve Toplum Hizmetleri | Sosyal Hizmetler (Diğer)

Dergi: Erciyes Akademi Vol.38 Issue 2, pp.528-559

Belge Tipi: Makale

Yayın Tarihi: 6/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001320536

pISSN: 2757-7031

Sayı

Yazarlar:

Kaşif Orhan | Süleyman Akyürek

Yayıncı:

Erciyes University

Ana Başlıklar:

Danışmanlık | Refah ve Toplum Hizmetleri | Sosyal Hizmetler (Diğer)

Dergi:

Erciyes Akademi Vol.38 Issue 2, pp.528-559

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001320536

pISSN:

2757-7031