İnvestigation of Moral and Citizenship Education Curricula in High Schools in France

İlyas Kara

Makale detayları

İnvestigation of Moral and Citizenship Education Curricula in High Schools in France

Yazarlar:

İlyas Kara

Yayıncı:

Inonu University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar (Diğer)

Dergi:

İnönü Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 2, pp.1172-1194

Belge Tipi:

Makale

Yayın Tarihi:

9/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001298278

pISSN:

1300-2899

Anahtar kelimeler:

Özet:

 The aim of this research is to examine the moral and citizenship education curriculum taught in high schools in France. This is a qualitative study and document analysis method was used in this research. Within the scope of the research, the moral and citizenship education course curricula taught in high schools in France has been examined. In the analysis of the obtained data, descriptive analysis technique has been used. As a result of the research, it has been found out that moral and citizenship education course is taught at all grade levels of the high school, there are three separate curricula for each grade level, history geography teachers are responsible for moral and citizenship education courses, and if a history or geography teacher is not available, other branch teachers can also give moral and citizenship education courses. In addition, it has been determined that the moral and citizenship education curriculum consists of three parts, the first part of the curriculum consists of the introduction section, and the introductory chapter is arranged to be exactly the same in all three curriculums, too. It has been determined that the content was included in the second part of the curriculum and it has been formed to be different in the three curriculums. It has been observed that the third part of the curriculum, namely targeted skills, is arranged in a way that is the same in all programs, just like in the introductary chapter. It has been found out that the three curricula are consistent as a continuation of each other. It has been concluded in moral and citizenship education curriculum that the aim is to raise individuals who think critically, have access to correct information, know themselves, respect others, protect the social order, are aware of their rights and responsibilities, are secular, have assimilated the principles and values of the republic, have a culture of citizenship, and are democratic and participatory. It has been understood that secularism and the principles and values of the French Republic are frequently emphasized.

 The aim of this research is to examine the moral and citizenship education curriculum taught in high schools in France. This is a qualitative study and document analysis method was used in this research. Within the scope of the research, the moral and citizenship education course curricula taught in high schools in France has been examined. In the analysis of the obtained data, descriptive analysis technique has been used. As a result of the research, it has been found out that moral and citizenship education course is taught at all grade levels of the high school, there are three separate curricula for each grade level, history geography teachers are responsible for moral and citizenship education courses, and if a history or geography teacher is not available, other branch teachers can also give moral and citizenship education courses. In addition, it has been determined that the moral and citizenship education curriculum consists of three parts, the first part of the curriculum consists of the introduction section, and the introductory chapter is arranged to be exactly the same in all three curriculums, too. It has been determined that the content was included in the second part of the curriculum and it has been formed to be different in the three curriculums. It has been observed that the third part of the curriculum, namely targeted skills, is arranged in a way that is the same in all programs, just like in the introductary chapter. It has been found out that the three curricula are consistent as a continuation of each other. It has been concluded in moral and citizenship education curriculum that the aim is to raise individuals who think critically, have access to correct information, know themselves, respect others, protect the social order, are aware of their rights and responsibilities, are secular, have assimilated the principles and values of the republic, have a culture of citizenship, and are democratic and participatory. It has been understood that secularism and the principles and values of the French Republic are frequently emphasized.

 The aim of this research is to examine the moral and citizenship education curriculum taught in high schools in France. This is a qualitative study and document analysis method was used in this research. Within the scope of the research, the moral and citizenship education course curricula taught in high schools in France has been examined. In the analysis of the obtained data, descriptive analysis technique has been used. As a result of the research, it has been found out that moral and citizenship education course is taught at all grade levels of the high school, there are three separate curricula for each grade level, history geography teachers are responsible for moral and citizenship education courses, and if a history or geography teacher is not available, other branch teachers can also give moral and citizenship education courses. In addition, it has been determined that the moral and citizenship education curriculum consists of three parts, the first part of the curriculum consists of the introduction section, and the introductory chapter is arranged to be exactly the same in all three curriculums, too. It has been determined that the content was included in the second part of the curriculum and it has been formed to be different in the three curriculums. It has been observed that the third part of the curriculum, namely targeted skills, is arranged in a way that is the same in all programs, just like in the introductary chapter. It has been found out that the three curricula are consistent as a continuation of each other. It has been concluded in moral and citizenship education curriculum that the aim is to raise individuals who think critically, have access to correct information, know themselves, respect others, protect the social order, are aware of their rights and responsibilities, are secular, have assimilated the principles and values of the republic, have a culture of citizenship, and are democratic and participatory. It has been understood that secularism and the principles and values of the French Republic are frequently emphasized.

 Bu araştırmanın amacı, Fransadaki liselerde okutulmakta olan ahlak ve vatandaşlık eğitimi öğretim programlarını incelemektir. Araştırma, nitel bir çalışma olup doküman analizi yöntemi kullanılmıştır. Araştırma kapsamında Fransadaki liselerde okutulmakta olan ahlak ve vatandaşlık eğitimi dersi öğretim programları incelenmiştir. Elde edilen verilerin analizinde betimsel analiz tekniği tercih edilmiştir. Araştırma sonucunda; ahlak ve vatandaşlık eğitimi dersinin lisenin bütün sınıf seviyelerinde okutulduğu, her sınıf seviyesi için ayrı ayrı düzenlenen üç ayrı öğretim programının olduğu, ahlak ve vatandaşlık eğitimi derslerinden tarih coğrafya öğretmenlerinin sorumlu olduğu, tarih coğrafya öğretmeninin temin edilemediği durumlarda diğer branş öğretmenlerinin de ahlak ve vatandaşlık eğitimi derslerini verebildiği görülmüştür. Ayrıca ahlak ve vatandaşlık eğitimi öğretim programlarının üç bölümden oluştuğu, öğretim programının ilk kısmını giriş başlıklı bölümün oluşturduğu ve giriş bölümünün üç öğretim programında da tamamen aynı olacak şekilde düzenlendiği tespit edilmiştir. Öğretim programlarının ikinci bölümünde içeriğe yer verildiği ve içeriğin üç öğretim programında farklı olacak şekilde oluşturulduğu saptanmıştır. Öğretim programlarının üçüncü yani son bölümü olan hedeflenen beceriler adlı bölümün tıpkı giriş bölümünde olduğu gibi bütün programlarda aynı olacak biçimde düzenlendiği görülmüştür. Üç öğretim programının birbirinin devamı niteliğinde olacak biçimde tutarlılık gösterdiği tespit edilmiştir. Ahlak ve vatandaşlık eğitimi öğretim programlarında; eleştirel düşünen, doğru bilgiye erişebilen, kendini tanıyan, diğerlerine saygılı, toplumsal düzeni koruyan, hak ve sorumluluklarının bilincinde, laik, cumhuriyetin ilke ve değerlerini özümsemiş, vatandaşlık kültürüne sahip, demokratik ve katılımcı bireylerin yetiştirilmesinin amaçlandığı sonucuna ulaşılmıştır. Laiklik ile Fransız Cumhuriyetinin ilke ve değerlerine sıklıkla vurgu yapıldığı anlaşılmıştır.

Makale detayları

İnvestigation of Moral and Citizenship Education Curricula in High Schools in France

Yazarlar:

İlyas Kara

Yayıncı:

Inonu University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar (Diğer)

Dergi:

İnönü Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 2, pp.1172-1194

Belge Tipi:

Makale

Yayın Tarihi:

9/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001298278

pISSN:

1300-2899

France

High School

Moral and Citizenship Education

CurriculumFransa

Lise

Ahlak ve Vatandaşlık Eğitimi

Öğretim Programı

Sayı

Makale detayları

Yazarlar: İlyas Kara

Yayıncı: Inonu University

Ana Başlıklar: Eğitim Üzerine Çalışmalar (Diğer)

Dergi: İnönü Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 2, pp.1172-1194

Belge Tipi: Makale

Yayın Tarihi: 9/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001298278

pISSN: 1300-2899

Sayı

Yazarlar:

İlyas Kara

Yayıncı:

Inonu University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar (Diğer)

Dergi:

İnönü Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 2, pp.1172-1194

Belge Tipi:

Makale

Yayın Tarihi:

9/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001298278

pISSN:

1300-2899