Din Kültürü ve Ahlâk Bilgisi Öğretmenlerinin Yeterlikleri

Ahmet KOÇ

Makale detayları

Din Kültürü ve Ahlâk Bilgisi Öğretmenlerinin Yeterlikleri

Yazarlar:

Ahmet KOÇ

Yayıncı:

Ensar Neşriyat

Dergi:

Journal of Values Education 2010 Vol.8 Issue 19, pp.107-149

Belge Tipi:

Makale

Yayın Tarihi:

5/2010

Belge Dili:

Türkçe

Document ID (Org No.):

2000944113

Sıklık:

İki Yıllık

eISSN:

2667-7504

pISSN:

1303-880X

Anahtar kelimeler:

Özet:

 

Teaching is a profession requiring expertise. Adequacy of the teaching
 profession, includes the knowledge, skills and attitudes essential for this
 profession to be carried out effectively and efficiently.
 This study was aimed at determining the professional adequacy of teachers
 of religious culture and morals from the point of their own views. It is not possible
 to reveal all about the teachers’ professional knowledge, skills and attitude
 performance within the limits of an article. So we examined the adequacy of
 teachers of religious culture and morals in a few studies. We reviewed the adequacy
 of teaching-learning process of the teachers of Religious Culture and
 Morals in another study, which we have pointed out in “Bibliography”. In this
 article we dealt with the adequacy of teachers of Religious Culture and Morals
 in terms of their personal and professional values, professional development,
 getting to know students, student-teacher relations and school, family, community
 relations.
 In order to collect data from this survey, a scale-based questionnaire, face-toface
 negotiation and observation were conducted. To develop the scale-based
 survey , it was made use of similar scientific research about adequacy and performance
 of teachers done by General Directorate of Teacher Training and
 Education of the Turkish Ministry of National Education , which is shown in
 the “bibliography” of this article.
 It was also studied if the adequacy of the teachers working in primary or
 secondary schools as religious culture and morals teachers differs in relation to
 their levels of adequacy, genders, teaching experience, places of work, branches
 and graduated faculties.
 This research is based on a study on Religious Culture and Morals teachers
 working in primary or secondary schools in the 2008-2009 school year in Turkey.
 The subjects were 326 teachers of religious culture and morals who are
 working in 10 different cities (Giresun, Ordu, Samsun, Mersin, İstanbul, Kocaeli,
 Nevşehir, Kırşehir, Gümüşhane and Bayburt) in various regions of Turkey
 in primary and secondary education. 250 of them are in primary schools and 76
 are in secondary schools.
 In the analysis of the data, the factor analysis of the SPSS technique , T-test,
 Chi Square test, Mann-Whitney U test and Kruskal-Wallis test were used.
 At the end of this survey it was discovered, despite the fact that the teachers
 were good in terms of individual personalities, such as love of profession, tolerance,
 patience, encouragement and trust, that they did not live up to expectations
 such as pursuit of professional innovations, being open to changing,
 self-development, out-of-school social relations and taking responsibility in
 activities. For example, a large number of the teachers have not reviewed the
 new instructional programs of Religious Culture and Morals course which they
 are responsible to implement and apply mostly. The percentage of the teachers
 who have reviewed these programs carefully is very low. Also most of the
 teachers have not understood sufficiently the philosophy, content, basic approaches
 to the new Religious Culture and Morals Instructional Programs, new
 methods and techniques, equipment and materials, effectiveness, measurement
 and evaluation techniques, communication techniques related to the programs.
 Therefore, in practice, some difficulties were experienced.

 

Bu çalışma Din Kültürü ve Ahlâk Bilgisi öğretmenlerinin mesleklerine ilişkin yeterliklerini nasıl algıladıklarını belirlemek amacıyla yapılmıştır. Yeterlikler; kişisel ve meslekî değerler-meslekî gelişim/ öğrenciyi tanıma ve öğrenciyle ilişkiler/ okul, aile, toplum ilişkileri olmak üzere üç boyutta incelenmiştir. Araştırmada veri toplama aracı olarak ölçekli anket kullanılmış olmakla birlikte gözlem ve yüz yüze görüşme tekniklerinden de yararlanılmıştır.Araştırmaya Türkiye'nin farklı bölgelerinde bulunan 10 ilde görev yapan 326 ilköğretim ve ortaöğretim Din Kültürü Ahlâk Bilgisi öğretmeni katılmıştır. Araştırma sonunda öğretmenler kendilerini meslek sevgisi, hoşgörülü ve sabırlı olma, cesaretlendirici ve destekleyici olma, güvenilir olma gibi kişisel nitelikler bakımından iyi görmelerine karşılık meslek ve branşla ilgili yenilikleri ve gelişmeleri takip etme, değişime açık olma, kendini geliştirme, okul dışı sosyal ilişkilerde ve etkinliklerde sorumluluk üstlenme gibi meslekî nitelikler yönünden istenen düzeyde görmedikleri ortaya çıkmıştır.

Makale detayları

Din Kültürü ve Ahlâk Bilgisi Öğretmenlerinin Yeterlikleri

Yazarlar:

Ahmet KOÇ

Yayıncı:

Ensar Neşriyat

Dergi:

Journal of Values Education 2010 Vol.8 Issue 19, pp.107-149

Belge Tipi:

Makale

Yayın Tarihi:

5/2010

Belge Dili:

Türkçe

Document ID (Org No.):

2000944113

Sıklık:

İki Yıllık

eISSN:

2667-7504

pISSN:

1303-880X

Eğitim

Din eğitimi

Din Kültürü ve Ahlâk Bilgisi

Öğretmen yeterlikleri

Sayı

Makale detayları

Din Kültürü ve Ahlâk Bilgisi Öğretmenlerinin Yeterlikleri

Yazarlar: Ahmet KOÇ

Yayıncı: Ensar Neşriyat

Dergi: Journal of Values Education 2010 Vol.8 Issue 19, pp.107-149

Belge Tipi: Makale

Yayın Tarihi: 5/2010

Belge Dili: Türkçe

Document ID (Org No.): 2000944113

Sıklık: İki Yıllık

eISSN: 2667-7504

pISSN: 1303-880X

Eğitim

Din eğitimi

Din Kültürü ve Ahlâk Bilgisi

Öğretmen yeterlikleri

Sayı

Yazarlar:

Ahmet KOÇ

Yayıncı:

Ensar Neşriyat

Dergi:

Journal of Values Education 2010 Vol.8 Issue 19, pp.107-149

Belge Tipi:

Makale

Yayın Tarihi:

5/2010

Belge Dili:

Türkçe

Document ID (Org No.):

2000944113

Sıklık:

İki Yıllık

eISSN:

2667-7504

pISSN:

1303-880X