Adaylık Eğitimi Alan Öğretmenlerin Değer Öğretimi Etkinlikleri Hakkındaki Görüşleri

Hüseyin ALGUR

Makale detayları

Adaylık Eğitimi Alan Öğretmenlerin Değer Öğretimi Etkinlikleri Hakkındaki Görüşleri

Yazarlar:

Hüseyin ALGUR

Yayıncı:

Amasya University

Ana Başlıklar:

Din

Dergi:

Amasya İlahiyat Dergisi 2019 Vol. Issue 12, pp.319-356

Belge Tipi:

Makale

Yayın Tarihi:

6/2019

Belge Dili:

Türkçe

Document ID (Org No.):

2000851427

Sıklık:

Aylık

eISSN:

2667-6710

pISSN:

2667-7326

Anahtar kelimeler:

Özet:

 


Sosyal
bir varlık olan insanın davranışlarını yönlendiren standartlar olarak
tanımlanan değerler, bireyin dünyaya geldiği günden itibaren başta aile olmak
üzere sosyal çevreyle etkileşim ve eğitim yoluyla öğrenilir. Bu kapsamda
değerlerin öğrenilmesinde örgün eğitim kurumları olarak okulların yeri oldukça
önemlidir. Okullarda eğitim-öğretimin en önemli unsuru hiç şüphesiz
öğretmenlerdir. Öğretmenlerin benimsedikleri model, yöntem ve teknikler ile
kullandıkları etkinlikler, öğrenmenin niteliğine yön vermektedir. İlgili
literatür incelendiğinde değerlerin öğretilmesinde ya öğrencilerin pasif olduğu
değer aktarma yaklaşımları ya da öğrencilerin aktif olduğu değer geliştirme
yaklaşımları ön plana çıkmaktadır. Nicel araştırma yönteminin benimsendiği bu
araştırmada, 2016 yılının Şubat ayında atanan 173 aday öğretmenin değer
öğretiminde kullanmayı düşündükleri etkinliklere dair görüşleri ele alınmıştır.
Değer öğretiminde kullanılması düşünülen etkinliklerin yaş, cinsiyet, fakülte
mezuniyet yılı, değer eğitimi dersi alma durumu, öğretmenlik deneyimi, adaylık
eğitimi yöntemine yönelik tutum, adaylık eğitimi seminerlerini faydalı bulma
durumu ve öğretmenlik mesleğini tercih etme gerekçesi değişkenleri ile ilişkisi
incelenmiştir. Araştırmada, sadece değer eğitimi alma durumu ve öğretmenlik
mesleğini tercih etme gerekçesi değişkenlerine göre bir farklılaşmanın olduğu
tespit edilmiştir. 



.

 


The values  are the standards that guide the behaviors
of a person who is a social entity are learned through interaction and
education by the social environment, especially the family, from the day when
the individual comes to the world. In this context, the place of schools as
formal education institutions is very important when the values are learned.
Teachers are undoubtedly the most important element of education in schools.
The models, methods and techniques that teachers use and the activities they
use give direction to the quality of the learning. When the related literature
is examined, about teaching the values are taught either student-passive
value transfer approaches or student-active value develope approaches are the
forefront. 


Activities in which the student is passive in value
teaching are mostly related to teacher centered value transfer approaches. In
value transfer approaches, values are considered absolute and unchanged.
Individuals whose values are transferred are expected to adopt pre-existing and
validated values. In these types of approach where a deductive approach is
adopted, the rules are given first and then reinforced by examples. It is used
much more especially at primary and secondary school level. In value transfer
approaches, students learn the values chosen by their teachers. In this
context, inculcation and behavior change approaches are mentioned in the
literature. Inculcation refers to the transfer of the desired and predetermined
values to the students. The behavior change approach, which aims to teach
values based on behavioral learning theory, aims to change behavior by
conditioning.


In value teaching, student-centered approaches are called
as value development approaches in the literature. Value development approaches
are the inductive approaches that are developed after the 1960s, aiming
individuals to recognize themselves and create a system of values based on
their own experiences. Where these approaches are adopted, it is stated that
valuation of any situation or event is the process of self-realization of the
individual, and it is not desirable to induce certain values to the
individual; the individual is asked to create an internally active decision.


In the value development approaches, it is aimed to
assist the individual actively participating in the process to gain the
knowledge, skills and attitudes that will guide him / herself throughout life.
In this way, it contributes to the development of the individual with a
critical and creative thought. However, in order to be active in the value
teaching process, the individual has the ability to cope with the pressure and
effects encountered in the current environment; to choose between conflicting
values, to solve problems and moral dilemmas, to be able to choose consciously
and reliably from a batch of information in a conscious way is expected to have
competencies. In order to create the competences expressed, teachers are asked
to support their students in creating life meaning, value and life skills.
However, students need a certain time to acquire the competences expressed
here. This time and opportunity may not be possible in the school environment.


In the literature on value development approaches,
approaches such as value description, value analysis and moral development are
discussed. The value-explanation approach requires teachers to guide their
students in explaining their values rather than teaching them their values.
The value analysis, which is an approach that aims to enable the student to
think about case studies involving a certain moral value and thereby gain moral
values, asks the individual to question the causes of the problems he / she
faces. In the moral development approach developed by establishing a
relationship between value teaching and moral development, it is essential to
gain values through moral dilemmas. This approach focuses on moral values
such as honesty, justice, equality and human dignity.


In this research, which adopted the quantitative research
method, 173 candidate teachers (115 of them were female and 55 were male) who
were appointed in February 2016, received opinions about the activities they
intend to use in value teaching were discussed. 59% of the teachers are between
20-25, 27.7% are 26-30, 13.3% are between 31-35 years old. Teachers from all
disciplines including Religious Culture and Moral Knowledge, Classroom,
English, Mathematics, Pre-School, Information Technologies, Turkish and
Psychological Counseling and Guidance Teacher were the participants.


In the research, “Scale of activities used in value
teaching” prepared by Akbaş (2004) was used. The scale of activities used in
teaching value consists of two parts. In the first part, there are verbal
activities used by teachers in teaching value and in the second part are the
items related to student centered activities. The reliability and validity analyze
of the scale were performed by taking the views and opinions of Akbaş. As a
result of the factor analysis, verbal activities in the first part of the scale
were renamed “Activities in which the student is passive” (Passive) and
student-centered activities were renamed “Activities in which the student is
active” (Active).


“Activities in which the student is passive” and
“activities in which the student is active” are considered as dependent
variables; age, gender, year of graduation of the faculty, status of taking
value education courses, teaching experience, attitude towards candidacy
method, status of finding candidate training seminars and reasons for choosing
teaching profession were determined as independent variables. Since the
reliability and validity tests of the activities used in the value education
scale were performed and the data obtained from the scale met the assumption of
normality, parametric tests were performed. In this context, t-test and Anova
tests were applied in the study. In the study, it was determined that there was
a differentiation according to the variables of just taking the value education
and the reason of choosing the teaching profession. These results were compared
with similar studies in the literature.



.

Makale detayları

Adaylık Eğitimi Alan Öğretmenlerin Değer Öğretimi Etkinlikleri Hakkındaki Görüşleri

Yazarlar:

Hüseyin ALGUR

Yayıncı:

Amasya University

Ana Başlıklar:

Din

Dergi:

Amasya İlahiyat Dergisi 2019 Vol. Issue 12, pp.319-356

Belge Tipi:

Makale

Yayın Tarihi:

6/2019

Belge Dili:

Türkçe

Document ID (Org No.):

2000851427

Sıklık:

Aylık

eISSN:

2667-6710

pISSN:

2667-7326

Din Eğitimi

Aday Öğretmen

Değer

Değer Öğretimi

Değer Öğretimi Yaklaşımları

Sayı

Makale detayları

Adaylık Eğitimi Alan Öğretmenlerin Değer Öğretimi Etkinlikleri Hakkındaki Görüşleri

Yazarlar: Hüseyin ALGUR

Yayıncı: Amasya University

Ana Başlıklar: Din

Dergi: Amasya İlahiyat Dergisi 2019 Vol. Issue 12, pp.319-356

Belge Tipi: Makale

Yayın Tarihi: 6/2019

Belge Dili: Türkçe

Document ID (Org No.): 2000851427

Sıklık: Aylık

eISSN: 2667-6710

pISSN: 2667-7326

Din Eğitimi

Aday Öğretmen

Değer

Değer Öğretimi

Değer Öğretimi Yaklaşımları

Sayı

Yazarlar:

Hüseyin ALGUR

Yayıncı:

Amasya University

Ana Başlıklar:

Din

Dergi:

Amasya İlahiyat Dergisi 2019 Vol. Issue 12, pp.319-356

Belge Tipi:

Makale

Yayın Tarihi:

6/2019

Belge Dili:

Türkçe

Document ID (Org No.):

2000851427

Sıklık:

Aylık

eISSN:

2667-6710

pISSN:

2667-7326