The Evaluation of Türkiye Century Education Model  RCMK Coursing Programs According to Teachers'  Opinions

Tuncay Ceylan

Makale detayları

The Evaluation of Türkiye Century Education Model RCMK Coursing Programs According to Teachers' Opinions

Yazarlar:

Tuncay Ceylan

Yayıncı:

Ataturk University

Ana Başlıklar:

Din Eğitimi

Dergi:

İlahiyat Tetkikleri Dergisi Issue 63, pp.55-70

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001338714

pISSN:

2458-7508

Anahtar kelimeler:

Özet:

 Curricula covering educational activities are dynamic and undergo a continuous development process in line with contemporary advancements and needs. With this understanding, in our country, all course curricula have been revised and gradually implemented under the vision of the Türkiye Century Education Model TCEM. While systematic, scientific, and coordinated development of curricula is important, it is also necessary to evaluate the programs based on the views of the teachers, who are the implementers of them, and to identify and correct their deficiencies and shortcomings aspects. In this context, the study was conducted to determine and evaluate teachers views and experiences regarding the TCEM Religious Culture and Moral Knowledge RCMK course curricula. The research is expected to contribute to identifying potential problems, deficiencies, and needs related to the TCEM RCMK curricula and to updating the programs scientifically. The study was designed according to the case study pattern, a qualitative method. The research group, selected through stratified purposive sampling, consists of 18 RCMK teachers working in 9 different provinces in 7 regions of Turkey, 9 in middle schools and 9 in high schools. In the study, a semi-structured interview form was developed for data collection, and questions were directed to participants through the form. Content analysis was performed on the data obtained from the interviews and four themes were reached by considering the programme elements. These themes were identified as goal, content, learning-teaching process and assessment and evaluation. As a result, it has been determined that teachers have a positive perception of the TCEM RCMK curricula, but they face various issues related to programme dimensions during the implementation process.

 Curricula covering educational activities are dynamic and undergo a continuous development process in line with contemporary advancements and needs. With this understanding, in our country, all course curricula have been revised and gradually implemented under the vision of the Türkiye Century Education Model TCEM. While systematic, scientific, and coordinated development of curricula is important, it is also necessary to evaluate the programs based on the views of the teachers, who are the implementers of them, and to identify and correct their deficiencies and shortcomings aspects. In this context, the study was conducted to determine and evaluate teachers views and experiences regarding the TCEM Religious Culture and Moral Knowledge RCMK course curricula. The research is expected to contribute to identifying potential problems, deficiencies, and needs related to the TCEM RCMK curricula and to updating the programs scientifically. The study was designed according to the case study pattern, a qualitative method. The research group, selected through stratified purposive sampling, consists of 18 RCMK teachers working in 9 different provinces in 7 regions of Turkey, 9 in middle schools and 9 in high schools. In the study, a semi-structured interview form was developed for data collection, and questions were directed to participants through the form. Content analysis was performed on the data obtained from the interviews and four themes were reached by considering the programme elements. These themes were identified as goal, content, learning-teaching process and assessment and evaluation. As a result, it has been determined that teachers have a positive perception of the TCEM RCMK curricula, but they face various issues related to programme dimensions during the implementation process.

 Curricula covering educational activities are dynamic and undergo a continuous development process in line with contemporary advancements and needs. With this understanding, in our country, all course curricula have been revised and gradually implemented under the vision of the Türkiye Century Education Model TCEM. While systematic, scientific, and coordinated development of curricula is important, it is also necessary to evaluate the programs based on the views of the teachers, who are the implementers of them, and to identify and correct their deficiencies and shortcomings aspects. In this context, the study was conducted to determine and evaluate teachers views and experiences regarding the TCEM Religious Culture and Moral Knowledge RCMK course curricula. The research is expected to contribute to identifying potential problems, deficiencies, and needs related to the TCEM RCMK curricula and to updating the programs scientifically. The study was designed according to the case study pattern, a qualitative method. The research group, selected through stratified purposive sampling, consists of 18 RCMK teachers working in 9 different provinces in 7 regions of Turkey, 9 in middle schools and 9 in high schools. In the study, a semi-structured interview form was developed for data collection, and questions were directed to participants through the form. Content analysis was performed on the data obtained from the interviews and four themes were reached by considering the programme elements. These themes were identified as goal, content, learning-teaching process and assessment and evaluation. As a result, it has been determined that teachers have a positive perception of the TCEM RCMK curricula, but they face various issues related to programme dimensions during the implementation process.

 Eğitimle ilgili faaliyetleri kapsayan öğretim programları, dinamik bir özelliğe sahip olup çağdaş geliş me ve ihtiyaçlar doğrultusunda geliştirme süreci içerisindendir. Bu anlayışla ülkemizde, Türkiye Yüz yılı Maarif Modeli TYMM vizyonuyla tüm derslerin öğretim programları değiştirilmiş ve kademeli bir şekilde uygulamaya konulmuştur. Öğretim programlarının sistematik, bilimsel ve koordineli bir şekilde geliştirilmesi önemli olmakla birlikte; programların, uygulayıcısı olan öğretmenlerin görüşleri doğrultusunda değerlendirilmesi, yetersiz ve aksayan yönlerinin belirlenip düzeltilmesi de gerekir. Bu kapsamda çalışma, öğretmenlerin TYMM Din Kültürü ve Ahlak Bilgisi DKAB dersi öğretim program larına yönelik görüş ve deneyimlerini belirlemek ve değerlendirmek amacıyla yapılmıştır. Araştırma nın, TYMM DKAB öğretim programlarıyla ilgili olası problem, eksiklik ve ihtiyaçların belirlenmesine ve programların bilimsel zeminde güncellenmesine katkı sağlayacağı düşünülmektedir. Araştırma, nitel yöntemlerden durum çalışması desenine göre tasarlanmıştır. Tabakalı amaçlı örnekleme yönte miyle seçilen araştırmanın çalışma grubunu; Türkiyenin yedi farklı bölgesindeki dokuz ilden 9u orta okul ve 9u lisede çalışan toplam 18 DKAB öğretmeni oluşturmaktadır. Çalışmada, veri toplama aracı olarak yarı yapılandırılmış görüşme formu geliştirilmiş ve form aracılığıyla katılımcılara sorular yön lendirilmiştir. Görüşmelerden elde edilen veriler üzerinde içerik analizi yapılmış ve program ögeleri dikkate alınarak dört temaya ulaşılmıştır. Bu temalar; hedef, içerik, öğrenme öğretme süreci ve ölçme değerlendirme olarak belirlenmiştir. Sonuç olarak öğretmenlerin TYMM DKAB öğretim programlarıy la ilgili olumlu bir algıya sahip oldukları fakat uygulama süreçlerinde programların boyutlarıyla ilgili çeşitli sorunlarla karşılaştıkları tespit edilmiştir.

Makale detayları

The Evaluation of Türkiye Century Education Model RCMK Coursing Programs According to Teachers' Opinions

Yazarlar:

Tuncay Ceylan

Yayıncı:

Ataturk University

Ana Başlıklar:

Din Eğitimi

Dergi:

İlahiyat Tetkikleri Dergisi Issue 63, pp.55-70

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001338714

pISSN:

2458-7508

Religious Education

Türkiye Century Education Model (TCEM)

Curriculum

Program Development

Religious Culture and Moral Knowledge (RCMK)Din Eğitimi

Türkiye Yüzyılı Maarif Modeli (TYMM)

Öğretim Programı

Program Geliştirme

Din Kültürü ve Ahlak Bilgisi (DKAB).

Sayı

Makale detayları

Yazarlar: Tuncay Ceylan

Yayıncı: Ataturk University

Ana Başlıklar: Din Eğitimi

Dergi: İlahiyat Tetkikleri Dergisi Issue 63, pp.55-70

Belge Tipi: Makale

Yayın Tarihi: 4/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001338714

pISSN: 2458-7508

Sayı

Yazarlar:

Tuncay Ceylan

Yayıncı:

Ataturk University

Ana Başlıklar:

Din Eğitimi

Dergi:

İlahiyat Tetkikleri Dergisi Issue 63, pp.55-70

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001338714

pISSN:

2458-7508