| dc.description.abstract | Bu araştırmanın amacı, "sınıf öğretmeni adaylarının değer öğretimi hakkındaki görüşlerini ve bu görüşler arasında çeşitli değişkenler açısından anlamlı farklılık olup olmadığını belirlemek"tir. Abant İzzet Baysal Üniversitesi, Atatürk Üniversitesi, Balıkesir Üniversitesi, Kilis 7 Aralık Üniversitesi, Mehmet Akif Üniversitesi ve Yüzüncü Yıl Üniversitesinde okuyan sınıf öğretmeni adayları araştırmanın örneklemini oluşturmaktadır. Araştırma kapsamında 450 öğrencinin verileri değerlendirilmiştir. Bu araştırmada nicel araştırma yöntemlerinden tarama modeli kullanılmıştır. Veri toplama aracı olarak Oktay Akbaş (2004) tarafından geliştirilen "değer öğretiminde kullanılan etkinlikler" ve "değer öğretimine ilişkin çözümlenmesinde frekans, yüzde, Mann-Whitney U, Kruskal Wallis H, bağımsız örneklem t testi, tek yönlü varyans analizi (ANOVA), Dunnett's C ve korelasyon analizi tekniklerinden yararlanılmıştır. ?Öğretmen adaylarının değer öğretiminde; kullanılan öğretmen merkezli etkinliklere ve okulda değerler konusuna ilişkin görüşleri üniversitelere göre anlamlı farklılık göstermektedir. ?Öğretmen adaylarının değer öğretiminde; ailenin rolüne, okulda değerler konusuna ve öğretmenin rolüne ilişkin görüşleri değer öğretimine yönelik eğitim almayan öğrenciler lehine anlamlı farklılık göstermektedir. ?Öğretmen adaylarının okulda değerler konusuna ilişkin görüşleri, anne ve baba ile birlikte yaşamayan öğretmen adayları lehine anlamlı farklılık göstermektedir. | en_US |
| dc.description.abstract | Purpose of the Study Considering the necessity of beginning the education of values in the schools at the young age, especially the views and information of classroom teacher candidates are very important in this field. However, when we look at the literature, it is seen that studing done in this subject is limited. Therefore, it is important to determine the opinions of classroom teacher candidates in the values education and to carry out necessary studies in line with the needs. The purpose of this research is "to determine opinions of classroom teacher candidates about value teaching and whether there is a significant between these views in terms of various variables". The problem of researching for this purpose is determined as "How are the opinions of classroom teacher candidates regarding value teaching?" To find the answer to this problem, the following questions have been asked. 1. How are the distribution of classroom teacher candidates' opinions regarding the activities used in value teaching and the role in value teaching? 2. Do opinions of classroom teacher candidates regarding in value teaching used activities and roles in value teaching show difference in terms of sex, university, training in value education, living with parents and place of residence? 3. Is there a relationship between the views of classroom teacher candidates about the activities used in value teaching and the role in value teaching? Method In this study, a screening model has been used from quantitative research methods. The universe of the research has been composed of senior students who study in the "Primary Education Classroom Teacher Department" of the state universities of Turkey. Because of the largeness of the universe in the study, sampling has been conducted in order to collect the data in a shorter time. As the sampling method, appropriate sampling method that is included in non-selective sampling methods has been preferred. The classroom teacher candidates of Abant İzzet Baysal University, Atatürk University, Balıkesir University, Kilis 7 Aralık University, Mehmet Akif Ersoy University and Yüzüncü Yıl University have constituted in the sample of the research studying in the last classes of Education Faculties. Scales applied to teacher candidates in February and March of 2016-2017 academic year have been evaluated in terms of their analytical suitability by the researcher. As a result of the examinations, 7 scales have been excluded from the evaluation and the research data have been collected from 450 scales. Mann-Whitney U, Kruskal Wallis H, independent sample t test, one way variance analysis (ANOVA), Dunnett's C and correlation analysis techniques have used in analyzing the data obtained from the scales. SPSS 21.0 (Statistical Package for the Social Sciences) computer program has used for statistical analysis. Results With the resolution of quantitative data at the end of the study, the following results have been obtained: ? Teacher candidates think that approaches, methods and techniques such as telling story, giving advice, inculcation, sample event, questioning, biography, playing role, analysis, discussion, observation and social project should be used in value teaching. ? Teacher candidates think that the values given in the school can not be consolidated in the family and the environment, the values given in the school and the family can be conflicted, and school-family cooperation in value education can not be established. ? Teacher candidates state that value conflicts can occur in schools and value teaching is not seen as the main task of schools. ? Teacher candidates think that the media reduces the effect of schools and teachers in value teaching. ? The views of teacher candidates about verbal activities used in value teaching, about the role of the family, about values in the school and about the role of the teacher do not show significant differences according to sex. On the other hand, the views of teacher candidates about the teacher-centered activities used in teaching value show significant differences in favor of women. ? The views of teacher candidates about verbal activities used in value teaching, about the role of the family and about the role of the teacher do not show significant differences according to the universities. On the other hand, the views of teacher candidates about the teacher centered activities used in teaching value and about values in the school show significant differences according to the universities where the students are educated. ? The views of teacher candidates about verbal activities and about teacher centered activities used in value teaching do not show significant differences according to education that is related to value teaching. On the other hand, views of teacher candidates about the role of the family, about values in the school and about the role of the teacher in value teaching show statistically significant differences in favor of the students who do not get training in value teaching. ? The views of teacher candidates about used verbal activities, about used teacher centered activities, about the role of the family and about the role of the teacher in value teaching do not show significant difference according to their living with the parents. On the other hand, the views of teacher candidates about values in the school show statistically significant differences in favor of the teacher candidates who do not live with the parents. ? The views of teacher candidates about used verbal activities, about used teacher centered activities, about the role of the family, about values in the school and about the role of the teacher do not show significant differences according to places of residence where the teacher candidates live in the village, town, county seat or city center. ? There is a moderate relationship between the opinions of classroom teacher candidates about the verbal activities and teacher centered activities used in teaching value. On the other hand, there is a low relationship between the opinions of classroom teacher candidates about the used verbal activities and the role of the teacher in the value education. ? There is a low relationship between the views of classroom teacher candidates about teacher-centered activities used in teaching value and the views on the role of the family, on the values in the school, on the role of the teacher in value education. ? There is a moderate relationship between the opinion of classroom teacher candidates regarding the role of the family in teaching value and the views on the values in the school, on the role of the teacher in value education. ? There is a moderate relationship between the views of classroom teacher candidates on values at school and the opinions on role of teacher in value education. | en_US |
