Sınıf Öğretmenlerinin Değer Öğretimine Yönelik Zihin Haritaları

Abstract

Öz: Bu çalışmanın amacı değer öğretiminde önemli bir yeri olan sınıf öğretmenlerinin zihin haritalarını incelemek ve değer algılarını ortaya çıkarmaktır. Araştırmada nitel araştırma desenlerinden biri olan fenomonolojik yaklaşım kullanılmıştır. Araştırma, 2016-2017 yılında Isparta il merkezinde görev yapan 15 sınıf öğretmeni ile yapılmıştır. Araştırmada veri toplama aracı olarak araştırmacı tarafından geliştirilen yarı yapılandırılmış görüşme formu kullanılmıştır. Araştırmada kullanılan veri toplama aracının güvenirliği Miles ve Huberman formülü ile tespit edilmiş ve %95 oranında bir uzlaşma sağlanmıştır. Elde edilen veriler nitel araştırma tekniklerinde çok kullanılan betimsel analiz tekniğiyle çözümlenmiştir. Sonuç olarak bu araştırma göstermiştir ki araştırmaya katılan öğretmenler değer öğretimi adı altında verilmesi gereken çoğu değerin farkındadırlar. En çok ise dürüstlük değerini önemsemekle birlikte bu değerlere yönelik de farklı çağrışımlar oluşturmuşlardır.Anahtar Kelimeler: zihin haritası, değer eğitimi, değer, öğretmen, sınıf öğretmenleri Intelligence Map of Class Teachers for Value TeachingAbstract: This study aims to examine intelligence map of class teachers and reveal their value perception. Phenomenological approach which is one of the qualitative research pattern is used in the research. The research covers 15 class teachers who work in Isparta city center. Semi-structured interview form is used in the paper which is developed by the researcher as data collection instrument. Reliability analysis of the research is determined by Miles and Huberman formula and a 95% compromise is provided. Collected data is analyzed via descriptive analysis methods which are constantly used in qualitative analysis methods. As a result of the study, it was found that teachers, who participated in the study, are aware of most ofthe values which are to teach students in the scope of values education. Although they pay more attention to honesty, they attached varied connotations to other values, too.

Okul Müdürlerinin Sınıf Öğretmenlerine Hizmetiçi Eğitim Sürecinde Kazandırılması Gereken Mesleki Değerler ve Mesleki Becerilere İlişkin Görüşleri

“…The finding 'entrepreneurship as a personal value that teachers should have' is coherent with the finding of Karabacak (2016), and the finding about 'a fair attitude' is consistent with finding of Sezer (2016). In previous studies conducted by Gündüz and Aktepe (2017), Karabacak (2016), MEB (2008, Işıktaş (2015), Richardson andWatt (2006), Sezer (2016), Vidovic and Velkovski (2013), the results show that teachers must have personal values as openness to innovation, reliability, diligence, versatility. In the studies conducted by Aydın (2009), Çubukçu et al (2012), Karabacak, Küçük, and Korkmaz (2015), Karabacak (2016) the findings show that empathy has a great influence on teacher and student relationships.…”

“…Likewise, in the studies conducted by Downing, Ryndak and Clark (2000), Ergün and Özdaş (1999), the findings show that children love was the main condition of the teaching profession; Gündüz and Aktepe (2017) expressed that the main values for the primary class teachers were human respect and human love. In the studies conducted by Gündüz and Aktepe (2017), Işıktaş (2015), MEB (2008), Özcan and Polat (2016), Selvitopu, Bora andTaş, 2015, Vidovic andVelkovski (2013), it was stated that primary class teachers should have universal values such as 'justice', 'democratic attitude', 'respect for differences' and 'tolerance.' Similarly, in the studies conducted by Gündüz and Aktepe (2017), Karabacak (2016), Tunca (2012), Yeşiltaş-Doktaş and Mentiş-Taş (2016) it was stated that primary class teachers must first have universal values.…”

“…It can be said that it is a remarkable finding that according to school principals human respect and human love are more important than other values because teaching is a profession of love teachers who love children can establish warm and positive relationships with them (Eskicumalı, 2002). Likewise, in the studies conducted by Downing, Ryndak and Clark (2000), Ergün and Özdaş (1999), the findings show that children love was the main condition of the teaching profession; Gündüz and Aktepe (2017) expressed that the main values for the primary class teachers were human respect and human love. In the studies conducted by Gündüz and Aktepe (2017), Işıktaş (2015), MEB ( 2008), Özcan and Polat (2016), Selvitopu, Bora andTaş, 2015, Vidovic andVelkovski (2013), it was stated that primary class teachers should have universal values such as 'justice', 'democratic attitude', 'respect for differences' and 'tolerance.'…”

“…In the studies conducted by Gündüz and Aktepe (2017), Işıktaş (2015), MEB (2008), Özcan and Polat (2016), Selvitopu, Bora andTaş, 2015, Vidovic andVelkovski (2013), it was stated that primary class teachers should have universal values such as 'justice', 'democratic attitude', 'respect for differences' and 'tolerance.' Similarly, in the studies conducted by Gündüz and Aktepe (2017), Karabacak (2016), Tunca (2012), Yeşiltaş-Doktaş and Mentiş-Taş (2016) it was stated that primary class teachers must first have universal values.…”

Perceptions in the Mind Maps of Turkish Children Living in England at Primary Education Level about their Home Country Turkey and the World

“…However, the number of studies to determine perception/attitude/awareness on a subject with the mind mapping technique is rather limited. From a few numbers found research the one that is conducted by Gündüz and Aktepe (2017), is about the mind maps that were used to determine the sense of the value of the class teachers. Although much of the work done in the name of the "mind map", it seems that they reflect the perception of "geographical space cognition" rather than the mind mapping developed by Tony Buzan.…”