The views of pre-service primary school teachers regarding the concept of 'basic life skills' of life science course

Yildirim, Gülsüm

doi:10.29329/epasr.2019.208.4

Cited by 5 publications

(3 citation statements)

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“…When it comes to family life education, there is another group of stakeholders who must not be ignored, namely parents and caregivers (Oz, 1991;Varani-Norton, 2014;Yildirim, 2019;Plaza-del-Pino et al, 2021). First of all, these programmes are not expected to educate children against the culture of their families.…”

Section: Discussionmentioning

confidence: 99%

Views of Teachers and Support Staff at Schools on the Implementation and Development of Family Life Education

2023

European Journal of Contemporary Education

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In many education systems, the curriculum includes preparation for independent living, sexual or family life, and social relationships. The relevant literature includes research on the target groups' attitudes to and evaluations of these modules. The novelty of our research is that we examined the views of school professionals to be involved in the implementation before the launch of the programme. Our aim was to explore their stance on the development of family and adult life education and relationship culture. The target groups of the study were class teachers and subject teachers in grades 5-13 as well as school support professionals in the three most disadvantaged counties of Hungary. The research method was qualitative, with individual and focus group interviews. Respondents were selected using quotas (county, type of school, school provider and career stage) and snowball sampling (N = 53). Our results highlight the role of school professionals' existing knowledge and experience of family pedagogy and that public education can rely not only on accumulated individual experience but also on well-functioning initiatives at the institutional level. We have found that teachers do perceive dysfunction in families and inadequate or dysfunctional preparation for adult life, and see the need to prepare young people for adulthood, but commitment to this task is not general.

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Section: Discussionmentioning

confidence: 99%

Views of Teachers and Support Staff at Schools on the Implementation and Development of Family Life Education

2023

European Journal of Contemporary Education

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“…A pedagógusok véleményét feltáró nemzetközi kutatások szerint a családi realitások ismerete és a szülők bevonása nélkül a diákok családi és felnőtt életre nevelése nem valósítható meg (Oz 1991;Plaza-del-Pino et al 2021;Varani-Norton 2014;Yildirim 2019). A pedagógusok és az iskolai segítő munkatársak családpedagógiai tapasztalatait az implementáció során hasznosítani lehet (Pusztai-Csók 2022).…”

Section: Bevezetésunclassified

A családi életre nevelés realitásai.

Pusztai,

Pallay,

Csók

2023

Educatio

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Az utóbbi évtizedekben a családi élet alapvető változásokon ment keresztül, ami hatással van a családi és felnőtt életre nevelés alapvető mintázataira is. Az interjús kutatás során olyan települési és iskolai környezetekben dolgozók (N = 53) tapasztalatait tártuk fel az ország három leghátrányosabb helyzetű megyéjében, ahol a legmagasabb az alacsony státusú tanulók aránya. A tanulmány egyik fontos megállapítása, hogy a családokban megvalósuló spontán családi életre nevelésben társadalmi-területi szempontból nagy eltérések jellemzők, ezért a felnőtt élet több területére való felkészítés kihívást jelentő iskolai feladat, mely a pedagógusok és az iskolai segítő szakemberek speciális felkészülését és többletmunkáját igényli.

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“…Tanımlardan da anlaşılacağı üzere hayat bilgisinin, bireyin içinde yaşadığı çevre ve toplumu temele alıp yaparak-yaşayarak öğrenme yoluyla bilgi ve beceriler kazanmasını sağlayan bir toplu öğretim dersi olduğu söylenebilir. İlk defa 1926 yılında uygulanan Hayat Bilgisi Öğretim Programı;1936, 1948, 1968, 1998, 2005, 2009 Yaşam becerileri alanında yurt içinde yapılan çalışmalar incelendiğinde fen bilgisi öğretmenlerinin yaşam becerilerine dair görüşleri (Deveci ve Aydız, 2021;Karal, 2019); öğretmenlerin yaşam becerilerine dair görüşleri (Güleç, 2020); öğretmen adaylarının yaşam becerilerine dair görüşleri (Boysak, 2020;Kanyılmaz, 2018;Yıldırım, 2019) öğretim elemanlarının yaşam becerilerine dair görüşleri (Selçuk, 2019) ve ilkokul öğrencilerinin yaşam becerilerine dair görüşlerini (Özata-Yücel ve Kanyılmaz, 2018) inceleyen araştırmalar bulunmaktadır. Bununla birlikte hayat bilgisi öğretiminde yaşam becerilerine (Bastık, 2019;Yıldırım, 2020)…”

Section: Introductionunclassified

Classroom Teachers' Views About Basic Life Skills: Knowledge, Needs, and Priorities

Yildirim

2021

Türk Eğitim Bilimleri Dergisi

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In this study, the opinions of classroom teachers working in a province located in the Eastern Anatolian Region, regarding basic life skills have been examined. The basic qualitative research method has been used in the research, and 61 classroom teachers have been reached with the purposeful sampling method. Of the open-ended questions, the questionnaire has been analyzed descriptively. As a result of the analysis, some of the classroom teachers have not been heard life skills before; however, it has been observed that the hearing teachers have not been emphasized the life study lesson at all. Classroom teachers have attached the meanings of life skills; it has been generally defined as continuing life and living on its own. Classroom teachers emphasizing different skills have expressed the skills that should be gained to students in a city in the Eastern Anatolia Region as the most self-expression and communication skills. It has also been stated that life skills are mainly required for living and maintaining independence, and it has been stated that they can be acquired mainly in the social environment-school-family triangle. *Bu çalışma, 23-27 Ekim 2019 tarihlerinde düzenlenen 2. Uluslararası Temel Eğitim Kongresi'nde sunulan sözlü bildiriden üretilmiştir.

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The views of pre-service primary school teachers regarding the concept of 'basic life skills' of life science course

Cited by 5 publications

References 0 publications

Views of Teachers and Support Staff at Schools on the Implementation and Development of Family Life Education

Views of Teachers and Support Staff at Schools on the Implementation and Development of Family Life Education

A családi életre nevelés realitásai.

Classroom Teachers' Views About Basic Life Skills: Knowledge, Needs, and Priorities

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