Values Education from Perspectives of Classroom Teachers

Duban, Nil; Aydoğdu, Bülent

doi:10.26417/ejser.v7i1.p80-88

Cited by 8 publications

(5 citation statements)

References 8 publications

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“…If Values education is introduced at a young age, there will be many more opportunities for future life preparation, personality development, and the development of enduring values (Duban, 2016). The level of moral maturity and human values that students acquired enhanced due to the "Curriculum of Values Education," (Akan, 2021).…”

Section: Relevance Of Values Educationmentioning

confidence: 99%

Convention to characterization: Practices, barriers and facilitating factors in teaching values

Relleve

2023

IJODS

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Characterization is the highest level in the taxonomy of the Affective Domain; it is the process of creating a value system that governs learners' conduct, which is the most crucial aspect of their behavior. This study aims to elicit the perceptions of teachers about the attainment, barriers, facilitating factors, and other possible teaching practices that can be used to attain characterization in teaching values. A qualitative data inquiry through an open-ended survey questionnaire was utilized in this study. The following themes emerged from the categorized responses of the eight public school teachers, who are the informants of this study: (1) in the attainment of characterization-values that can be actualized and applied in real life, adherence to curriculum, and teachers as role models; (2) barriers in the characterization are negative societal influence, subject limitation, and learners' disposition; (3) facilitating factors are support and help from family and environment, teacher commitment and competence, and the importance of the subject and its application; (4) other possible teaching practices that can be used are integration in other areas, proper implementation of the curriculum, and active learning. In light of these findings, this study contends that, in the attainment of characterization, the ecological teaching approach could be adopted and sustain the practice of curriculum delivery beyond the conventional cognitive process dimensions.

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Section: Relevance Of Values Educationmentioning

confidence: 99%

Convention to characterization: Practices, barriers and facilitating factors in teaching values

Relleve

2023

IJODS

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“…Kumta (2013; Duban & Aydogdu (2016) have identified the following practices and approaches for inculcating values in schools:…”

Section: Practices and Approaches To Value Education In Schools And C...mentioning

confidence: 99%

Inculcating Values Among Learners in Schools: An Analysis of Global Practices and Approaches

Mugambi¹

2022

JET

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The paper is based on literature review to understand global approaches for implementation of core values in schools. The paper is organized thematically to ensure progressive coverage. The introduction covers the concept of values and elaborates to present global and national perspectives on implementation of values. Further, values have been categorized into academic, social and civic and the core values for schools identified. Statement of the problem shows a gap in the development of values nationally as reflected by incidences of social, economic and psychological, crimes, among them; violence, rape, defilement, incest, child abuse, spouse abuse, femicide, suicide, intolerance and integrity issues of corruption. In addition studies show minimum implementation of values even within the carrier subjects. Requirements for successful implementation of values have been discussed capturing; proper planning, training that is ongoing and specific and, necessary administrative/ organizational arrangements for the integration, interpersonal forms of communication for close contact with implementers, school consultations and guidance, modeling by teachers ,a conducive school environment and adoption of an interdisciplinary approach. Further, the paper has explored approaches that can be used to implement values in the school; direct, integrated, holistic, pedagogical, hidden curriculum, peer to peer, moral reasoning and action learning approach. In addition benefits of value based education and theoretical framework emphasizing the change theory as a comprehensive description and illustration of how and why a desired change is expected to happen in a particular context have been discussed. The paper concludes that, a whole school approach, backed by effective and efficient administrative leadership is crucial for implementation of values. Recommendations propose; strengthening of home and school partnership, community service programmes, continuous reinforcement of values, ongoing teacher development and development of a healthy relationship between, learners, teachers and parents.

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“…According to [9], value education is a process, which begins at home and continues in society and in formal education institutions. [10] added that education prepares students to become individuals who have knowledge, skills, attitudes, values, and behaviors that will have a positive impact on students' daily lives in society.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Pancasila Education, Civic Education, and Religion Education on Value Education for The Students During COVID 19 Pandemic

et al. 2023

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During COVID-19 attack, there are change in the teaching and learning process from onsite to online. It is the challenge for the lecturers in Bina Nusantara to instill value education through Pancasila Education, Civic Education, and Religion Education to instill Value Education. In this situation the purpose of this study is to observe the extent of students' understanding of Pancasila Education, Civic Education and Religion Education on Value Education for the students during Covid-19 pandemic. This research used a quantitative method carried out by distributing questionnaires to 150 respondents as simple random sampling. The collected data were processed using SPSS 22, then completing it using path analysis. This research showed that Pancasila Education and Religion Education in Covid-19 pandemic significantly affect on Value Education. But there is no significant effect of Civic Education on the Value Education. The implication is that Pancasila Education and Religion Education should be delivered more intensively and seriously to instill value education more over Civic Education, so that the students as the young generation are not only having Pancasila, Civic, and Religion understanding but also can live up to the values which are used as core values by Bina Nusantara University.

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Values Education from Perspectives of Classroom Teachers

Cited by 8 publications

References 8 publications

Convention to characterization: Practices, barriers and facilitating factors in teaching values

Convention to characterization: Practices, barriers and facilitating factors in teaching values

Inculcating Values Among Learners in Schools: An Analysis of Global Practices and Approaches

The Effect of Pancasila Education, Civic Education, and Religion Education on Value Education for The Students During COVID 19 Pandemic

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