Examining Social Studies Teachers’ Views on Branch Teachers’ Committee Meetings

Abstract

The purpose of this study is to determine the views of social studies teachers on branch teachers’ committee meetings (BTCM). This study utilized a qualitative method, phenomenological design. The sample of the research is composed of 16 teachers working in public secondary schools in the central district of Karabük province during the spring school term of 2016-2017and the participants were selected by convenient sampling method under purposeful sampling methods. The data of the study were collected through a semi-structured interview form developed by the researchers. Content analysis was used to analyze the data obtained from the participants. The results revealed that social studies teachers’ views on BTCMs were collected under four main themes entitled “things planned in BTCMs”, “decisions made in BTCMs”, “BTCMs in terms of the quality of social sciences teaching in school” and “The effectiveness of BTCMs”. Results of the study were discussed in line with the relevant literature and a number of suggestions were presented.

Prospective Classroom Teachers' Reasons for Choosing the Teaching Profession and Their Preferences for Their Work Lives

“…The importance of basic education in raising future generations is emphasized in the theme of serving the future. In the literature, the motivations for choosing teaching as a profession among teacher candidates include supporting the welfare and development of society (Kılcan et al, 2014), social utility values (Topkaya and Uztosun, 2012), and making a social contribution and shaping the future (Richardson and Watt, 2006;Watt et al, 2012). According to Bozbayındır (2019), factors influencing the status of teaching as perceived by teacher candidates include the profession being chosen by qualified individuals and its service to people.…”

Beden Eğitimi Zümre Öğretmenlerinin İşbirliği Düzeyinin Belirlenmesi: Bir Karma Yöntem Araştırması

“…In some studies, it was stated that the decisions taken in the coterie meetings remained on paper (Aydın, 2018;Şahin, Maden & Tetik, 2011). The most striking point about coterie meetings is that teachers see these meetings as formality (Çalışkan, Yıldırım and Kılınç, 2019;Gökyer, 2011;Güler, Altun and Türkdoğan, 2015;Kılcan, Çepni and Kılınç, 2018;Şahin, Maden and Gedik, 2011 ).…”

“…2007). Zümre öğretmenler kurulundaki öğretmenlerin iş birliği içinde olmaları, öğrencilerin bilişsel, duyuşsal ve psikomotor özelliklerini geliştirebileceği gibi iyi bir öğrenme iklimin oluşturması bakımından önemlidir (Aydın, 2018;Çelebi, Vuranok ve Hasekioğlu, 2016;Kılcan, Çepni ve Kılınç, 2018).…”

“…Bazı çalışmalarda zümre toplantılarında alınan kararların kağıt üstünde kaldığı ifade edilmiştir (Aydın, 2018;Şahin, Maden ve Tetik, 2011). Zümre toplantıları ile ilgili en dikkat çekici nokta öğretmenlerin bu toplantıları formalite olarak görmeleridir (Çalışkan, Yıldırım ve Kılınç, 2019;Gökyer, 2011;Güler, Altun ve Türkdoğan, 2015;Kılcan, Çepni ve Kılınç, 2018;Şahin, Maden ve Gedik, 2011).…”

Sosyal Bilgiler Öğretmenleri ve Öğretmen Adaylarının Pedagojik İçerik Bilgilerinin (PİB) Değerlendirilmesi Konusunda Öğrenci Görüşleri1

“…Nitekim alanyazında öğretmenlerin eğitim sürecinin asıl yürütücüsü ve en önemli sorumluluk sahibi kişiler olduğu sıklıkla vurgulanmaktadır (Azar, 2011;Gökyer, 2011;Kılcan, Çepni ve Kılınç, 2018;Tanışlı, 2013). Öğretmenler meslekî ve vicdanî sorumluluklarını yerine getirmeleri neticesinde başarılı, iyi, nitelikli, kaliteli, etkili, ideal, uzman gibi sıfatlarla tanımlanmaktadır (Cruickshank ve Heafele, 2001;Taşkaya, 2012).…”