Values Education from Perspectives of Classroom Teachers

Abstract

Values education is a process, which begins at home and continues in society and in formal education institutions. The purpose of this research is to determine the opinions of primary school teachers about values education in primary schools. In the current research, the qualitative research method and focus group interview technique were used. The participants of the study were eight classroom teachers who were pursuing master's degree at the classroom education program of Afyon Kocatepe University. The participants were selected using the intense case sampling, which is part of purposeful sampling technique. The data were collected through audio-taped group interview. The credibility of this study was enhanced by expert review. The interview schedule was sent to experts for review. The trustworthiness of this study was established by the formula proposed by Miles and Huberman. It was calculated as 0.92. The data collected from the interview were examined using a qualitative data analysis approach. The findings of the study showed that if value education starts at early ages it would provide much more opportunity to prepare for future life, to improve personality and to have long-lasting values. The participants argued that parents are very significant in value education. The participants suggested that value education should be either an independent course or certain values should be taught in existing courses. They also proposed that in value education case studies and drama can be used and that positive and desired behaviours and empathy should be encouraged among children.

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

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

Validación de un cuestionario sobre actitudes del profesorado de secundaria hacia la educación en valores

“…Existe una amplia bibliografía en la que bastantes autores reclaman más investigación sobre la educación en valores (Duban y Aydoğdu, 2016;González, Martínez, Amaro y Soriano, 2020;Gracia y Gozálvez, 2016;Lovat, Toomey, y Clement, 2010;Thornberg, y Oğuz, 2013, entre otros). El reciente estudio bibliométrico de Sökmen y Naçalci (2020), comprendido entre 1970 y 2020, aporta datos reveladores sobre lo publicado en este asunto.…”

Values Lost in Society in the Eyes of Academics

“…In Ulusoy (2021), history teachers (n=30) stated that the history curriculum should include alternative activity examples instead of just giving definitions and information, that materials should be provided free of charge by schools, that activities should be carried out to prevent peer bullying, and that there should be more activities and operations for women's rights. Most studies on values and values education focus on teachers and preservice teachers (Akan, 2021;Bayırlı, Doruk & Tüfekçi 2020;Çalışkan, Yıldırım, & Demirhan, 2021;Duban & Aydoğdu, 2016;Durdukoca Firat, 2019;Ekşi & Kaya, 2021;Kamer & Şahin, 2021;Katmış & Balcı, 2017;Kayıran & Bağçeci, 2018, Okumuş, 2021Oğuz, 2012;Yazar, 2012;Yildiz-Göğebakan & Pala, 2021). However, there is limited research on academics.…”