scholarly journals What Kind of Person Should an Education System Raise? A Survey of Teachers’ Views in Turkey

2020 ◽  
Vol 7 (2) ◽  
Author(s):  
Soner Dogan
Keyword(s):  
Content Analysis ◽  
Critical Thinking ◽  
Education System ◽  
School Administrators ◽  
Moral Values ◽  
Social Characteristics ◽  
City Centre ◽  
School Type ◽  
Study Group ◽  
Turkish Education

This study aims to find answers to the question: What kind of person should the Turkish education system raise? To evaluate the participants’ responses thoroughly, the phenomenology method has been used. The study group includes 185 teachers and school administrators working in Sivas city centre. To reach out to more participants, the data have been obtained by a survey developed by the researcher. Four categories, academic, social, individual, and ethical, have been identified as a result of data analysed with content analysis. The data have been presented according to the variables of school type and positions. According to the findings, it has been found out that teachers’ order of preference about the kind of person to be raised is individual, academic, ethical, and social characteristics;administrators’ order of preference is academic, individual, ethical, and social characteristics. Sentences have been formed about the kind of a person to be raised by the variables of school types and positions in the study. In this regard, considering participants’ priorities, common phrases have been brought out to be ‘having critical thinking, ethical, national and moral values, and love of country and nation’.

scholarly journals Experiences of Graduate Students in Turkish Education During the Covid-19 Pandemic Process

2021 ◽  
Vol 12 (5) ◽  
pp. 60
Author(s):  
Nurşat Bi̇çer ◽  
Yakup Alan ◽  
Fatih Can
Keyword(s):  
Qualitative Research ◽  
Content Analysis ◽  
Graduate Students ◽  
Doctoral Students ◽  
Study Group ◽  
Time Saving ◽  
Face To Face ◽  
Interview Guide ◽  
Technological Opportunities ◽  
Turkish Education

The aim of this study is to reveal the experiences of graduate students in the field of Turkish education during the pandemic process. Phenomenology design, one of the qualitative research methods, was used in the research. The sample of the research consists of graduate and doctoral students studying at different universities. Easily accessible case sampling was used to determine the study group. The data of the study were collected with the interview guide prepared by the researchers and given the final shape after the expert opinion was taken. The study group was reached by using internet tools (Zoom) and data were collected. The content analysis of data was made. As a result of the research, it was seen that during the pandemic process graduate students experienced advantages such as increased technological opportunities, accessing to online materials easily, time saving and efficient studying opportunities. However, disadvantages such as inefficient lessons, lack of interaction, inability to focus on lessons, data collection problems, and inability to benefit from libraries were also revealed as problems experienced by graduate students. Students expect technological opportunities to continue, but to ensure normalization in some issues that cannot be resolved with these opportunities. They think that face-to-face education is more qualified, communication is better, and research can be done more effectively.

scholarly journals Decentralization as an Educational Planning Strategy in Turkish Education System

2015 ◽  
Vol 7 (2) ◽  
pp. 415
Author(s):  
Betül Balkar ◽  
Mahinur Gözde Kasurka
Keyword(s):  
Content Analysis ◽  
Education System ◽  
Education Policies ◽  
Planning Strategy ◽  
Regional Inequalities ◽  
Development Data ◽  
Decentralization Policy ◽  
Development Plans ◽  
Document Review ◽  
Turkish Education

<p>The aim of this study is to examine the policies of decentralization which guide the planning<br />of Turkish education system and which are involved in Development Plans of Turkey. The<br />sample of study is composed of ten development plans for 5 years which have been published<br />between the year of 1963 and 2014. Development plans were reached upon the website of<br />Ministry of Development. Data of the study were collected via document review and were<br />analyzed by using content analysis. As a result of the analysis of education policies in<br />development plans, it cannot be said that there is a decentralization policy which is adopted in<br />planning the Turkish Education System. In development plans, there are only objectives and<br />strategies that point out possible decentralization policies. Decentralization policies in<br />development plans are determined to be under the category of deconcentration and delegation<br />in terms of extent of execution. Based on the results of the study, it is suggested that<br />developing and executing decentralization policies should take more place in the plans for<br />Turkish Education System in order to be able to meet educational needs which result from<br />regional inequalities. The extent of decentralization should be decided by taking into<br />consideration the need that decentralization would respond rather than the delegated and<br />deconcentrated units.</p>

scholarly journals THE STUDY OF VALUES REFLECTED IN SECONDARY LEVEL ENGLISH SYLLABUS OF W.B.B.S.E.

2020 ◽  
Vol 8 (12) ◽  
pp. 141-148
Author(s):  
Pradipaditya Sing
Keyword(s):  
Content Analysis ◽  
Education System ◽  
Qualitative Method ◽  
High Efficiency ◽  
Social Values ◽  
Secondary Level ◽  
Moral Values ◽  
Indian Education ◽  
National Values

Traditionally in Indian education system values and value education is an integral part which is lacking among the today’s young generations. The objectives of this study are to find out how the English syllabus is helping the students inculcating values, to identify the types of values incorporated in English syllabus of W.B.B.S.E. For this study qualitative method has been undertaken and content analysis has been done. The major findings of this study are that prose lessons are mostly able to develop values among the students than nonfiction and poetry; Nonfiction, though it is little in number of lessons, has high efficiency in the development of values, the English syllabus of W.B.B.S.E is able to develop social values, moral values and national values.

scholarly journals Prospective teachers' metaphoric perceptions regarding the teacher educator

2015 ◽  
Vol 5 (4) ◽  
pp. 419-444 ◽  
Author(s):  
Özge Bahar-Güner ◽  
Nihal Tunca ◽  
Senar Alkın-Şahin ◽  
Aytunga Oğuz
Keyword(s):  
Teacher Education ◽  
Content Analysis ◽  
Critical Thinking ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Effective Communication ◽  
Study Group ◽  
Psychological Violence ◽  
Source Of Information

The aim of the present study is to determine the meanings that prospective teachers attribute to the concept of teacher educator through metaphors. The study has been designed with a phenemenological approach. The study group has been composed of 272 prospective teachers studying at the education faculties of three different universities in Turkey. The prospective teachers were asked to complete the following sentence: "A teacher educators is ......... because ......, and the metaphors they used were analyzed with content analysis approach. As a result of the analysis done, the metaphors were categorized under two main themes as positive and negative ones. The themes for the positive aspects of lecturers are "guiding, source of information, open to learn and develop oneself, passionate, hardworking, model, shaping the future, critical thinking, valuing their profession and students" while the themes for the negative metaphors are "not fulfilling the teaching responsibility effectively, not developing oneself/not being open to development, thinking themselves superior to students, authoritarian, not being open-minded, discriminating, not having an effective communication with students, resorting to psychological violence against students, acting for the benefit of themselves, complying with the system/submissive and exploiting the students". That there are negative metaphors for the teacher educators besides the positive ones indicate that the qualities of teacher educators should be questioned for a quality teacher education.

PEMIKIRAN PENDIDIKAN SPIRITUAL SYAIKH 'ABD AL-QADIR AL-JILANIY

ALQALAM ◽  
2015 ◽  
Vol 32 (1) ◽  
pp. 196
Author(s):  
Badrudin Badrudin
Keyword(s):  
Moral Education ◽  
Education System ◽  
Teaching Method ◽  
Moral Values ◽  
Islamic Education ◽  
Religious Leaders ◽  
Spiritual Education ◽  
Educational Materials ◽  
Educational Thought ◽  
The Core

The Principles of Islam requirehuman to maintain  and improve their moral values BuT in fact, many  Moslems  face problems of moral deteriora tion, crisis of beliefs, and moral decadence that happenin all aspects of life. This moral deterioration is often associated by  the  experts  of  education  with the failure of educat ion. The failure of education relates to the education system that has various components that affect each other. The elements needed in the education system are the goal of education , educators, students, tool s,  and  natural  surroundings. The results of this study indicate that the essence of  spiritual  learning obligations according to Syaikh 'Abd al-Qadir al-Jilaniy is araising the total of  truth towards  Allah SWT's path.  The aims of the learning areto implement knowledge and clean  the heart (tazkiyyah al-nafs) from worldly characters and the lust of dirtiness to ma'rifatullah. Spiritual educators are  those who  practice  the law of Allah, clean the heart and  guide  students to the  safety of life  in the Hereafter . Learners constantly face Allah and obey Him, do not meet the call besides Allah, listen  to  the  call  of  Allah  and implement everything stated in the Qur ·an  and  the  Prophet tradition. Teaching method used is the method of mau'izhah, sima',  ahwal ,   and   muhasabah  fial-nafs (introspection). Educational materials are  based  on  the  basics  of  spiritual education in the Qur'an, the Prothet tradition. and the opinion of Muslim religious leaders who have noble characters and integrate science.  Moral education  is  the core of Islamic education. The implications of the spiritual educational thought of Syaikh 'Abd al-Qadir al-Jilaniy toward the reality of Islamic education in Indonesia is the emphasis of moral education that leads to a balance relationship  between  the  exoteric  and esoteric aspects of the learning process.

scholarly journals Critical agency in the post-apartheid education system

2015 ◽  
Author(s):  
Nazir Carrim
Keyword(s):  
South Africa ◽  
Social Justice ◽  
Critical Thinking ◽  
South African ◽  
Educational System ◽  
Education System ◽  
The South ◽  
African Education ◽  
South African Education

This paper looks at critical agency in the South African education system. There has been a consistent linking of critical thinking with critical agency under apartheid, and that this was constructed by a ‘critical struggle’ (Touraine, 1985) against apartheid domination. However, this changed significantly in the post-apartheid moment, where compliance with the newly elected government is emphasised, and could be viewed in terms of ‘positive struggles’ (Touraine, 1986). These, however, limit critical agency in the post-apartheid formation. There is, nonetheless, evidence of critical agency being enacted in the post-apartheid education system. The importance of highlighting those forms of critical agency is crucial in order to enhance social justice in the post-apartheid educational system and society. This paper also links critical agency in the post-apartheid situation with the postcolonial and postmodern conditions because such conditions affect the possibilities of critical agency not only in South Africa but more generally.

scholarly journals Pendidikan ideal perspektif Tagore dan Ki Hajar Dewantara dalam pembentukan karakter peserta didik

2016 ◽  
Vol 13 (2) ◽  
pp. 172-181
Author(s):  
Marzuki Marzuki ◽  
Siti Khanifah
Keyword(s):  
Content Analysis ◽  
Experiential Learning ◽  
Education System ◽  
Secondary Data ◽  
Primary Data ◽  
Learning Approach ◽  
Rabindranath Tagore ◽  
Education Data ◽  
Education And Development ◽  
The Ideal

The research aims to study the thought of Rabindranath Tagore and Ki Hajar Dewantara with the ideal education related in formation of students character. This research is a literature review using content analysis approach. Sources of data in the form of primary data and secondary data on thought of two leaders in education. Data were analyzed qualitatively with the inductive approach. The results showed that 1) Rabindranath Tagore saw education based on freedom and love. Learning approach undertaken by Rabindranath Tagore in the education system is experiential learning; 2) Ki Hajar Dewantara developed a Among system in education which is an effort to advance the development of morality (inner strength), mind (intellect), and physical students; and 3) there is a link between thought of Rabindranath Tagore and thought of Ki Hajar Dewantara on looking at the education and development of ideal education system. 

scholarly journals Rationales for First Nations Run Schools in Ontario : a Content Analysis

2021 ◽  
Author(s):  
Hiona Murray
Keyword(s):  
Content Analysis ◽  
First Nations ◽  
Education System ◽  
Research Study ◽  
Economic Conditions ◽  
Learner Outcomes ◽  
Education Improvement ◽  
Latent Content

The purpose of this research study was to address the question: how do First Nations leaders and scholars articulate the rationales for First Nations run schools in Ontario? Documents were collected from two First Nations websites, Assembly of First Nations and Chiefs of Ontario, and subjected to a manifest and latent content analysis. Three themes representing rationales emerged from the findings: self-governance over education, improvement of socio-economic conditions and sustainability. An underlying rationale that linked the three themes indicated that First Nations need recognition of self-government in order to control their education system, improve its quality and enhance learner outcomes.

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