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Öğe Examination of teacher candidates’ opinions about values and values education(IKSAD Yayınevi, 2024) Sarıgöz, OkanValues, which form the basis of moral, social and cultural structures, play a central role in individuals building their identities, establishing social relationships and finding the meaning of life. For this reason, values are provided in schools as education. Values education is an educational process that aims to teach individuals universal and cultural values, ensure that they internalize these values and regulate their behaviors accordingly. Values education is implemented with various approaches and methods in different countries around the world. In this context, values education is typically implemented in schools under the framework of character education and aims to develop individuals’ virtues such as honesty, responsibility, respect and cooperation. This research seeks to explore the perspectives of prospective teachers on values and values education. The study group consists of prospective teachers studying at Hatay Mustafa Kemal University Faculty of Education in the 2024-2025 academic year. A semi-structured interview form consisting of three questions was developed by the researcher and utilized as a data collection tool to identify the views of prospective teachers concerning values and values education. The phenomenological model was used as the method in the qualitative research. At the end of the research, based on the views of the teacher candidates, it was determined that emphasis should be placed on values and values education, especially from a social and socio-cultural perspective, and that every student should learn their cultural values in schools from a young age. In the research, teacher candidates also concluded that for the continuity of societies, they should protect their values, and therefore, values education should be given to all children by their families before they start school, that is, before school.Öğe The examination of teachers’ opinions on refugee students(İKSAD global publishing house, 2024) Sarıgöz, OkanRefugee students are children who have been forced to leave their country due to war, conflict or various persecutions and are trying to continue their education in another country. In Turkey, which constantly receives migration and has a large number of refugee students, the right to education of refugee students is secured by international and national legislation. All refugee students with temporary protection status have the right to receive free education in public schools in Turkey. In addition to basic needs such as nutrition and shelter, communication, education and cultural problems also arise for refugee students who settle in a country with migration. Language, cultural and educational problems are usually left in the background.Teachers, on the other hand, encounter problems such as language deficiency, low academic success and cultural differences in the education processes of refugee students. The purpose of this research is to determine the views of teachers on refugee students. The study group consists of teachers who are doing a non-thesis master's degree in the Department of Curriculum and Instruction at Hatay Mustafa Kemal University in the 2024-2025 academic year. In order to determine the teachers' views on refugee students, a semi-structured interview form consisting of 4 questions was developed by the researcher as a data collection tool and used in the research. The phenomenological model was used as a method in the qualitative research. At the end of the research, it was concluded that teachers have the most problems with communication, namely language, with refugee students, that students have problems in obtaining materials related to the lessons due to their inadequate economic situation, and that this situation can affect the academic success of the entire class, and that sometimes there are problems between students in the classroom due to customs, traditions and traditions or their lives in terms of socio-cultural aspects. In addition, it was concluded that teachers are happy to help families or refugee students in difficult situations, and that their job satisfaction increases.Öğe Dil bilgisi öğretiminin 2004-2017 yılları arası Türkçe dersi öğretim programları açısından incelenmesi(2018) Ömeroğlu, Ali FerhatBu araştırmanın amacı; 2004, 2005, 2015 ve 2017 Türkçe Dersi Öğretim Programlarında dil bilgisi öğretiminin nasıl ele alındığını tespit etmektir. Bu amaçla incelenen programlar; ilkokul ve ortaokul düzeyinde ele alınmıştır. Araştırmaya konu olan programlar “ilke, amaç, kazanım ve konular” açısından incelenmiştir. Araştırma, nitel araştırma yöntemlerinden yararlanılarak gerçekleştirilen tarama modelinde betimsel bir çalışmadır. Araştırmadaki bulgular, doküman incelemesi yoluyla elde edilmiş ve incelenen öğretim programları veri toplama aracı olarak kullanılmıştır. Sonuç olarak, 2004-2017 yılları arası öğretim programlarında dil bilgisi öğretiminde ilke açısından ortak bir anlayış doğrultusunda hareket edildiği görülmüş; amaç, kazanım ve konuların programlar arasında benzer ve farklı yönlerinin olduğu tespit edilmiştir.
