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2015, Cilt 5, Sayı 3, Sayfa(lar) 304-315
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DOI: 10.5961/jhes.2015.132
Evaluation of Religious Culture and Moral Education Departments in Terms of Sufficiency
Yakup KESKİN
Ondokuz Mayıs University, Faculty of Divinity, Samsun, Turkey
Keywords: Primary school, Secondary school, High school, Teachers, Religious culture and moral education departments, Religious culture and moral education lessons, Bologna process, Perception of sufficiency

The obligatory religion education in primary and secondary education programs and gathering high religious education under the roof of theology realized at the same period. In this period of 35 years, religion lessons education programs have developed according to changing conditions in terms of the program and especially after 2000, it has been prepared with the aim of forming student's individual belief. Religion lesson teachers are determined to be trained in the scope of ‘general sufficiency criteria' and ‘special branch sufficiency criteria' for religious culture and moral education branch prepared by Ministry of National Education and within the frame of ‘sufficiency in teacher training and educational sciences' which is a part of the Bologna Process. However, when the training process of religion teachers within the last 15 years is taken into consideration, it will be seen that there have been very different applications. Particularly, due to the instability in the policies of Council of Higher Education about training of teachers of religious culture and moral knowledge and religious vocational high school, the quality of primary school religious culture and moral education department is questionable. In this study, ‘Primary School Religious Culture and Moral Education Department Sufficiency Perception Scale' was developed in line with graduate teachers from primary school religious culture and moral education department in order to show the sufficiency of religious culture and moral education yetişdepartments. This scale, according to the view of graduate teachers, is putting forward the basic reasons about the insufficiency of special branch knowledge which is the most criticized part of the religious culture and moral education program. Also, it is putting forward the minimum standard of skills about using information, perception of self-sufficiency and independent research in the department. The data that will be gathered in the scale is significant, because it puts forward the precautions needed in the undergraduate education according to the range of schools at which religious culture and moral education teachers will work.

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