İmam Hatip Meslek Dersleri Öğretmenlerinin Materyal Geliştirme Durumları

Yıl 2018, Cilt: 2018 Sayı: 35, 175 - 216, 30.04.2018

Mehmet Korkmaz

https://doi.org/10.28949/bilimname.380607

Cited By: 11

Öz

 

The Situations of Instructional Materials Development of Imam Hatip
Schools Vocational Teachers

Abstract

 

This study was aimed at determining the situation of material
development of Imam Hatip School vocational courses teachers. The research is a
survey model. According to the this research results was made in Kayseri
sample, Majority of the participant teachers suffer from inappropriate
materials to the students and topics at their lessons. Most of teachers come to
schools with making preparation. Participant teachers continue using current
teaching materials and also try to prepare their own materials.

 

Introduction and Purpose of the
Study

The Religious educational process has four basic variables. These are
students, teachers, programs and the environment. The most important of these
variables are the teachers. The teachers must/should
plan, apply and evaluate the educational process. They should
use teaching methods and tools in this process. With the
development of technological possibilities, the number of teaching materials
that can be used in religious education has increased. Educational materials
can make lessons more fun and educational, and it can offers to students a rich
learning experience. For this reason, effective use of materials by the
religious teachers can contribute to the reduction of problems such as
indifference, reluctance and boredom in religious education.

 

The main purpose of this research was to determine the situation of
material development by the Imam Hatip School 
vocational courses teachers. In this context, some questions asked are;

1-       
Are they having trouble
finding instructional materials? What are these troubles?

2-       
How much did they develop
educational materials in the process of Religious education?

3-       
How did they get them?

4-       
What kind of materials did
they develop most?

5-       
What are they paying
attention to when developing them?

6-       
What kind of problems they
have experienced in this process? And similar questions are asked and answered

 

Method

The research is a survey model that describes the current situation. In
the study datas were gathered by questionnaire on 82 Imam Hatip School  vocational courses teachers in Kayseri
province. 21 IBM SPSS (Statistical Package for Social Sciences) software
program was used to test hypotheses generated for the purposes of research.
Quantitative analyses methods (means, percentages), were used in analyzing the
data.  56 % of the participants are men
and 44 % are women. % 45 of them working at imam hatip high
school, % 39 are imam hatip midle school, % 16 are both of them.

 

Results and Discussion

According to this research results, the participant teachers say they
are having trouble finding instructional materials.  Some of the teachers have said
that they have not prepared their materials because of the inadequacy of the
class hours. Nevertheless, they do not see themselves inadequate in material
development, and the proportion of teachers who prepare their own materials has
been expected to be low. They generally prefer to use
ready-made materials. They provide materials
from their colleagues and internet sites. The worksheet, the concept map, the
slide are the materials that they get the most from the internet. The materials
they do not prepare are short films, puzzles and slides. The proportion of
teachers who prepare material for their students is also very low. Most of the materials that prepared by their students 13 % model-real
goods and 11% worksheets).

 When the teachers preparing
materials for religious instruction, they were paying attention to the content
compliance most. To be suitable for students’ features and grade follow
them.  A little number of teachers say
that they developing materials according to the teaching aims and functions.It
is concluded that imam hatip secondary school teachers are more sensitive about
developing materials than İmam Hatip High School Teachers. Additionally, female
teachers are developing these materials more often than the male teachers.

 

At the end of this survey, it was discovered, despite the fact that the
teachers were having trouble finding instructional materials they did not develop their Instructional materials.  Because, a large group of
teachers, 82.5%, saw themselves as lacking in teaching technology and material
development.  Also according to this data
and researches done in the past years. Religious Education Teachers are
developing their materials have increased but some teachers (who are working at
İmam hatip high schools) don’t know functions of materials and they don’t
develop them in their lessons. 

Suggestions

The issue can be focused especially on teachers Imam Hatip High School
lessons. These suggestions can be expressed in the light of these results. The
Ministry Of National Education, The General Directorate Of Religious Education
can work on this subject. Information and materials banks can be created in
virtual environment where the institutions for the imam hatip schools courses,
also material samples. It is possible to increase the number of sharing sites
where materials related to the field of Religious Education especially Imam
Hatip High School lessons are collected. And they can be give information about
Instructional Technology and Material Development course for Imam Hatip Schools
teachers. Further research can be done in this subject.

 

 

Keywords: Religious educatin, Imam
Hatip Schools teachers, Instructional Technology and Material Development.

Anahtar Kelimeler

din öğretimi, imam hatip meslek dersi öğretmenleri, materyal geliştirme

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