KİŞİLİĞİN AHLAKİ YÖNÜNE FENOMENOLOJİK BİR BAKIŞ: İLKOKUL ÖĞRETMENLERİNİN KARAKTER EĞİTİMİNE İLİŞKİN GÖRÜŞLERİ

Year 2022, Volume: 6 Issue: 2, 43 - 68, 31.12.2022

Ogün Çakır Midarbi Cihangir Doğan

Abstract

Karakter kavramının eğitime konu oluşu, eğitim kavramının özünde birey yetiştirmenin oluşunun doğal bir sonucudur; zira her toplumda sağduyulu bireyler yetiştirmek bakımından çocuklarda karakter eğitimine önem vermek eğitimin temel uğraşı olagelmiştir. Çocukların karakter gelişimi üzerinde etkililiği kabul edilmiş olan karakter eğitimi programlarının uygulayıcıları olan öğretmenlerin, özellikle ilkokul düzeyinde, rol model olma ve yapıcı evrensel değerlerin yeni nesle kazandırılması bakımından başat aktörler oldukları söylenebilmektedir. Bu araştırmanın amacı, ilkokul öğretmenlerinin karakter kavramının pedagojik bağlantılarına ve eğitsel uygulamalardaki yeri ve önemine ilişkin görüşlerine ulaşmak ve bu görüşleri alanyazındaki teorik veya uygulamaya yönelik araştırma bulgularıyla karşılaştırmaktır. Bu doğrultuda nitel araştırma yöntemlerinden biri olan fenomenoloji (olgubilim) esas alınmıştır. Araştırmanın ölçüt örnekleme yaklaşımıyla belirlenen çalışma grubu 88 ilkokul öğretmeninden oluşmaktadır. İlgili görüş ifadelerinin analizi içerik analiziyle gerçekleştirilmiş, bu doğrultuda saptanan kodlar uygun temalar altında toplanarak modellenmiştir. Elde edilen bulguların ilgili alanyazında yer alan görüş ve bulgularla karşılaştırılmasının gerek ilkokul öğretmenlerinin karakter eğitimine yönelik deneyim ve tutumlarını yansıtacağı gerekse gelecekteki program geliştirme süreçlerine kılavuzluk edeceği düşünülmektedir.

Keywords

Karakter eğitimi, İlkokul çağı, Öğretmen görüşleri

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