Research Article
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Epistemic Beliefs and Expectations for Gaining Moral Values from the Education System

Year 2020, Volume: 28 Issue: 2, 1054 - 1066, 20.03.2020
https://doi.org/10.24106/kefdergi.692691

Abstract

This study aims to determine the expectations of the education system related to the moral education of the university students who receive teaching education. The research was carried out in the logic of qualitative research and it is phenomenological research. The data in the study were obtained with a semi-structured interview form and the interview form questions were structured on the question of 5 probes in the basis of 1 question basically. The results of the interviews were conducted through content analysis. Research findings show that the moral values expected to be given to the child in the education system are not only the role of the schools but also the role and role of the family, society and social environment. It has been concluded that moral acquisition is a function of formal or informal education, not compromising values, individual ethics, plural morality, moral development. Within the scope of the obtained results, the idea that moral values are not part of life but as a whole and part of life is not a direct expression, it can make the expectations of education system more reasonable.

References

  • Akbaş, O. (2008). Değer eğitimi akımlarına genel bir bakış. Değerler Eğitimi Dergisi, 6(16), 9-27.
  • Bekir, H. (1930). 17, 18, 19 uncu asrın beş mürebbisi. İstanbul: Milliyet Matbaası.
  • Belenky, M.F., Clinchy, B.M., Goldberger, N.R., & Tarule, J.M. (1986). Women’s ways of knowing: The development of self, voice and mind. New York, NY: Basic Books.
  • Bendixen, L.D., & Rule, D.C. (2004). An integrative approach to personal epistemology: A guiding model. Educational Psychologist, 39(1), 69–80.
  • Berk, L. E. (2013). Çocuk gelişimi. (Çev. A. Dönmez). Ankara: İmge.
  • Boulton-Lewis, G., Brownlee, J., Walker, S., Cobb-Moore, C. ve Johansson, E. (2011). Moral and social development: Teachers knowledge of children’s learning and teaching strategies in the early years. Australian Journal of Early Childhood, 36(4), 78-85.
  • Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40. https://doi.org/10.3316/QRJ0902027
  • Braten, I., & Stromso, H. (2006). Epistemological beliefs, interest, and gender as predictors of Internet-based learning activities. Computers in Human Behaviour, 22(6), 1027–1042.
  • Brownlee, J., & Berthelsen, D. (2008). Developing relational epistemology through relational pedagogy: New ways of thinking about personal epistemology in teacher education. In M.S. Khine (Ed.), Knowing, knowledge and beliefs: Epistemic studies across diverse cultures (ss. 399–416). Amsterdam: Springer.
  • Cady, J., Meier, S., & Lubinski, C. (2006). Developing mathematics teachers: The transition from preservice to experienced teacher. The Journal of Educational Research, 99(5), 295–305.
  • Cameron, C. A., Lau, C., Fu, G. & Lee, K. (2012). Development of children’s moral evaluations of modesty and self-promotion in diverse cultural settings. Journal of Moral Education, 41(1), 61-78.
  • Chan, K., & Elliott, R.G. (2004). Epistemological beliefs across cultures: Critique and analysis of beliefs structure studies. Educational Psychology, 24(2), 123–142.
  • Cheng, M., Chan, K., Tang, S., & Cheng, A. (2009). Pre-service teacher education students’ epistemological beliefs and their conceptions of teaching. Teaching and Teacher Education, 25(2), 319–327.
  • Colnerud, G., & Thornberg, R. (2003). Värdepedagogik i internationell belysning [Education for values an international perspective]. Stockholm: Skolverket.
  • Cooley, A. (2008). Legislating character: Moral education in North Carolina’s public schools. Educational Studies, 43(3), 188–205.
  • Darling, L.F. (2002). Moles, porcupines, and children’s moral reasoning: Unexpected responses. Early Years, 22(2), 91–103.
  • DeVries, R., Hildebrandt, C. & Zan, B. (2000). Constructivist early education for moral development. Early Education and Development, 11(1), 9-35.
  • Dilekli, Y., & Tezci, E. (2016). The relationship among teachers’ classroom practices for teaching thinking skills, teachers’ self-efficacy towards teaching thinking skills and teachers’ teaching styles. Thinking Skills and Creativity, 21, 144-151.
  • Dönmez, B., & Cömert, M. (2007). İlköğretim okulu öğretmenlerinin değer sistemleri. Değerler Eğitimi Dergisi, 5(14), 29-59.
  • Feucht, F. (2009). The epistemic influence of elementary school teacher beliefs, instruction, and educational materials on reading lessons in elementary classrooms. Paper presented at EARLI Symposium, Amsterdam The Netherlands.
  • Fitzgerald, J., & Cunningham, J. (2002). Mapping basic issues for identifying epistemological outlooks. In B. Hofer & P. Pintrich (Eds.), Personal epistemology: The psychological beliefs about knowledge and knowing (ss. 209–228). Mahwah, NJ: Lawrence Erlbaum.
  • Halstead, J.M., & Pike, M.A. (2006). Citizenship and moral education: Values in action. Cornwall: Routledge.
  • Hawkes, N. (2008). Inculcating values: A case of West Kidlington School. Oxford: Association for Living Values Education International.
  • Hofer, B.K., & Pintrich, P.R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67(1), 88.
  • Iwasa, N. (2017). Children’s everyday experience as a focus of moral education. Journal of Moral Education, 46(1), 58-68.
  • Karadağ, E., Baloğlu, N., & Yalçınkayalar, P. (2006). İlköğretim okulu yöneticilerinin öğretmenler tarafından algılanan demokratik tutumları ile öğretmenlerin demokratik değerleri üzerine ilişkisel bir araştırma. Değerler Eğitimi Dergisi, 4(12), 65-82.
  • Kardash, C.M., & Wood, P. (2000). An individual item factoring of epistemological beliefs as measured by self-reporting surveys. Paper presented at the American Educational Research Association, New Orleans, Louisiana.
  • Krettenauer, T., Campbell, S. & Hertz, S. (2013). Moral emotions and the development of the moral self in childhood. European Journal of Developmental Psychology, 10(2), 159-173.
  • Larsson, J. & Holmström, I. (2007). Phenomenographic or phenomenological analysis: Does it matter? Examples from a study on anaesthesiologists’ work. International Journal of Qualitative Studies on Health and Well-being, 2(1), 55-64.
  • Leonard, P. (2007). Moral literacy for teacher and school leadership education: A matter of attitude. Journal of Educational Administration, 45(4), 413–426.
  • MacNaughton, G., & Hughes, P. (2007). Teaching respect for cultural diversity in Australian early childhood programs: A challenge for professional learning. Journal of Early Childhood Research, 5(2), 189–204.
  • Miles, M., B. & Huberman, A., M. (1994). Qualitative data analysis: An expanded sourcebook. (Second Edition). New York: Sage.
  • Milli Eğitim Bakanlığı. (2018). 2023 eğitim vizyonu. http://2023vizyonu.meb.gov.tr/doc/2023_EGITIM_VIZYONU.pdf adresinden ulaşılmıştır.
  • Ohnstad, F.O. (2008). Profesjonsetiske dilemmaer og handlingsvalg blant lærere i lærerutdanningens praksisskoler [Professional moral dilemmas among teachers in school]. Oslo: Oslo University.
  • Peng, H., & Fitzgerald, G. (2006). Relationships between teacher education students’ epistemological beliefs and their learning outcomes in a case-based hypermedia learning environment. Journal of Technology and Teacher Education, 14(2), 255–285.
  • Perry, W.G.J. (1981). Cognitive and ethical growth: The making of meaning. In A.W. Chickering (Ed.), The modern American college (pp. 76–116). San Francisco, CA: Jossey Bass. Richardson, J., T., E. (1999). The concepts and methods of phenomenographic research. Review of Educational Research, 69(1), 53-82.
  • Sanderse, W. (2013). The meaning of role modelling in moral and character education. Journal of Moral Education, 42(1), 28-42.
  • Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82(3), 498–504.
  • Schommer-Aikins, M. (2004). Explaining the epistemological belief system: Introducing the Embedded Systemic Model and Coordinated Research Approach. Educational Psychologist, 39(1), 19–29.
  • Sezgin. F. (2014).Örgüt Kültüründe Değerler ve Değerlere Dayalı Okul Yönetimi. İçinde N. Güçlü (Ed.) Okul kültürü (ss. 125-152). Ankara: Pegem.
  • Smetana, J., G. (1999). The role of parents in moral development: A social domain analysis. Journal of Moral Education, 28(3), 311-321.
  • Taşdan, M. (2010). Türkiye’deki resmi ve özel ilköğretim okulu öğretmenlerinin bireysel değerleri ile okulun örgütsel değerleri arasındaki uyum düzeyi. Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 16(1), 113-148.
  • Tsai, C. (2006). Teachers’ scientific epistemological views: The coherence with instruction and students’ views. Science Education, 91(2), 222–243.
  • Turan, S., & Aktan, D. (2008). Okul hayatında var olan ve olması düşünülen sosyal değerler. Türk Eğitim Bilimleri Dergisi, 6(2), 227-259.
  • Walker, S., Brownlee, J., Whiteford, C., Cobb-Moore, C., Johansson, E., Ailwood, J. & Boulton-Lewis, G. (2012). Early yeras teachers’ epistemic beliefs and beliefs about children’s moral learning. Teachers and Teaching: Theorya nd Practice, 18(2), 263-275.
  • Yıldırım, A. ve Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin.
  • Yılmaz, K. (2018). Eğitim Yönetiminde Değerler. Ankara: Pegem.

Eğitim Sisteminden Ahlaki Değerlerin Kazandırılması Yönünde Epistemik İnanç ve Beklentiler

Year 2020, Volume: 28 Issue: 2, 1054 - 1066, 20.03.2020
https://doi.org/10.24106/kefdergi.692691

Abstract

Bu çalışma öğretmenlik eğitimi alan üniversite öğrencilerinin ahlak eğitimiyle ilgili olarak eğitim sisteminden beklentileri belirlemeyi amaçlamaktadır. Araştırma nitel araştırma mantığında yürütülmüş olup fenomenografik araştırmadır. Araştırmada veriler yarı-yapılandırılmış görüşme formu ile elde edilmiş ve görüşme formu soruları temelde 1 soru özelinde 5 sonda soru üzerinde yapılandırılmıştır. Araştırmada görüşme sonuçları içerik analizi yoluyla gerçekleştirilmiştir. Araştırma bulguları, eğitim sistemi içerisindeki çocuğa kazandırılması beklenen ahlaki değerlerin sadece okulların görevi değil aynı zamanda aile, toplum ve sosyal çevrenin payı ve rolü bulunduğunu göstermektedir. Ahlaki edinimin değerlerden ödün vermeme, bireysel ahlaktan çoğul ahlaka, ahlak gelişiminin bir bütün olması formal veya informal eğitimin işlevinin olduğu ortak sonucuna ulaşılmıştır. Elde edilen sonuçlar kapsamında, ahlaki değerlerin doğrudan anlatımla değil yaşamın bir parçası ve içselleştirdiğimiz olgular bütünü olduğu düşüncesi eğitim sisteminden bu yöndeki beklentilerini daha makul düzeyde olmasını sağlayabilir.

References

  • Akbaş, O. (2008). Değer eğitimi akımlarına genel bir bakış. Değerler Eğitimi Dergisi, 6(16), 9-27.
  • Bekir, H. (1930). 17, 18, 19 uncu asrın beş mürebbisi. İstanbul: Milliyet Matbaası.
  • Belenky, M.F., Clinchy, B.M., Goldberger, N.R., & Tarule, J.M. (1986). Women’s ways of knowing: The development of self, voice and mind. New York, NY: Basic Books.
  • Bendixen, L.D., & Rule, D.C. (2004). An integrative approach to personal epistemology: A guiding model. Educational Psychologist, 39(1), 69–80.
  • Berk, L. E. (2013). Çocuk gelişimi. (Çev. A. Dönmez). Ankara: İmge.
  • Boulton-Lewis, G., Brownlee, J., Walker, S., Cobb-Moore, C. ve Johansson, E. (2011). Moral and social development: Teachers knowledge of children’s learning and teaching strategies in the early years. Australian Journal of Early Childhood, 36(4), 78-85.
  • Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40. https://doi.org/10.3316/QRJ0902027
  • Braten, I., & Stromso, H. (2006). Epistemological beliefs, interest, and gender as predictors of Internet-based learning activities. Computers in Human Behaviour, 22(6), 1027–1042.
  • Brownlee, J., & Berthelsen, D. (2008). Developing relational epistemology through relational pedagogy: New ways of thinking about personal epistemology in teacher education. In M.S. Khine (Ed.), Knowing, knowledge and beliefs: Epistemic studies across diverse cultures (ss. 399–416). Amsterdam: Springer.
  • Cady, J., Meier, S., & Lubinski, C. (2006). Developing mathematics teachers: The transition from preservice to experienced teacher. The Journal of Educational Research, 99(5), 295–305.
  • Cameron, C. A., Lau, C., Fu, G. & Lee, K. (2012). Development of children’s moral evaluations of modesty and self-promotion in diverse cultural settings. Journal of Moral Education, 41(1), 61-78.
  • Chan, K., & Elliott, R.G. (2004). Epistemological beliefs across cultures: Critique and analysis of beliefs structure studies. Educational Psychology, 24(2), 123–142.
  • Cheng, M., Chan, K., Tang, S., & Cheng, A. (2009). Pre-service teacher education students’ epistemological beliefs and their conceptions of teaching. Teaching and Teacher Education, 25(2), 319–327.
  • Colnerud, G., & Thornberg, R. (2003). Värdepedagogik i internationell belysning [Education for values an international perspective]. Stockholm: Skolverket.
  • Cooley, A. (2008). Legislating character: Moral education in North Carolina’s public schools. Educational Studies, 43(3), 188–205.
  • Darling, L.F. (2002). Moles, porcupines, and children’s moral reasoning: Unexpected responses. Early Years, 22(2), 91–103.
  • DeVries, R., Hildebrandt, C. & Zan, B. (2000). Constructivist early education for moral development. Early Education and Development, 11(1), 9-35.
  • Dilekli, Y., & Tezci, E. (2016). The relationship among teachers’ classroom practices for teaching thinking skills, teachers’ self-efficacy towards teaching thinking skills and teachers’ teaching styles. Thinking Skills and Creativity, 21, 144-151.
  • Dönmez, B., & Cömert, M. (2007). İlköğretim okulu öğretmenlerinin değer sistemleri. Değerler Eğitimi Dergisi, 5(14), 29-59.
  • Feucht, F. (2009). The epistemic influence of elementary school teacher beliefs, instruction, and educational materials on reading lessons in elementary classrooms. Paper presented at EARLI Symposium, Amsterdam The Netherlands.
  • Fitzgerald, J., & Cunningham, J. (2002). Mapping basic issues for identifying epistemological outlooks. In B. Hofer & P. Pintrich (Eds.), Personal epistemology: The psychological beliefs about knowledge and knowing (ss. 209–228). Mahwah, NJ: Lawrence Erlbaum.
  • Halstead, J.M., & Pike, M.A. (2006). Citizenship and moral education: Values in action. Cornwall: Routledge.
  • Hawkes, N. (2008). Inculcating values: A case of West Kidlington School. Oxford: Association for Living Values Education International.
  • Hofer, B.K., & Pintrich, P.R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67(1), 88.
  • Iwasa, N. (2017). Children’s everyday experience as a focus of moral education. Journal of Moral Education, 46(1), 58-68.
  • Karadağ, E., Baloğlu, N., & Yalçınkayalar, P. (2006). İlköğretim okulu yöneticilerinin öğretmenler tarafından algılanan demokratik tutumları ile öğretmenlerin demokratik değerleri üzerine ilişkisel bir araştırma. Değerler Eğitimi Dergisi, 4(12), 65-82.
  • Kardash, C.M., & Wood, P. (2000). An individual item factoring of epistemological beliefs as measured by self-reporting surveys. Paper presented at the American Educational Research Association, New Orleans, Louisiana.
  • Krettenauer, T., Campbell, S. & Hertz, S. (2013). Moral emotions and the development of the moral self in childhood. European Journal of Developmental Psychology, 10(2), 159-173.
  • Larsson, J. & Holmström, I. (2007). Phenomenographic or phenomenological analysis: Does it matter? Examples from a study on anaesthesiologists’ work. International Journal of Qualitative Studies on Health and Well-being, 2(1), 55-64.
  • Leonard, P. (2007). Moral literacy for teacher and school leadership education: A matter of attitude. Journal of Educational Administration, 45(4), 413–426.
  • MacNaughton, G., & Hughes, P. (2007). Teaching respect for cultural diversity in Australian early childhood programs: A challenge for professional learning. Journal of Early Childhood Research, 5(2), 189–204.
  • Miles, M., B. & Huberman, A., M. (1994). Qualitative data analysis: An expanded sourcebook. (Second Edition). New York: Sage.
  • Milli Eğitim Bakanlığı. (2018). 2023 eğitim vizyonu. http://2023vizyonu.meb.gov.tr/doc/2023_EGITIM_VIZYONU.pdf adresinden ulaşılmıştır.
  • Ohnstad, F.O. (2008). Profesjonsetiske dilemmaer og handlingsvalg blant lærere i lærerutdanningens praksisskoler [Professional moral dilemmas among teachers in school]. Oslo: Oslo University.
  • Peng, H., & Fitzgerald, G. (2006). Relationships between teacher education students’ epistemological beliefs and their learning outcomes in a case-based hypermedia learning environment. Journal of Technology and Teacher Education, 14(2), 255–285.
  • Perry, W.G.J. (1981). Cognitive and ethical growth: The making of meaning. In A.W. Chickering (Ed.), The modern American college (pp. 76–116). San Francisco, CA: Jossey Bass. Richardson, J., T., E. (1999). The concepts and methods of phenomenographic research. Review of Educational Research, 69(1), 53-82.
  • Sanderse, W. (2013). The meaning of role modelling in moral and character education. Journal of Moral Education, 42(1), 28-42.
  • Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82(3), 498–504.
  • Schommer-Aikins, M. (2004). Explaining the epistemological belief system: Introducing the Embedded Systemic Model and Coordinated Research Approach. Educational Psychologist, 39(1), 19–29.
  • Sezgin. F. (2014).Örgüt Kültüründe Değerler ve Değerlere Dayalı Okul Yönetimi. İçinde N. Güçlü (Ed.) Okul kültürü (ss. 125-152). Ankara: Pegem.
  • Smetana, J., G. (1999). The role of parents in moral development: A social domain analysis. Journal of Moral Education, 28(3), 311-321.
  • Taşdan, M. (2010). Türkiye’deki resmi ve özel ilköğretim okulu öğretmenlerinin bireysel değerleri ile okulun örgütsel değerleri arasındaki uyum düzeyi. Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 16(1), 113-148.
  • Tsai, C. (2006). Teachers’ scientific epistemological views: The coherence with instruction and students’ views. Science Education, 91(2), 222–243.
  • Turan, S., & Aktan, D. (2008). Okul hayatında var olan ve olması düşünülen sosyal değerler. Türk Eğitim Bilimleri Dergisi, 6(2), 227-259.
  • Walker, S., Brownlee, J., Whiteford, C., Cobb-Moore, C., Johansson, E., Ailwood, J. & Boulton-Lewis, G. (2012). Early yeras teachers’ epistemic beliefs and beliefs about children’s moral learning. Teachers and Teaching: Theorya nd Practice, 18(2), 263-275.
  • Yıldırım, A. ve Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin.
  • Yılmaz, K. (2018). Eğitim Yönetiminde Değerler. Ankara: Pegem.
There are 47 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Research Article
Authors

Hasan Tabak 0000-0003-3923-5133

Berat Ahi 0000-0002-8744-7213

Publication Date March 20, 2020
Acceptance Date March 5, 2020
Published in Issue Year 2020 Volume: 28 Issue: 2

Cite

APA Tabak, H., & Ahi, B. (2020). Eğitim Sisteminden Ahlaki Değerlerin Kazandırılması Yönünde Epistemik İnanç ve Beklentiler. Kastamonu Education Journal, 28(2), 1054-1066. https://doi.org/10.24106/kefdergi.692691

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