Din Kültürü ve Ahlak Bilgisi öğretmenlerinin 21. yüzyıl becerileri, teknolojik pedagojik alan bilgileri ve öğretme motivasyonları arasındaki ilişkilerin incelenmesi
Küçük Resim Yok
Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Düzce Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
İnsanların bir şeye inanma ihtiyacı, insanlık tarihi kadar eskilere dayanmaktadır. Bu açıdan her yüzyılda önemini koruyan din dersleri, insanlarla iletişim kurarken ahlaki ve insani değerlere uygun davranan, farklı kültürlere saygı duyan ve çok yönlü düşünebilen nesiller yetiştirmeyi hedeflemektedir. Bu bağlamda araştırmanın amacı, Din Kültürü ve Ahlak Bilgisi (DKAB) öğretmenlerinin 21. yüzyıl (21. yy) becerileri, teknolojik pedagojik alan bilgileri ve öğretme motivasyonları arasındaki ilişkileri belirlemek, 21. yy becerileri ile teknolojik pedagojik alan bilgilerinin (TPAB) öğretmenlerin öğretme motivasyonlarına etkisini belirlemektir. Araştırmada ilişkisel tarama modeli kullanılmıştır. Araştırmanın çalışma grubunu 2023-2024 eğitim öğretim yılı, güz döneminde Batı Karadeniz Bölgesi'nin bir il merkezinde görev yapan DKAB öğretmenleri oluşturmuştur. Veri toplama araçları olarak "21.yy beceri ölçeği", "TPAB ölçeği" ve "Öğretme motivasyonu ölçeği" kullanılmıştır. Araştırma bulgularını analiz etmek için istatistik paket programı kullanılmıştır. Verilerin analizinde betimsel istatistikler, Levene testi, bağımsız gruplar t-testi, ANOVA testi, LSD testi, Pearson Momentler Çarpımı Korelasyonu ve yol analizinden yararlanılmıştır. Araştırmada elde edilen sonuçlara göre, DKAB öğretmenlerinin 21.yy becerilerinin cinsiyet, mesleki kıdem ve görev yaptıkları eğitim kademelerine göre anlamlı farklılık göstermediği, eğitim durumlarına göre ise lisansüstü mezunu öğretmenler lehine anlamlı farklılık gösterdiği belirlenmiştir. Araştırmada elde edilen sonuçlara göre, DKAB öğretmenlerinin TPAB becerilerinin cinsiyet, mesleki kıdem ve görev yaptıkları eğitim kademelerine göre anlamlı farklılık göstermediği, eğitim durumlarına göre ise lisansüstü mezunu öğretmenler lehine anlamlı farklılık gösterdiği belirlenmiştir. Araştırmada elde edilen sonuçlara göre, DKAB öğretmenlerinin öğretme motivasyonları arasında cinsiyet, görev yaptıkları eğitim kademesine göre anlamlı farklılık göstermediği, mesleki kıdem ve eğitim durumlarına göre ise anlamlı farklılık olduğu belirlenmiştir. Öğretmenlerin 21.yy becerileri ile TPAB becerileri arasında pozitif yönde, orta düzeyde anlamlı bir ilişki olduğu belirlenmiştir. Öğretmenlerin 21.yy becerileri ile öğretme motivasyonları arasında, öğretmenlerin TPAB becerileri ile öğretme motivasyonları arasında ilişkilerin ise anlamlı olmadığı belirlenmiştir. Araştırma sonuçlarına göre öğretmenlerin TPAB becerilerinin, 21.yy becerileri ve öğretmen motivasyonlarının pozitif yönde anlamlı yordayıcısı olduğu belirlenmiştir. Araştırma sonuçlarına dayalı olarak öğretmenlerin TPAB becerileri ile birlikte, 21. yy becerilerini de derslerine entegre edebilecekleri ortamlar oluşturulmalıdır.
People's need to believe in something goes back as far as human history. In this respect, religion lessons, which have maintained their importance in every century, aim to raise generations who behave in accordance with moral and human values when communicating with people, respect different cultures and can think in versatile ways. In this context, the aim of the research is to determine the relationships between Religious Culture and Moral Knowledge (RCMK) teachers' 21st Century (21st century) skills, technological pedagogical content knowledge and teaching motivations, and to determine the effects of 21st century skills and technological pedagogical content knowledge (TPACK) on teachers' teaching motivations to determine its effect. Relational screening model was used in the research. The study group of the research consisted of RCMK teachers working in a provincial center of the Western Black Sea Region in the fall semester of the 2023-2024 academic year. "21st century skill scale", "TPACK scale" and "Teaching motivation scale" were used as data collection tools. A statistical package program was used to analyze the research findings. Descriptive statistics, Levene test, independent groups t-test, ANOVA test, LSD test, Pearson Product Moment Correlation and path analysis were used in the analysis of the data. According to the results obtained in the research, it was determined that the 21st century skills of RCMK teachers did not differ significantly according to gender, professional seniority and the level of education they worked in, but they showed a significant difference according to their educational status in favor of teachers with postgraduate degrees. According to the results obtained in the research, it was determined that the TPACK skills of RCMK teachers did not differ significantly according to gender, professional seniority and the level of education they worked in, but they showed a significant difference according to their educational status in favor of teachers with postgraduate degrees. According to the results obtained in the research, it was determined that there was no significant difference in the teaching motivations of RCMK teachers according to gender and the level of education they worked in, but there was a significant difference according to their professional qualifications and educational status. It was determined that there was a positive, moderately significant relationship between teachers' 21st century skills and TPACK skills. It was determined that the relationships between teachers' 21st century skills and their teaching motivation, and between teachers' TPACK skills and their teaching motivation, were not significant. According to the results of the research, it was determined that teachers' TPACK skills were a positive and significant predictor of 21st century skills and teacher motivation. Based on the research results, environments should be created where teachers can integrate 21st century skills into their lessons along with TPACK skills.
People's need to believe in something goes back as far as human history. In this respect, religion lessons, which have maintained their importance in every century, aim to raise generations who behave in accordance with moral and human values when communicating with people, respect different cultures and can think in versatile ways. In this context, the aim of the research is to determine the relationships between Religious Culture and Moral Knowledge (RCMK) teachers' 21st Century (21st century) skills, technological pedagogical content knowledge and teaching motivations, and to determine the effects of 21st century skills and technological pedagogical content knowledge (TPACK) on teachers' teaching motivations to determine its effect. Relational screening model was used in the research. The study group of the research consisted of RCMK teachers working in a provincial center of the Western Black Sea Region in the fall semester of the 2023-2024 academic year. "21st century skill scale", "TPACK scale" and "Teaching motivation scale" were used as data collection tools. A statistical package program was used to analyze the research findings. Descriptive statistics, Levene test, independent groups t-test, ANOVA test, LSD test, Pearson Product Moment Correlation and path analysis were used in the analysis of the data. According to the results obtained in the research, it was determined that the 21st century skills of RCMK teachers did not differ significantly according to gender, professional seniority and the level of education they worked in, but they showed a significant difference according to their educational status in favor of teachers with postgraduate degrees. According to the results obtained in the research, it was determined that the TPACK skills of RCMK teachers did not differ significantly according to gender, professional seniority and the level of education they worked in, but they showed a significant difference according to their educational status in favor of teachers with postgraduate degrees. According to the results obtained in the research, it was determined that there was no significant difference in the teaching motivations of RCMK teachers according to gender and the level of education they worked in, but there was a significant difference according to their professional qualifications and educational status. It was determined that there was a positive, moderately significant relationship between teachers' 21st century skills and TPACK skills. It was determined that the relationships between teachers' 21st century skills and their teaching motivation, and between teachers' TPACK skills and their teaching motivation, were not significant. According to the results of the research, it was determined that teachers' TPACK skills were a positive and significant predictor of 21st century skills and teacher motivation. Based on the research results, environments should be created where teachers can integrate 21st century skills into their lessons along with TPACK skills.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training, Din Kültürü ve Ahlak Bilgisi, Öğretmen, Teknolojik pedagojik alan bilgisi, Öğretme motivasyonu, 21.yüzyıl becerileri, Religious Culture and Moral Knowledge, Teacher, Teaching Motivation, Technological pedagogical content knowledge, 21st century skills
