Sense of responsibility is accepted as an important characteristics from the point of view of socialization, generativity, self-realization and social and personal development of an individual and being useful individual.
It is stated that responsibility is a key problem in terms of personal and social development. It is frequently mentioned that responsibility underlie lots of problems that are encountered in personal, social political and economical life.
Individual acquire a sense of responsibility in the course of life through education Schools are significant place to give responsible behaviour habits. Teachers are very important educational factors because of being determines in planning, applying evaluating the teaching periods Therefore the quality and quantity of applications which teachers plan and do for educational purposes are important for getting students to acquire a sense of responsibility
Evaluating generally,it is seen that teaching approaches and applications are examined under two heading as traditional and modern approaches and applications in the literature. While the traditional perspective contains teacher- centeredness and a knowledge and informational priority approach,the modern approach prioritizes some terms and applications such as student- centeredness,active participation, individual differences and developing self-esteem regulations and self-esteem control skills of learners
When considered responsibility education point of view,it can be said that two approaches could be basically used. one of them is mostly external control dependent as part of traditional education and contains some applications such as information transfer, teaching good things to students and asking them to behave in the same way. The other application includes the activities that need students being active participants during teaching-learning process,managing their own learning processes,exploring and researching
The results of the researches on responsibility education show that modern educational approaches and applications which are learner participation- driven and by which students could use and develop their autonomous learning,self-regulation,self-esteem control and self- evaluation skills need to be used for resulting the process in success.
It has been observed that self- control and self-regulations skills are effective on students acquiring sense of responsibility.it was also stated that participating learning applications are effective on it.
Therefore it can be said that some applications such as giving responsibility to students in educational environment by teachers, following students,making students participate in learning process and allowing students to determine in planning
Executing and evaluating learning processes would make a significant contribution to students acquiring sense of responsibility.
However it is seen that traditional educational understandings and applications are still applied by teachers in lots of educational institutions. This situation can be interpreted that responsibility education workings in schools
Can be hard to result in success. Also it is important that wrong or ineffective teaching applications of responsibility education by teachers should be taken . Constitutively ,this study is about determining the quality and quantity of instructional applications about which primary school teachers get their student to gain sense of responsibility. The main purpose of this research is to determine how often kindergarten and primary teachers do for planning their teaching methods
1. Teachers prefer to have students acquire sense of responsibility shaping according to external expectations around both IRE andARE strategies especially open to the external control
2. It can be said that since children between 6 and 11 is at a concrete operational stage,ARE should be given more places especially in primary school
3. IRE strategy is used by class teachers much more often rather than kindergarten teachers but ARE strategy is used by kindergarten teachers much more often rather than class teacher
4.There is not a big difference between female and male teachers about frequency of using responsibility strategies.
5.Teachers' seniority causes an important difference on frequency of using application in IRE strategy. Applications in IRE factor is used much more by teachers having 22 and more years old seniority than teachers having 1-7 years old or 8-14 years old seniority
6. While there is a meaningful and positive relation between teachers' professional seniority and their application frequency of responsibility education strategy from the view of IRE factor ,there is not a meaningful relation from the general view of ARE factor and RESS. Therefore it can be said that as soon as the teachers' professional seniority increases,their frequency of giving more places to IRE strategy increases.
Note: IRE- Informative Responsibility education
ARE-Applied responsibility education
RESS-Resposibility education strategy scale
It is stated that responsibility is a key problem in terms of personal and social development. It is frequently mentioned that responsibility underlie lots of problems that are encountered in personal, social political and economical life.
Individual acquire a sense of responsibility in the course of life through education Schools are significant place to give responsible behaviour habits. Teachers are very important educational factors because of being determines in planning, applying evaluating the teaching periods Therefore the quality and quantity of applications which teachers plan and do for educational purposes are important for getting students to acquire a sense of responsibility
Evaluating generally,it is seen that teaching approaches and applications are examined under two heading as traditional and modern approaches and applications in the literature. While the traditional perspective contains teacher- centeredness and a knowledge and informational priority approach,the modern approach prioritizes some terms and applications such as student- centeredness,active participation, individual differences and developing self-esteem regulations and self-esteem control skills of learners
When considered responsibility education point of view,it can be said that two approaches could be basically used. one of them is mostly external control dependent as part of traditional education and contains some applications such as information transfer, teaching good things to students and asking them to behave in the same way. The other application includes the activities that need students being active participants during teaching-learning process,managing their own learning processes,exploring and researching
The results of the researches on responsibility education show that modern educational approaches and applications which are learner participation- driven and by which students could use and develop their autonomous learning,self-regulation,self-esteem control and self- evaluation skills need to be used for resulting the process in success.
It has been observed that self- control and self-regulations skills are effective on students acquiring sense of responsibility.it was also stated that participating learning applications are effective on it.
Therefore it can be said that some applications such as giving responsibility to students in educational environment by teachers, following students,making students participate in learning process and allowing students to determine in planning
Executing and evaluating learning processes would make a significant contribution to students acquiring sense of responsibility.
However it is seen that traditional educational understandings and applications are still applied by teachers in lots of educational institutions. This situation can be interpreted that responsibility education workings in schools
Can be hard to result in success. Also it is important that wrong or ineffective teaching applications of responsibility education by teachers should be taken . Constitutively ,this study is about determining the quality and quantity of instructional applications about which primary school teachers get their student to gain sense of responsibility. The main purpose of this research is to determine how often kindergarten and primary teachers do for planning their teaching methods
1. Teachers prefer to have students acquire sense of responsibility shaping according to external expectations around both IRE andARE strategies especially open to the external control
2. It can be said that since children between 6 and 11 is at a concrete operational stage,ARE should be given more places especially in primary school
3. IRE strategy is used by class teachers much more often rather than kindergarten teachers but ARE strategy is used by kindergarten teachers much more often rather than class teacher
4.There is not a big difference between female and male teachers about frequency of using responsibility strategies.
5.Teachers' seniority causes an important difference on frequency of using application in IRE strategy. Applications in IRE factor is used much more by teachers having 22 and more years old seniority than teachers having 1-7 years old or 8-14 years old seniority
6. While there is a meaningful and positive relation between teachers' professional seniority and their application frequency of responsibility education strategy from the view of IRE factor ,there is not a meaningful relation from the general view of ARE factor and RESS. Therefore it can be said that as soon as the teachers' professional seniority increases,their frequency of giving more places to IRE strategy increases.
Note: IRE- Informative Responsibility education
ARE-Applied responsibility education
RESS-Resposibility education strategy scale
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