THE TEN CORE VALUES EDUCATION INCLUDED IN THE 2018 CURRICULUM OPINIONS OF HISTORY TEACHERS

Abstract

The main objective of this study is to reveal the views of secondary school history teachers on the Ten Core Values Education included in the 2018 History Curriculum. A case study approach, one of the qualitative research methods, was adopted in the study. The "interview form" was used as a qualitative data collection tool. A semi-structured interview form consisting of open-ended questions was prepared to gauge secondary school history teachers' thoughts on the Ten Core Values Education included in the History Curriculum. The study group for the research, conducted during the 2021–2022 academic year, consisted of 20 history teachers working in 11 schools offering five different types of education, selected in a stratified manner in a district north of one of Turkey's three major cities. The data obtained were processed using descriptive analysis techniques. Frequencies (f) and percentages (%) were used in the presentation of the data. The most striking finding of the research is that almost all participating teachers were unaware of the existence of the Ten Core Values Education in their curriculum. However, teachers believe that the inclusion of the Ten Core Values Education is appropriate, that history lessons are also suitable for this, and that they already try to instil many of these values in their students in their lessons. The vast majority also believe that they need in-service training on this subject. While the value of justice ranked first for teachers, patriotism ranked among the top values they believed history lessons could primarily instil in students. Teachers who believed that different values, primarily empathy, should also be included in the programme considered the topics covered in the programme to be appropriate for the Ten Core Values Education, while considering the textbook to be partially appropriate. More than half of the teachers believe that they can only partially impart core values due to the lack of preparation processes before lessons. Another highlighted shortcoming is the belief that centralised examinations should also include questions on values education. Teachers believe that the failure of the Ten Core Values Education to become a national policy embraced by the whole society is at the root of the problems experienced in education. Teachers have proposed the implementation of an implicit national core values education programme coordinated by the Ministry of National Education, involving all administrators from top to bottom, local governments, national media outlets, school parent associations, and schools, in order to make the transmission of core values successful and lasting.

Keywords: Ten core values education, values education, history teacher.

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