Abstract
One of the most common concepts in the field of education in the 21st century is undoubtedly values education. In addition to the procedures related to values education in schools, the acquisitions and processes related to values education are constantly updated in each curriculum. In this process, history lesson curriculums have been one of the courses in which the procedures related to education of values have been started. As well as the explanations and information in the programs, how values education is handled in the lessons, teachers’ studies and observations are also important. In this study, teachers’ opinions were asked about the treatment of values education in history lessons. For this reason, a study was conducted with 30 history teachers using a semi-structured interview form in October-December 2019. In the findings obtained in the study; providing alternative activity examples instead of providing only definitions and knowledge in history curriculum and textbooks, processing case studies about Turkish culture in accordance with the level, ensuring accessibility of materials in schools and providing materials free of charge, conducting activities that can prevent peer bullying, activities and operations on women’s rights attention was drawn to issues such as increasing the cooperation between teacher-family and students.
Highlights
Every society needs generations that have internalized their own cultural values to ensure its continuity
The aim of this study is to investigate the views of history teachers about teaching values
According to Patton (2014), in qualitative research, the facts and events studied are handled with a holistic perspective and the meanings people attribute to the facts and events are interpreted
Summary
Every society needs generations that have internalized their own cultural values to ensure its continuity. Education institutions must fulfill their responsibilities effectively in gaining and maintaining values. Education institutions reach their goals through the planned programs. According to Nalçacı and Beldağ 68), it is a necessity to train teachers who are practitioners of the programs both professionally and in the dimension of gaining human values. Values are very important for societies, so values education should be included in education and training activities. Since schools are places where education and learning are carried out in a planned and systematic way, they are one of the most effective areas in teaching values (Çetin, Çetin, & Arslangilay, 2019)
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