Scholarly article on topic 'Occupational problems of social sciences teachers'

Occupational problems of social sciences teachers Academic research paper on "Educational sciences"

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Abstract of research paper on Educational sciences, author of scientific article — Tugba Somen, Azer Dogus Somen

Abstract Purpose of this study is to determine the problems faced by Social Sciences teachers in the second level of primary education during teaching Social Sciences course. Sample of the study was composed of six 6th and 7th grade Social Sciences teachers working in Kars Province during 2009-2010 academic year. For determining views of teachers who were selected with simple random sampling method about the occupational problems and weekly course hours, interview method was utilized. Firstly, participants’ views were presented and then findings were interpreted. Survey method was used for determining Social Science teachers’ general views about occupational problems and weekly course hours. Data was gathered through interview technique.

Academic research paper on topic "Occupational problems of social sciences teachers"

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Procedia Social and Behavioral Sciences 9 (2010) 313-317

WCLTA 2010

Occupational problems of social sciences teachers

Tugba Somen a Azer Dogus Somen b

aPhD Candidate,Kafkas University Faculty of Education , Kars and 36100, Turkey bMS Candidate, Kafkas University, Social Sciences Institues, Kars and 36100, Turkey

Abstract

Purpose of this study is to determine the problems faced by Social Sciences teachers in the second level of primary education during teaching Social Sciences course. Sample of the study was composed of six 6th and 7th grade Social Sciences teachers working in Kars Province during 2009-2010 academic year. For determining views of teachers who were selected with simple random sampling method about the occupational problems and weekly course hours, interview method was utilized. Firstly, participants' views were presented and then findings were interpreted.

Survey method was used for determining Social Science teachers' general views about occupational problems and weekly course hours. Data was gathered through interview technique

Keywords: Social Sciences, teacher, occupational problem;

1. Introduction

This research is made in order to determine the vocational problems of teachers who serve in central primary schools of Kars province and teach Social Sciences and by making interviews with teachers who serve in central primary schools of Kars province fort he purpose of taking their opinions on the sufficiency of present weekly lesson hours of the teachers.

Several researches are made pertaining to the subject or similar to the subject. Some of them are: "Opinions of Teachers who instruct Social Sciences Lesson on Technological Instruments", Methods Used and Problems Met by Teachers in Primary School 7th Grade Social Sciences Education (Afyonkarahisar Sample)", "The Instruction of Geographical Subjects in Primary School 2nd Level Social Sciences Lesson: Problems-Reccomendations".

1.1. Social Sciences Lesson & Aims

For the purpose of train good and responsible citizens in primary schools, depending on the information selected from social sciences disciplines, the aims of the Social Sciences lesson which can be described as a working area that fundamental information, ability, attitude and values pertaining to the social life to students can be listed as follows (Bilgili, 2009):

* Tugba Somen . Tel.:+90-474-212-4386; fax:+90-474-212-1185. E-mail address: tugbasomen@gmail.com.

1877-0428 © 2010 Published by Elsevier Ltd. doi:10.1016/j.sbspro.2010.12.156

• To transfer students the cultural heritage and values of the society they live in and to assure them to be good citizens or individuals,

• To give students information about universal and national values, fundamental social establishments, to bring them in information, ability, attitude and values,

• To develop the processes of determining the individual and social problems, analyzing and deciding of the students.

2. Method

2.1. The Model of the Study

In this research, descriptive method is used. The model used in the research is the general scanning model. By using the general scanning model in the research, it is tried to be define the general vocational problems of the teachers who instruct the Social Sciences lesson and their opinions on the weekly periods. The data of the research is gained by using the "interview method" which is a data collecting technique with vocal communication way.

With this research, data introducing the general vocational problems of the Social Sciences teachers who work in Kars province and their opinions on the weekly periods. The aim of the research is to determine the opinions of the teachers who instruct the Social Sciences lesson in Primary Schools on their general vocational problems and on the sufficiency of the present weekly periods separated for the Social Sciences lesson. Based on these main purposes; the following questions are tried to be answered:

1. What are the general vocational problems of the teachers who instruct the Social Sciences lesson,

2. Whether the teachers who instruct the Social Sciences lesson find the present weekly periods separated for the Social Sciences lesson,

3. Whether the teachers who instruct the Social Sciences lesson can instruct the whole subjects in the Social Sciences Curriculum Program effencitively and efficiently within the present weekly periods separated fort he lesson or not,

4. The opinions of the teachers on the presence levels of the students,

It is assumed that the teachers are sincere in the answers they give to the questions. This research is constraint with;

• the teachers who work in the central primary school in Kars province and participate in the research

• the questions asked in the interview

• the academic year 2009-2010.

2.2. The Sample of the Study

2.2.1. Universe: The teachers who instruct the Social Sciences lesson and work in the central primary school in Kars province.

2.2..2. Paradigm: Random 4 male and 2 female teachers who instruct the Social Sciences lesson and work in the

central primary school in Kars province. The paradigm of the research consists of the 6 techers who instruct the Social Sciences lesson and work in the central primary school in Kars province. The sex and vocational seniorities of the teachers participating in the research are given in Table 1:

Table. l.Sex of Teachers, Their Distributions to the Vocational Seniorities Sex f %

Male Female

66,6 33,3

Seniority f %

0-5 years 1 16,6

6-10 years 2 33,3

11-15 years 0 0

16 years and above 3 50

The teachers who instruct the Social Sciences lesson participating in the research consist of 66,6 % male and 33,3 % female teachers. When teachers are investigated on vocational seniorities, they consist of most of them have 16 years and above experience with 50% and 6-10 years experience with 33%.

2.3. Data collection and analysis processes

Within the purpose of describing the general vocational problems of the teachers who instruct the Social Sciences lesson and their opinions on the weekly periods, interview method is applied with the random chosen teachers from the Kars central primary schools. During the application, the collected data are recorded. Firstly, the opinions of the interviewers about the asked questions are given separately and then the gained findings were explained.

3. Conclusions & Interpretation

The general vocational problems of the teachers who instruct the Social Sciences lessons in primary schools and their opinions on the weekly periods are given within the direction of the aims of the research as follows.

1. The opinions of the teachers who instruct the Social Sciences lesson on their general vocational problems:

All the interviewed teachers formed a view on the material lack and the necessity of a separate classroom for Social Sciences lesson.

2. The opinions of the teachers who instruct the Social Sciences lesson whether they find the weekly period separated for the Social Sciences lesson in order to instruct the subjects on the Social Sciences Curriculum Program or not:

1st Interviewer: mentioned that the period is not sufficient, the reason of this condition is that there was Civics lesson for 1 hour per week independent from the Social Sciences lesson, however afterwards this lesson is removed and it is included in the subjects of the Social Sciences lesson and whilst the period of the Social Science has to be 4 hours instead of 3 hours, it is stil 3 hours and therefore it becomes a problem to instruct the whole subjects.

2nd Interviewer: mentioned that s/he finds the duration sufficients and s/he can instruct the whole subjects within the curriculum program.

3rd Interviewer: mentioned that the period duration is not sufficient and s/he has problem by instructing the subjects pertaining to History.

4th Interviewer: mentioned the period duration is not sufficient, the last subjects are not instructed, so performance homeworks are given.

5th Interviewer: mentioned the period duration is not sufficient because the lesson content is more and some subjects are hard.

6th Interviewer: mentioned that s/he finds the duration sufficients and s/he can instruct the whole subjects.

3. Opinions of the teachers on the conditions of their abilities to use time effectively and efficiently and to spare time to activities while instructing the subjects within the Social Sciences Curriculum Program:

1st Interviewer: mentioned that s/he spends approximately 5-10 minutes on roll call and preparation of the class to the lesson, and spends the remaining time on teaching the lesson and they cannot spare time on activities, s/he gives the activities s homework and charges a student to check the homeworks.

2nd Interviewer: mentioned if the lesson is not on the first hours s/he does not roll call, uses the roll call od the previous teacher, gives the activities as homework.

3rd Interviewer: mentioned s/he uses time effectively and efficiently as far as possible, they cannot make any activities most of the times and therefore gives them as homework.

4th Interviewer: mentioned that s/he thinks that s/he cannot use time effectively, because they cannot make any activity on the period.

5th Interviewer: mentioned s/he cannot use the time efficiently and cannot make any activities.

6th Interviewer: mentioned because s/he gives the activities as homework, s/he can recognize to each student

therefore s/he thinks s/he can use time effectively.

4. The opinions of the teachers on the presence levels of the students:

1st Interviewer: mentioned that s/he does not find the presence levels of some students enough, the reason of this is the fact that the students and their families do not give importance on Social Sciences as Mathematics and Science and Technology lessons, in order to compensate this condition, s/he gives research and performance homeworks to the students who do not have sufficient presence level.

2nd Interviewer: mentioned s/he does not find the presence levels of students sufficient because they do not give importance to the Social Sciences lesson as quantitative lessons, some students did not learn even very simple and fundamental subjects, this situation results in the the extension of the required time for giving the new subjects.

3rd Interviewer: mentioned that s/he finds the presence levels of students sufficient generally.

4th Interviewer: mentioned the presence level of some students is not sufficient and in order to compendate this

situation, s/he gives brief repetitions.

5th Interviewer: mentioned because the students spare more time on quantitative lessons, they do not have enough information on the Social Sciences lesson and in order to compendate this stuation s/he tells the subjects by simplfying.

6th Interviewer: mentioned s/he finds the presence of the students sufficient and students come to lesson bith preparation.

4. Results

1. All the teachers mentioned the material deficiency and the lack of a separate classroom for the Social Sciences lesson as a vocational problem.

2. 66,6% of the teachers mentioned that they do not find the weekly period separated for the Social Sciences lesson are not sufficient for the teachers who instruct the Social Sciences lesson in order to teach the subject within the Social Sciences Curriculum Program.

3. All the teachers mentioned they give the activities in the student working book as homework because of the lack of time.

4. 66,6 % of the teachers mentioned they do not find the presence levels of the sutdents sufficient, the reason of this is the fact that the students and their families do not give importance to the Social Sciences lesson, they should give importance on the lessons which quantitative ability such as Mathematics and Science and Technology.

5. Recommendations

With the removal of the Civis lesson which is given before as a separate lesson and taking into the subject of the Social Sciences, the teaching the subjects within the academic period became hard. Tehrefore the period has to be increased.

For the Social Sciences lesson, a separate classroom should be constructed. Therefore, no time shall be wasted for material supply. Learning shall be more effective.

In order to increase the presence levels of the students, the importance that the students give to the lesson shall be provides, the income of the lesson to the student shall be adopted and the families shall be informed about this subject, if needed necessary education pertaining to the importance of the lesson shall be given to the families.

References:

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Bilgili, Ali Sinan (2009). Sosyal Bilgilerin Temelleri. Ankara: Pegem Yayincilik.

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