İmam Hatip Meslek Dersleri Öğretmenlerinin Materyal Geliştirme Durumları
İmam Hatip Meslek Dersleri Öğretmenlerinin Materyal Geliştirme Durumları
Yazar: Korkmaz, Mehmet
Dergi: Bilimname, Vol. 2018 No. 35, 2018
Anahtar kelimeler: din öğretimi,imam hatip meslek dersi öğretmenleri,materyal geliştirme

The Situations of Instructional Materials Development of Imam HatipSchools Vocational TeachersAbstract This study was aimed at determining the situation of materialdevelopment of Imam Hatip School vocational courses teachers. The research is asurvey model. According to the this research results was made in Kayserisample, Majority of the participant teachers suffer from inappropriatematerials to the students and topics at their lessons. Most of teachers come toschools with making preparation. Participant teachers continue using currentteaching materials and also try to prepare their own materials.  Introduction and Purpose of theStudy The Religious educational process has four basic variables. These arestudents, teachers, programs and the environment. The most important of thesevariables are the teachers. The teachers must/shouldplan, apply and evaluate the educational process. They shoulduse teaching methods and tools in this process. With thedevelopment of technological possibilities, the number of teaching materialsthat can be used in religious education has increased. Educational materialscan make lessons more fun and educational, and it can offers to students a richlearning experience. For this reason, effective use of materials by thereligious teachers can contribute to the reduction of problems such asindifference, reluctance and boredom in religious education.  The main purpose of this research was to determine the situation ofmaterial development by the Imam Hatip School vocational courses teachers. In this context, some questions asked are; 1-       Are they having troublefinding instructional materials? What are these troubles?2-       How much did they developeducational materials in the process of Religious education?3-       How did they get them?4-       What kind of materials didthey develop most? 5-       What are they payingattention to when developing them? 6-       What kind of problems theyhave experienced in this process? And similar questions are asked and answered  Method The research is a survey model that describes the current situation. Inthe study datas were gathered by questionnaire on 82 Imam Hatip School  vocational courses teachers in Kayseriprovince. 21 IBM SPSS (Statistical Package for Social Sciences) softwareprogram was used to test hypotheses generated for the purposes of research.Quantitative analyses methods (means, percentages), were used in analyzing thedata.  56 % of the participants are menand 44 % are women. % 45 of them working at imam hatip highschool, % 39 are imam hatip midle school, % 16 are both of them.  Results and Discussion According to this research results, the participant teachers say theyare having trouble finding instructional materials.  Some of the teachers have saidthat they have not prepared their materials because of the inadequacy of theclass hours. Nevertheless, they do not see themselves inadequate in materialdevelopment, and the proportion of teachers who prepare their own materials hasbeen expected to be low. They generally prefer to useready-made materials. They provide materialsfrom their colleagues and internet sites. The worksheet, the concept map, theslide are the materials that they get the most from the internet. The materialsthey do not prepare are short films, puzzles and slides. The proportion ofteachers who prepare material for their students is also very low. Most of the materials that prepared by their students 13 % model-realgoods and 11% worksheets).  When the teachers preparingmaterials for religious instruction, they were paying attention to the contentcompliance most. To be suitable for students’ features and grade followthem.  A little number of teachers saythat they developing materials according to the teaching aims and functions.Itis concluded that imam hatip secondary school teachers are more sensitive aboutdeveloping materials than İmam Hatip High School Teachers. Additionally, femaleteachers are developing these materials more often than the male teachers.  At the end of this survey, it was discovered, despite the fact that theteachers were having trouble finding instructional materials they did not develop their Instructional materials.  Because, a large group ofteachers, 82.5%, saw themselves as lacking in teaching technology and materialdevelopment.  Also according to this dataand researches done in the past years. Religious Education Teachers aredeveloping their materials have increased but some teachers (who are working atİmam hatip high schools) don’t know functions of materials and they don’tdevelop them in their lessons.  SuggestionsThe issue can be focused especially on teachers Imam Hatip High Schoollessons. These suggestions can be expressed in the light of these results. TheMinistry Of National Education, The General Directorate Of Religious Educationcan work on this subject. Information and materials banks can be created invirtual environment where the institutions for the imam hatip schools courses,also material samples. It is possible to increase the number of sharing siteswhere materials related to the field of Religious Education especially ImamHatip High School lessons are collected. And they can be give information aboutInstructional Technology and Material Development course for Imam Hatip Schoolsteachers. Further research can be done in this subject.   Keywords: Religious educatin, ImamHatip Schools teachers, Instructional Technology and Material Development.

The Situations of Instructional Materials Development of Imam HatipSchools Vocational TeachersAbstract This study was aimed at determining the situation of materialdevelopment of Imam Hatip School vocational courses teachers. The research is asurvey model. According to the this research results was made in Kayserisample, Majority of the participant teachers suffer from inappropriatematerials to the students and topics at their lessons. Most of teachers come toschools with making preparation. Participant teachers continue using currentteaching materials and also try to prepare their own materials.  Introduction and Purpose of theStudy The Religious educational process has four basic variables. These arestudents, teachers, programs and the environment. The most important of thesevariables are the teachers. The teachers must/shouldplan, apply and evaluate the educational process. They shoulduse teaching methods and tools in this process. With thedevelopment of technological possibilities, the number of teaching materialsthat can be used in religious education has increased. Educational materialscan make lessons more fun and educational, and it can offers to students a richlearning experience. For this reason, effective use of materials by thereligious teachers can contribute to the reduction of problems such asindifference, reluctance and boredom in religious education.  The main purpose of this research was to determine the situation ofmaterial development by the Imam Hatip School vocational courses teachers. In this context, some questions asked are; 1-       Are they having troublefinding instructional materials? What are these troubles?2-       How much did they developeducational materials in the process of Religious education?3-       How did they get them?4-       What kind of materials didthey develop most? 5-       What are they payingattention to when developing them? 6-       What kind of problems theyhave experienced in this process? And similar questions are asked and answered  Method The research is a survey model that describes the current situation. Inthe study datas were gathered by questionnaire on 82 Imam Hatip School  vocational courses teachers in Kayseriprovince. 21 IBM SPSS (Statistical Package for Social Sciences) softwareprogram was used to test hypotheses generated for the purposes of research.Quantitative analyses methods (means, percentages), were used in analyzing thedata.  56 % of the participants are menand 44 % are women. % 45 of them working at imam hatip highschool, % 39 are imam hatip midle school, % 16 are both of them.  Results and Discussion According to this research results, the participant teachers say theyare having trouble finding instructional materials.  Some of the teachers have saidthat they have not prepared their materials because of the inadequacy of theclass hours. Nevertheless, they do not see themselves inadequate in materialdevelopment, and the proportion of teachers who prepare their own materials hasbeen expected to be low. They generally prefer to useready-made materials. They provide materialsfrom their colleagues and internet sites. The worksheet, the concept map, theslide are the materials that they get the most from the internet. The materialsthey do not prepare are short films, puzzles and slides. The proportion ofteachers who prepare material for their students is also very low. Most of the materials that prepared by their students 13 % model-realgoods and 11% worksheets).  When the teachers preparingmaterials for religious instruction, they were paying attention to the contentcompliance most. To be suitable for students’ features and grade followthem.  A little number of teachers saythat they developing materials according to the teaching aims and functions.Itis concluded that imam hatip secondary school teachers are more sensitive aboutdeveloping materials than İmam Hatip High School Teachers. Additionally, femaleteachers are developing these materials more often than the male teachers.  At the end of this survey, it was discovered, despite the fact that theteachers were having trouble finding instructional materials they did not develop their Instructional materials.  Because, a large group ofteachers, 82.5%, saw themselves as lacking in teaching technology and materialdevelopment.  Also according to this dataand researches done in the past years. Religious Education Teachers aredeveloping their materials have increased but some teachers (who are working atİmam hatip high schools) don’t know functions of materials and they don’tdevelop them in their lessons.  SuggestionsThe issue can be focused especially on teachers Imam Hatip High Schoollessons. These suggestions can be expressed in the light of these results. TheMinistry Of National Education, The General Directorate Of Religious Educationcan work on this subject. Information and materials banks can be created invirtual environment where the institutions for the imam hatip schools courses,also material samples. It is possible to increase the number of sharing siteswhere materials related to the field of Religious Education especially ImamHatip High School lessons are collected. And they can be give information aboutInstructional Technology and Material Development course for Imam Hatip Schoolsteachers. Further research can be done in this subject.   Keywords: Religious educatin, ImamHatip Schools teachers, Instructional Technology and Material Development.