Author
ÖNCÜ, Ali
Publication Place
University of Afyon Kocatepe -
University of Afyon Kocatepe
Subject
Kocatepe Islamic Sciences magazine: (Online), 2021-12, Vol.4 (2), p.259-282
Type
kitap
Language
ara,eng
Digital
Yes
Manuscript
No
Library
Leitir Library
Library Asset ID
ISSN: 2757-8399, EISSN: 2757-8399, DOI: 10.52637/kiid.991020
Record ID
cdi_doaj_primary_oai_doaj_org_article_328f0e0f5fca4c8ba906a5b3ef5d6392
Library Location
DOAJ Directory of Open Access Journals
Notes
In this study conducted on instructors working in Quran courses for 4-6 year olds, the factors affecting teaching Quran courses were investigated. The reason for researching this issue is to identify the situations that affect instructors' ability to perform their profession and to contribute to the improvement of educational activities carried out in Quran courses. Phenomenological design, one of the qualitative research designs, was used in the research. The study group of the research consists of 19 Quran course instructors working in Denizli/Merkezefendi and Denizli/Pamukkale. Criterion sampling was used when selecting Quran course instructors and the requirement to work for at least two years was set as a criterion. Research data was obtained as a result of face-to-face interviews with participants. In these meetings, participants were asked; "What does being a Quran course instructor mean to you? Has there been an event, situation or process that fundamentally transformed or affected you? How would you describe your relationships with students? How do you feel in the classroom? What do you see yourself as in the classroom? When you implement the curriculum, do you teach the subjects as they are or according to the children?" Questions such as these were asked. As a result of the findings, the main classroom factors that positively affect instructors are being able to establish good relationships with students and enjoying learning as much as teaching. Quran course instructors who are open to learning feel happy and believe that they are successful. Instructors who have the ability to take initiative when faced with a problem also feel comfortable in the classroom and think that they are doing their job well. Instructors state that they give students a foundation because of their age group, and this makes them believe that the work they do is useful. One of the out-of-class factors that positively affects teachers is the ability to communicate with parents. The most important aspect of communication with parents is the ability to manage their expectations. Providing Quran course instructors with a comfortable working environment and the materials they need is very important for them to feel institutional support. In addition, in-service seminars given by experts in their fields contribute to their self-improvement. One of the primary classroom problems faced by Quran course instructors is the feeling of pedagogical inadequacy. Quran course instructors have different opinions about the time it takes for students to start reading the Quran. This situation, which at first glance seems to be just a difference of interpretation, creates some problems in practice. Some of the instructors state that since they work in the 4-6 age group, they cannot use the knowledge they learned in theology undergraduate education and therefore they are blinded. One of the issues that challenges teachers is having students at different developmental stages in their classrooms at the same time. Instructors who do not have assistant staff in their courses point out that both care and teaching are left to them, and therefore they cannot pay enough attention to the students. When we look at the problems outside the classroom that teachers encounter, the most important issue that draws attention is the problem of specialization. Since there is no department or training specifically for teaching Quran courses in the faculties of theology, instructors do not receive sufficient training when they start working. Facing difficulties such as cleaning, collecting dues from parents, and finding funds for course expenses also negatively affect instructors. Instructors who feel afraid of not reaching enough students to keep the course open also state that they are negatively affected by this situation. Apart from this, parents' attitudes towards the institution, problems with the title and signboard, and the social environment of the course also negatively affect the Quran course instructors. Some of the suggestions expressed in the conclusion as a result of the findings are as follows: Teachers should pay attention to healthy communication with students and parents for a successful experience. The Presidency of Religious Affairs should continue to contribute to the development of instructors with the classroom materials it will develop and the in-service training seminars it will organize. Instructors should avoid dealing with financial issues as much as possible. The Higher Education Institution should also carry out the necessary work in cooperation with the faculties of theology to ensure that Quran course instructors receive the necessary professional training. In this study, which was carried out on the teachers who work in the Qur'an teaching courses for the ages of 4-6, the affecting factors of teaching in the Qur'an teaching courses were researched. The aim of this research is to detect the motivations of the educators to choose this field and to contribute to improving the educational activities and events in Qur'an Teaching Courses. In this research, phenomenological pattern is used as the qualitative research pattern. The working group of the research is based on 19 teachers from Qur’an Teaching Courses in Cities of Denizli/Merkezefendi and Denizli/Pamukkale of Turkey. Research data was obtained through face to face meetings with the participants and the following questiens were asked to them in these meetings; "What does it mean to you to be a Qur'an teaching course teacher?", "Have you ever experienced an event, a situation or a process that has fundamentally affected or transformed you?", "How would you define your relationship with your students from your perspective?", "How do you feel yourself in the classroom room?", "What is your status from your point of view in the classroom?", "When applying the office curriculum, do you treat the subjects as they are stated or transform them according to the situations of the students?". It comes out as a result of the research, the most important class related factor that positively affects the teachers is establishing good relations with the students and enjoying self learning as well as teaching. The teachers who are open to learn new things feel happy and successful and who have the ability to take the initiative when face with a problem also feel comfortable in the classroom and think that they are good at their job. The teachers state that they structure the religious foundations of the students because of their age group and this situation makes them believe in their job and see it as more valuable. The ability to communicate with parents of the students is also one of the most important factors of outside from the classroom that positively affects teachers. It is quite important to provide the instructors both a comfortable working environment and the materials that they need in order to make them feel institutionally supported. Additionally, institutional seminars given by experts in their fields also contribute to the teachers' self-improvement. Another result of the study is the feeling of pedagogical inadequacy that comes first as the class related problems faced by the Qur'an teaching course teachers. These teachers have different opinions about the required time for every student to learn how to read the Qur'an. This situation, which at first look seems to be only a difference of interpretation but it causes some problems in practice that will be explained in this study. Some of the teachers state that because they work in the 4-6 age group, they can't benefit properly from the knowledge that they have learned in college (the theology faculties) and as a result of this situation, they become distant to their main field that they studied as profession. The fact that gathering the students with different stages of development in the same classrooms is one of the issues that makes the teaching process difficult for the teachers. The teachers, who do not have any helping staff (co-workers) in their classrooms, draw attention to the fact that they can not take care of the students' needs enough because both the caring and the teaching tasks are depend on them. When we look at the factors from outside of the classroom faced by the teachers, the most striking issue is the problem of field specialization. Since there is no department or course for direct Qur'an course teaching in theology faculties, the teachers can not receive sufficient education to start working in these courses. Difficulties such as cleaning, collecting dues from the parents and finding allowances for the classrooms expenses also affect negatively the teachers. The worry of not reaching the sufficient number of students for the course to remain open also affects the teachers negatively. As a result of the findings of this study, some of the suggestions made in the conclusion part are as follows: The teachers should maintain a healthy communication with the students and their parents for a successful experience. The Presidency of Religious Affairs of Turkey should continue to contribute to the teachers by developing of the new materials that help the teachers with the teaching process and should be organized more institutional training seminars for the teachers to improve them. The Teachers should not be deal with institutional financial matters as much as possible. The Higher Education Council of Turkey should also provide the necessary studies as profession in cooperation with the faculties of theology to provide teachers for the Qur'an teaching courses.
Detaylı Başlık
4-6 Yaş Kur’an Kurslarında Öğreticileri Etkileyen Unsurlar (Denizli Örneği)
