Author/Authors :
demirkol, mehmet dicle üniversitesi - ziya gökalp eğitim fakültesi - temel eğitim bölümü, turkey , kiliç, durmuş atatürk üniversitesi - kazım karabekir eğitim fakültesi - temel eğitim bölümü, turkey
Abstract :
The aim of this study is to determine the conscience perceptions of the class teachers. The study group of the research, which is shaped by a qualitative research design, constitutes 120 class teachers working in the fall semester of 2016-2017 academic year in Diyarbakır province. The semi- structured interview form developed by the researchers was used to collect the data. The date obtained via interview forms were analyzed with content analysis technique. The results of the analysis showed that there is a variation among class teachers views in terms of the definition of conscience and the definitions of the term was grouped under such four themes: social, personal, spiritual and behavioral. Additionally the conscience has been determined to have a formative, guiding, inhibiting and questioning influence on behavior. Another result obtained in this study is that teachers perceive the conscience as a factor influencing their teaching behaviors and a part of their profession’s pleasure, criterion, responsibility, competence, necessity, honor, dedication and ethics. However, the existence of perceptions that the conscience should not take place in the teaching profession is also a noteworthy result of this study. Finally the class teachers’ views showed that the teachers are accepted as role models for students in the formation of the conscience concept and teaching methods used to teach this concept also have an effect on the formation of this concept in the student.
