A study of the awareness of value education in female student teacher (original) (raw)
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Role of Teachers in Imparting Value Education among the Students at the Elementary Level
A person's values determine the good, bad, and vital aspects of life. These values came from several different sources. Providing value education to everyone is essential. Good moral values must be established in the child's mind from a young age. Education institutions are important, even before children start school, in terms of giving them a value-based education. The definition of value education, its necessity, purposes, and objectives are all covered in this present study. It also studies the role of teachers have in advancing the concept of value education. This is accomplished by acknowledging the value of "Value Education" for kids and students.
VALUE EDUCATION IN EDUCATIONAL INSTITUTIONS AND ROLE OF TEACHERS IN PROMOTING THE CONCEPT
Values are the beliefs about what is right, what is wrong and what is important in life. These values are gained from differences sources. Value education is important to give for any individual. The good values have to be inculcated in the individual's mind right from their childhood. In this context, the educational institutions play a major role in giving value education to the children from their school age itself. By understanding the need of the 'Value Education' for the children and students, this paper discusses about the definition of Value Education, its need, aims, objectives, its evolution in India, how is it taught globally and also analyzed the role of teachers in promoting the concept.
The values of the teachers undergo change as well, while some get popular, others cannot be represented at all. The views of university students (Boy=140, Girl=131) on which values in popular level teachers are acquired (at primary and secondary education) by the students through being a role model were investigated using qualitative research methods. In the research, 138 values were represented by the students, of them, respect, love, responsibility, charity, geniality, patriotism, honesty, tolerance, justice and self-confidence were identified to be the most frequently stated ones. Values were seen to be collected under four value groups namely ethical, personal, social and religious, the personal values were mentioned to be acquired at the highest frequency whereas the religious values were at the lowest. Gender difference was observed in above mentioned values acquisition and this difference was seen to be in favor of boys in terms of value number, in favor of girls in terms of frequency. The results obtained in comparison with the equivalent researches were observed to overlap with the results in the Value Education Directives of MOE, the expectations of the guardians in this regard and with the results that were specified as the most important values by the teachers.
The Role of Teachers in Value Education in High School Levels: A Survey of Success and Constraints
Proceedings of the 3rd International Conference on Education Innovation (ICEI 2019), 2019
This is a mixed method research. The purpose of this study is to identify the success and the constraints of value education at schools in the city of Medan. The respondents were taken randomly from the representatives of ten teachers from each public school, each religion-based private schools, and each national private school respectively. The results are that value education has been implemented in schools using the latest technologies, the updated materials in the classrooms and it is expected that the students absorb value education easily. Value education is also implemented at schools by applying the imitating method. The teachers through the nine roles of teachers become the role model in value education by imitating them. The success in value education can be measured by using the categories of the Moral Knowing, the Moral Perception and the Moral Action. The constraint of value education is mainly due to the unclear value of education materials from the government, and the need of the teachers for workshops or trainings on value education. This study recommends that value education needs to be regulated at school's academic calendar as a manifestation of a good will in implementing value education. Value education is important for the students as it will develop their inner capabilities.
Value crisis in present scenario and status of training in value education in TEIs and schools
This paper highlights the Value crisis in present scenario and status of training in value education in TEIs and schools. As a great man has said-"Commerce without morality, Science without humanity, politics without principles and education without values is not only useless but also very dangerous." These words lay a great stress on the importance of morals, ethics and values in one"s life. Today our schools are concentrating on delivering academic achievement to the students. Less concentration is given to their personal behaviour. The attitude of today's young generation made me think twice that the implementation of value and moral education is a must for the youth. Even the behaviour of the youth towards the elders in discourteous ways is really worrisome. From the child hood onwards parents & teachers should give proper guidance. All the schools should implement suitable programmes to make the students aware about the importance of value education from the prior stages of development. It may of course be simplistic to identify only two areas: values education and "the rest." It also refers to significant changes in the educational system itself, in the nature of its inputs (students, teachers, facilities, equipment, and supplies); its objectives, curriculum and educational technologies; and its socioeconomic, cultural and political environment. Values are not only taught overtly, but are also embedded in the patterns of social relations and interactions, the codes of conduct, modes of discourse amongst students themselves as they partake of school life, and in their interactions with teachers and administrators etc..
VALUE-BASED EDUCATION: RESEARCH RESULTS Violeta Panev & Aneta Barakoska
Bulgarian Journal of Science & Education Policy, 2019
Values are a topic of multidisciplinary areas, elaborated by various scientific disciplines. The consequences of non-acquisition of human values are manifested in all spheres of social life. Therefore, they are important for research in the field of social sciences, and especially in the field of pedagogy , education and personal development. Given the importance of values in the development of pupils' personality, we conducted a survey in a large school in North Macedonia to examine the attitudes and opinions of teachers, pupils and school support staffs on the extent values are achieved in an elementar y school. The results allow us to perceive the realization of the value-based educational goals in primary class grade and subject teaching and to determine the pedagogical assumptions important for the development of students' values ori-entations.
VALUE BASED EDUCATION: A NEED OF PRESENT SOCIETY.
Value education means inculcating in the children a sense of humanism that would build the nation and bring back to the people pride in work that brings order, security and assured progress. Present age is age of science and technology there is a great confusion and great losses. War and conflicts never come to an end, and the innumerable vicious phenomena are covering the world. The cause of such confusion and loses is due to the lack of value oriented education or the collapse of traditional views of values. In this paper an attempt is made to discuss the need of value based education in a present society. In this study it was carried out how one might study and modify a society to make it peaceful and more functional. In the present educational system the main emphasis is giving on scientific and information oriented education rather than value education. Spiritual values, social values, moral values and religious values are being neglected. Value suffers when too much emphasis is giving on materialistic satisfaction. The aim of this paper was why there is a need for imparting value based education in educational institutions and to develop the programs for inculcating values insociety. This paper tried to examine the role of value based education on inculcating code of ethics to develop the qualities of good conduct, self-confidence, unity, cooperation, justice, peace and prosperity in present society. This paper is aimed at to impart value based education in educational institutions, family and society as well and to churn out good citizens for the maintenance of world peace and harmony.
Teacher – Parents’ Relations in the Efficiency of the Value Education
Procedia - Social and Behavioral Sciences, 2014
Value education which is very effective in education field today is not only taught in the schools but also taught in the family. The aim of this study is to determine the opinions of the teachers and the parents during the process of teaching values. The research was conducted with 10 Social Studies teachers and the parents of the students in these schools in the city centre of Kırşehir in 2012-2013 education year. The data of the study was conducted by semi-structured interview form which was composed of 7 open ended questions. In the analysis of the data obtained in the study, inductive analysis, one of the content analysis types, was used. As a result, the teachers and the parents mutually tried to teach the values, the parents tried to be role models and to emphasize like the teachers and also they used the suggestopedia method which the teachers have never used.
Views of Elementary School Teachers on Values Educatıon at the Ages of 6-12
Values are significant conceptions that affect human life. The notion of values as one of the issues social sciences deals with is known to be a part of axiology, a sub-branch of philosophy. In this regard, values known as an individual's life form begin to constitute a significant part of our life beginning from the early childhood years.At such a point, how these values are transferred to children beginning with the period before puberty is quite significant. Therefore, the present study aims to explore elementary school teachers' perspectives of values education during ages of 6-12. A qualitative research tool that is composed of semi-structured items was used in the study. Content analysis was carried out to analyze the written responses to open-ended items. The findings of the study indicated that the teachers used the concepts of love, respect, tolerance, justice and peace as value symbols when defining universal values; there was a parallelism between the universal values they defined and what they attempted to teach learners in the lessons, and they made more observations in practices of values education to determine value acquisition. In this regard, various recommendations are made such as paying attention to the application of the concepts that moved into the living space for value internalization, establishing coordination with parents and ensuring the retention of the acquired values by presenting multimedia environments to speed up value acquisition.