Publication: Musiki programı uygulayan Anadolu imam hatip liselerinde musiki eğitimi
Abstract
Din Öğretimi Genel Müdürlüğü tarafından 2014 yılından beri AİHL’lerde öğrencilerin ilgi ve yetenekleri doğrultusunda eğitim almalarına olanak sağlayan program çeşitliliğine yer verilmektedir. 2016 yılından itibaren AİHL program çeşitliliği kapsamında musiki projesi uygulanmaya başlanmıştır. Günümüzde 13 farklı ilde yer alan AİHL’lerde devam eden bu uygulamanın mevcut durumunun eğitimci görüşleri çerçevesinde detaylı bir şekilde incelenmesinin amaçlandığı bu araştırmamız, giriş ve sonuç bölümleri haricinde iki bölümden oluşmaktadır. Giriş bölümünde araştırmanın konusu, amacı ve yöntemi, ilgili araştırmalar ve çalışma grubu ile ilgili bilgilere yer verilmiştir. Araştırmada nitel araştırma yöntemlerinden yararlanılmıştır. Bu yöntemde sıklıkla kullanılan durum deseni tercih edilmiştir. Farklı illerde ve okullarda yer alan 29 eğitimci ile derinlemesine görüşme gerçekleştirilmiş, elde edilen veriler MAXQDA nitel veri analiz kullanılarak içerik analizi yapılmıştır. Birinci bölümde İmam Hatip Okullarının gelişim süreci ele alınmış, bu gelişim sürecinin günümüze yansımalarından birini teşkil eden proje okul uygulaması ve program çeşitliliği ile ilgili açıklamalar yapılmıştır. Musiki uygulayan AİHL’ler ile ilgili DÖGM tarafından yayımlanan vizyon belgeleri esas alınarak programa öğrenci kabulü, uygulama aşamaları, genel ve özel amaçlar, musiki zelinde ders çizelgeleri ve seçmeli dersler ile ilgili bilgilere yer verilmiştir. İkinci bölümde saha araştırmasından elde edilen bulgulara yer verilmiştir. Elde edilen veriler kod, kategori ve temalar haline getirilerek sistematik bir bütünlük içinde sunulmuştur. Araştırma soruları ve görüşme verileri dikkate alınarak amaçlar ve faydalar, derslere yönelik değerlendirmeler, uygulama etkinlik ve projeler, eğitimcilere yönelik değerlendirmeler, tercih ve memnuniyet durumları, öğrencilere yönelik değerlendirmeler, fiziksel altyapı durumları, amaca hizmet etme durumu ve öneriler şeklinde temalara ulaşılmıştır. Ulaşılan temaların altında yer alan kodlar, literatürde yer alan bilgilerle karşılaştırılarak metin içi tartışmaya yer verilmiştir. Çalışmanın sonunda sonuç ve öneriler bulunmaktadır.
Since 2014, the Directorate General of Religious Education has provided program diversity in Anatolian Imam Hatip High Schools (AİHL), enabling students to receive education aligned with their interests and abilities. Starting in 2016, a music program/ project was introduced as part of this program diversity. Currently implemented in AİHLs located across 13 different provinces, this study aims to examine the current state of this application in detail, based on educators' perspectives. Excluding the introduction and conclusion sections, this study consists of two main sections. The introduction includes information about the research topic, purpose, methodology, related studies, and the study group. A qualitative research method was employed, with a case study design frequently used within this approach. In-depth interviews were conducted with 29 educators from various provinces and schools, and the data obtained were subjected to content analysis using the MAXQDA qualitative data analysis software. The first section discusses the development process of Imam Hatip Schools and explains the project school implementation and program diversity, which are reflections of this development in the present day. Based on vision documents published by the Directorate General of Religious Education, this section provides details regarding student admission to music programs, implementation phases, general and specific goals, course schedules, and elective courses specific to the music program. In the second section, the findings obtained from the field research are presented. The collected data were organized into codes, categories, and themes, and systematically presented as a coherent whole. Considering the research questions and interview data, themes such as objectives and benefits, evaluations regarding the courses, implementation activities and projects, evaluations for educators, preference and satisfaction levels, evaluations for students, physical infrastructure conditions, the extent to which objectives are achieved, and suggestions were identified. The codes under the identified themes were compared with the information in the literature, and an in-text discussion was provided. At the end of the study, conclusions and recommendations are presented.
Since 2014, the Directorate General of Religious Education has provided program diversity in Anatolian Imam Hatip High Schools (AİHL), enabling students to receive education aligned with their interests and abilities. Starting in 2016, a music program/ project was introduced as part of this program diversity. Currently implemented in AİHLs located across 13 different provinces, this study aims to examine the current state of this application in detail, based on educators' perspectives. Excluding the introduction and conclusion sections, this study consists of two main sections. The introduction includes information about the research topic, purpose, methodology, related studies, and the study group. A qualitative research method was employed, with a case study design frequently used within this approach. In-depth interviews were conducted with 29 educators from various provinces and schools, and the data obtained were subjected to content analysis using the MAXQDA qualitative data analysis software. The first section discusses the development process of Imam Hatip Schools and explains the project school implementation and program diversity, which are reflections of this development in the present day. Based on vision documents published by the Directorate General of Religious Education, this section provides details regarding student admission to music programs, implementation phases, general and specific goals, course schedules, and elective courses specific to the music program. In the second section, the findings obtained from the field research are presented. The collected data were organized into codes, categories, and themes, and systematically presented as a coherent whole. Considering the research questions and interview data, themes such as objectives and benefits, evaluations regarding the courses, implementation activities and projects, evaluations for educators, preference and satisfaction levels, evaluations for students, physical infrastructure conditions, the extent to which objectives are achieved, and suggestions were identified. The codes under the identified themes were compared with the information in the literature, and an in-text discussion was provided. At the end of the study, conclusions and recommendations are presented.