İlahiyat Fakültesi Öğretim Elemanlarının Lisans Düzeyindeki Derslerde Yöntem ve Materyal Kullanma Durumları
Türkiye’de ilahiyat fakülteleri sorunlu ve kesintili süreçlerden geçerek bugüne ulaşmıştır. Bugün ise ilahiyat eğitimi daha farklı süreçleri yaşamaktadır. Öyle ki bu kurumlar yapısal bir değişim ihtiyacı içindedirler. İlahiyat fakülteleri bugün istenilen nitelikte yapısal değişiklikleri gerçekleştirmiş olsa bile, bu durum kaliteyi yakalamaya yetmeyecektir. Kalite arayışında bu değişimlere ilaveten öğretim elemanlarının ders işleme yeterliklerinin de daha üst düzeylere ulaşması önemli bir husustur. Dolayısıyla bu çerçevede öğretim elemanlarının yöntem ve materyal kullanma durumlarının ortaya konulması gerekmektedir. Bu araştırma ilahiyat fakültelerinde görev yapan öğretim elemanlarının, öğretim yöntem ve materyalleri kullanımı konusundaki mevcut durumlarını ortaya koymayı amaçlamaktadır. Nicel-betimsel bir nitelikte olan araştırmaya 156 öğretim elemanı katılmıştır. Ölçme aracı olarak 19 maddelik yöntem listesi, 21 maddelik materyal listesi ve 17 maddelik değerlendirme formundan oluşan bir anket uygulanmıştır. Araştırmanın ortaya koyduğu temel sonuç şudur: Öğretim elemanları, farklı yöntem ve materyal kullanımını birçok açıdan gerekli bulmalarına ve bunları uygulama konusunda kendilerini yeterli görmelerine rağmen, ders işlerken bu kanaatlerini pratiğe yansıtmamakta ve geleneksel birkaç yöntem ve materyalin dışına çıkmamaktadırlar. Bu sonuca göre, ülkenin din öğretimi ihtiyacını karşılamakla mükellef kurumlar olan ilahiyat fakülteleri ve onların öğretim elemanları, değişen ve gelişen eğitsel-teknolojik stratejiler doğrultusunda kendini geliştirerek güncellemelidir.
Faculty of Theology Lecturers’ Use of Methods and Materials in Undergraduate Lessons
In Turkey, faculties of theology have gone through a troubled and discontinuous process. Today, theology education is experiencing different processes, so institutions need a structural change. However, even if theology faculties make structural changes in the desired quality, this is not enough to capture qualities. In the quest for quality, the teaching proficiency of lecturers must improve. Therefore, it is necessary to define the state of lecturers in using active methods and materials for teaching. This research aims to reveal the faculty of theology lecturers’ state in using methods and materials. This study, with a total of 156 lecturer participants, is a quantitative and descriptive study. As a measurement tool, a questionnaire consisting of a 19-item method list, a 21-item material list, and a 17-item evaluation form was used. Although lecturers realize that various methods and materials are necessary and feel adequate about their proficiency of use, usage does not occur in courses and does not go beyond traditional methods and materials. Based on this conclusion, the faculties of theology and their lecturers must change and improve their strategies.
In Turkey, faculties of theology have gone through a troubled and discontinuous process. Today, theology education is experiencing different processes, so institutions need a structural change. However, even if theology faculties make structural changes in the desired quality, this is not enough to capture qualities. In the quest for quality, the teaching profciency of lecturers must improve. Therefore, it is necessary to defne the state of lecturers in using active methods and materials for teaching. This research aims to reveal the faculty of theology lecturers’ state in using methods and materials. The importance of the study lies in the fact that the topic has been studied for the frst time in Turkey. This research is a quantitative and descriptive feld study. The descriptive aspect explains the current situation. This study aims to identify the situations of using methods and materials base on the lecturers’ own statements.
A total of 156 instructors participated in the study. The distribution of participants is as follows: 56 percent (88 people) teach Basic Islamic Sciences, 28.8 percent (45 people) teach Philosophy and Religious Sciences, 12.8 percent (20 people) teach Islamic History and Arts, 1.9 percent (three people) are in charge of the teacher training department. Of the participants, 9.6 percent (15 people) are professors, 14.1 percent (22 people) are associate professors, 53.8 percent (84 people) are lecturers. Prelectors comprise 21.2 percent (33 people) and readers comprise 1.3 percent (two people). The sample was chosen through homogeneous, easy accessibility, and simple random sampling. The data collection tool is a questionnaire prepared for this study. The data collection tool consists of the following: 1) personal information form, 2) method list, 3) material list, and 4) evaluation form. The study is limited to the year 2017 and 12 theology faculties from which the sample is selected.
According to the results of the data, the theology faculty lecturers have generally chosen to use two methods during the lessons. These methods, which have a score range of 4.20–5.00 on a scale of 5 and are in the category of “each lesson,” are narrative and in a question-answer format. According to the answers given by the participants, there is no single preferred method in the category “frequently used” with a range of 3.40–4.19 points on a scale of 5. According to the answers about the usage of teaching materials, lecturers prefer to use three materials during lessons. These materials, which range from 4.20–5.00 and are categorized as “each lesson” include a course book, lesson plan, and writing board. There is only one preferred material—PowerPoint—in the “frequently used” category with a range of 4.19–3.40 points.
The research reveals that lecturers of theology faculty mostly use traditional teaching methods such as straight lectures and questioning, in their lessons. According to the data, instructors do not use any methods other than the idealized methods. The fndings on the use of materials in our study indicates similarities with the fndings of the previous studies. Instructors think that different methods and materials should be used because they prevent lessons from becoming uniform, contribute to the understanding of the lessons, and facilitate the teaching process. However, even though faculty members agree with this reasoning, they do not refect these opinions in practice and do not practice teaching methods and materials that are outside of tradition. In this study, this contradictory situation is observed, wherein either the instructors are not profcient in terms of methods and materials, or they prefer using easy strategies for lessons if they seem adequate.
Based on the results, the following suggestions are presented. While the issue of quality in religious education is addressed, instructors’ teaching profciency should not be overlooked. For this, it is necessary for instructors to renew their teaching standards and build on learning how to learn and skill-based learning. Instead, of fxed and dull learning environments in the faculties of theology, classes should be established to enhance active and technological learning opportunities in accordance with the spirit of active and modern education.
