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Bu araştırmanın amacı, 8. Sınıf Rehberlik ve Kariyer Planlama Dersi Programının paydaş görüşlerine göre değerlendirilmesidir. Nitel araştırma yöntemlerinden durum çalışmasının kullanıldığı araştırmada veriler iki farklı veri toplama yöntemi ile toplanmıştır. Öncelikle Talim Terbiye Kurulu Başkanlığı tarafından yayınlanmış olan Rehberlik ve Kariyer Planlama Dersi Programı üzerinde doküman incelemesi yapılmış ve programın dört temel ögesi olan hedef, içerik, eğitim durumları ve değerlendirme ögeleri incelenmiştir. Daha sonra programa ilişkin paydaş görüşlerinin toplanması amacıyla sınıf rehber öğretmenleri ve okul rehber öğretmenleri ile görüşmeler yapılmıştır. Ayrıca; programın uygulanmasına ilişkin görüşlerin toplanması amacıyla da sınıf rehber öğretmenleri, okul rehber öğretmenleri, 8. sınıf öğrencileri ve 8. sınıf öğrenci velileri ile görüşmeler yapılmıştır. Araştırmadan elde edilen sonuçlara göre; programa ilişkin olumlu ve olumsuz görüşlerini bildiren sınıf ve okul rehber öğretmenlerinin görüşlerinin büyük ölçüde örtüştüğü ve olumsuz görüşlerinin ağırlıkta olduğu görülmüştür. Öte yandan Sınıf rehber öğretmenlerinin, okul rehber öğretmenlerinin, öğrencilerin ve velilerin programın uygulamasına ilişkin görüşleri incelendiğinde benzer sonuçlar ortaya çıkmıştır. Program paydaşları dersin önemli ve yararlı bir ders olduğunu söylemekle birlikte program uygulamasına ilişkin daha çok olumsuz görüş belirtmişlerdir. Paydaş gruplarındaki öğretmen, öğrenci ve veliler ders saatinin yetersiz olduğunu, sınıf rehber öğretmenlerinin bu ders için yetersiz kalabildiğini, süreçte veli katılımının zayıf olduğunu, programın 8. Sınıfta uygulanıyor olmasını doğru olmadığını, programdaki açıklamaların yetersiz olduğunu, ders için sınıf mevcutlarının yüksek olduğunu, uygulanan testlerin sayısını yetersiz olduğunu ve uygulanan testlerin yararlı olmadığını belirtmişlerdir.
The purpose of this study is 8. Class Guide and Career Planning Courses are assessed according to the stakeholders’ opinions. In the study, the data was collected by two different methods of data collection. Firstly, a document review on the Guide and Career Planning Course Program, which was published by the Board of Education, and the objectives, content, educational conditions and evaluation objects, which are the four core subjects of the program, have been studied. Later discussions were held with class guides teachers and school guides teachers in order to gather stakeholders’ opinions on the program. In addition, in order to gather opinions on the implementation of the program, class guides teachers, school guides teachers, 8. There were discussions with classmates and 8th classmates. According to the results of the study, the opinions of classmates and school guides that report their positive and negative opinions about the program were largely interconnected and their negative opinions were highlighted. On the other hand, similar results came when the opinions of class guides teachers, school guides teachers, students and guardians on the application of the program were examined. The program stakeholders have pointed out more negative opinions about the program's application while saying that the course is an important and useful course. Teachers, students and guardians in their stakeholder groups are insufficient, class guides teachers may be insufficient for this course, the assistant participation in the process is weak, the program is 8. They pointed out that it was not true that it was applied in the classroom, that the explanations in the program were insufficient, that the classes for the course were high, that the number of tests applied was insufficient, and that the tests applied were not useful.
The aim of this research is to evaluate the 8th Grade Guidance and Career Planning Course Curriculum according to the stakeholders’ opinions. In this research in which case study, one of the qualitative research methods, was used, data were collected by two different data collection methods. First of all, a document analysis was conducted on the Guidance and Career Planning Course Curriculum, which was published by the Board of Education and the main components of the curriculum-objectives, content, curriculum experience and evaluation- were examined. Afterwards, class guidance teachers and school counselors were interviewed in order to gather stakeholder opinions on the curriculum. In addition, class guidance teachers, school counselors, 8th grade students and 8th grade students’ parents were interviewed in order to gather stakeholder opinions on implementation of the curriculum. According to the results obtained from the research, it was observed that the opinions of the class guidance teachers and school counselors, who reported their positive and negative opinions regarding the program, overlapped to a large extent and their negative opinions were more dominant. On the other hand, similar results were obtained when the opinions of the class guidance teachers, school counselors, students and parents on the implementation of the program were examined. Although the program stakeholders stated that the course was an important and useful lesson, they expressed more negative opinions on the curriculum implementation. The teachers, students and parents in the stakeholder groups stated that the weekly course duration was inadequate, that class guidance teachers were insufficient for this course, that the participation of parents in the process was poor, that 8th grade wasn’t suitable for the implementation of the curriculum, that the explanations in the curriculum were insufficient, that the class sizes were big for the implementation, that the number of tests performed was insufficient and that the tests performed were not beneficial.
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