An Investigation of Teachers’ Perspectives on Values Education through Literary Genres

Abstract

values education. Conducted within a qualitative research design, the study included eleven primary school teachers working at a public primary school in Istanbul. Data were collected through a semi-structured interview form consisting of seven questions, and analyzed using descriptive and content analysis techniques depending on the nature of the questions. The findings indicate that values education is generally defined as the teaching of moral values and as an essential type of education for ensuring social peace and harmony. Teachers highlighted that respect, love, and empathy should be the foremost values instilled in students. In selecting materials, they preferred resources, methods, and techniques that allow discussion, enable dramatization and fictionalization, make the classroom environment more engaging, and enhance the permanence of learning. The main advantage of values education through literary works was described as an increase in interest, curiosity, and motivation, while the main disadvantage was students’ potential inability to perceive the implicit values conveyed in literary texts. While some teachers considered themselves competent in implementing values education through literary works, others stated that they needed further development in this area.