Needs analysis

Res. Assist. Dürdane Polat

Ankara University Faculty of Educational SciencesCurriculum and Instruction Department

Turkey

SOCRATES-COMENIUS PROJECT, ACTION 2.1.

«THE HISTORICAL RECREATION AS A PEDAGOGICAL PROJECT – from training to action»

Reference: 128770-CP-1-2006-1-PT-COMENIUS-C21

NEED ANALYSIS OF TEACHERS

April 12, 2023 polat@education.ankara.edu.tr

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Outline of the Process of Needs Analysis (1)

Consultation for the Experts for the Validity of Needs Analysis Form

Construction of Needs Analysis Form for Turkish Teachers by Using Guide for Needs Analysis

Preparation of Guide for Needs Analysis

(1st Meeting Lagos/ Portugal)

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Outline of the Process of Needs Analysis (2)

Application of the Needs Analysis to History and Social Studies Teachers

Analysis of the collected data by using Content Analysis Method

Interpretion of the Findings

Writing a Report

Consultation for the Experts for the Translation and Appropriateness of Language

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Needs Analysis Form in TurkishNEEDS ANALYSIS FORM ON HISTORICAL RECREATION AS A PEDAGOGICAL

PROJECT

INSTRUCTION

Esteemed Teacher,

We are the partner of a European Project called “Historical Recreation as a Pedagogical

Project” affiliated with Ankara University Faculty of Educational Sciences. We would

like to obtain information on the training needs of teachers in using the historical

recreation as a teaching method.

Please answer all the questions.

Thanks for Your Contribution…

Comenius Project Team of Ankara University Faculty of Educational Sciences

PERSONAL INFORMATION

Name of the School:

Address of the School:

Telephone Number of the School:

Level of the School ( ) Primary ( ) Secondary

Your Age:

Your Professional Experience: ... Years

Your Gender: ( ) Female ( ) Male

Your Education Level: ( ) Undergraduate

( ) Graduate

( ) Master (M.A.)

( ) PhD

( ) Other..........................(Please Specify)

Branch: ( ) Social Sciences

( ) History

( ) Other ......................... (Please Specify)

Communication Information (Address-

Tel. no.):

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1- What does “Historical Recreation” mean for you?

2- If you were asked to prepare an activity on historical recreation;

a-which subject will you choose?

b- why will you choose this subject?

c- whom will you interview with to choose this subject?

3-What kind of resources do you need when using the method of historical recreation to

obtain your objectives?

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4- Do you have any experience in the “Project Methodology”?

5- Do you think that you need training on the “ Project Methodology”?

6- Do you think that you need an expertised consultancy?

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NEED ANALYSIS RESULTS OF TEACHERS EMPLOYED IN ANKARA

(TURKEY) ON HISTORICAL RECREATION

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Outline of the “Guide for Needs Analysis” was developed in the first meeting of the project held in 28 September – 02 November 2006 in Lagos/Portugal within the scope of the “Historical Recreation as a Pedagogical Project”.

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• Questionnaire (Survey) form aiming to determine the needs of history and social sciences teachers employed in Turkey was adapted within the settings of the baseline determined

• Questionnaire prepared was formed considering specialists opinions.

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• Questionnaire forms were given to 80 teachers within the settings of the research.

• 47 questionnaire forms were taken into consideration for analyses since 47 questionnaire forms were returned within the allocated time.

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• Data of the research were evaluated by content analysis method.

• Frequency and percentages were computed and the statistical tables were formed.

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Demographic data

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Table 1: Type of SchoolTable 1: Type of School

Primary Education 29 61.7

Secondary Education 18 38.3

Total 47 100.0

61.7% (f:29) of the participants are employed in primary education and

38.3% (f:18) of them are employed in secondary education institutions.

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Table 2: Age

f %20–30 ages 20 42.6

31–40 ages 19 40.4

41–60 ages 8 17.0

Total 47 100.0

Percentages related to the ages of the participants are as follows respectively: 42.6% (f:20) between the ages of 20–30,

40.4% (f:19) between the ages of 31–40 and

17% (f:8) between the ages of 41–60.

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Table 3: Professional Experience f %

1–5 year(s) 11 23.4

6–10 years 19 40.4

11–15 years 11 23.4

16–20 years 6 12.8

Total 47 100.0

Professional experiences of the participants vary in the following manner respectively: 23.4% (f:11) 1-5 year(s), 40.4% (f:19) 6-10 years, 23.4% (f:11) 11-15 years and 12.8% (f:6) 16-20 years.

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Table 4: Gender f %

Female 27 57.4

Male 20 42.6

Total 47 100.0

57.4% (f:27) of the participants are female and 42.6% (f:20) of them are male.

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Table 5: Educational Status f %

Undergraduate 2 4.3

Graduate 28 59.6

Postgraduate (Master) 14 29.8

Postgraduate (PhD) 3 6.4

Total 47 100.0

Educational statuses of the research participants are as follows: 4.3% (f:2) undergraduate, 59.6% (f:28) graduate, 29.8% (f:14) postgraduate (Master) and 6.4% (f:3) postgraduate (PhD).

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Table 6: Branch f %

Social sciences 16 34.0

History 26 55.3

Other 5 10.6

Total 47 100.0

Branches of the participants with their percentages are as follows: 34% (f:16) Social Sciences teacher , 55.3% (f:26) History teacher and 10.6% (f:5) other branches (Geography, Classroom Teacher, Literature teacher, etc.) .

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Data obtained from teachers included within the scope of the research were coded with content analysis method, frequency and percentage computations were performed and relevant tables were formed.

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Table 8: Teachers’ Perceptions Of Historical Recreation f %

To recreate an historical event via audio-visual materials constructing dialogues/texts in the classroom and in other places with costumes, environment peculiar to relevant historical period

13 25.49

To dramatize historical events with historical reality 12 23.53

Recreation of the significant events, roles of heroes with their peculiar characteristics by students

10 19.61

To present the subject of the course imaginatively 4 7.84

To repeat the historical events in exactly the same way as they happened or recreate

3 5.88

Recreation of the history with a specific scenario utilizing visual materials by students

3 5.88

To use every kind of audio-visual materials in order to obtain lasting learning in the instruction of significant historical events

3 5.88

To present the event occurred via the current events 2 3.92

To describe the events imagining the characteristics of past events 1 1.96

Total 51 100.00

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Percentages and the frequencies related to teachers’ perceptions of historical recreation were as follows respectively:

25.49 % (f:13) “To recreate an historical event via audio-visual materials constructing dialogues/texts in the classroom and in other places with costumes, environment peculiar to relevant historical period”,

25.33% (f:12) “to dramatize historical events with historical reality”,

19.61% (f:10) “recreation of the significant events, roles of heroes with their peculiar characteristics by students”.

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One of the teacher states that;

“To recreate the historical events does not reflect the reality! However, films or slides can be used as supplementary materials”.

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Table 9: The Topics Preferred By Teachers f % f %

Çanakkale Victory 8 14.04 Internal Rebellions 2 3.51

Independence War 6 10.53 The Tulip Period 2 3.51

Conquest of İstanbul 4 7.02Law of Institutionalization of

Instruction2 3.51

Congresses (Sivas, Erzurum, Amasya) 4 7.02Lausanne Peace Negotiations

and Sevres Treaty2 3.51

Divan-ı Hümayun (The Council of Ministers in Ottoman Empire)

3 5.26Ottoman Empire’s Entrance

into World War I2 3.51

Declaration of Constitutional Monarchy and Imperial Edicts of Administrative Reforms and Improvement

3 5.26Determining period is more

appropriate than topic 2 3.51

Turkish Grand National Assembly Studies 3 5.26 Lives of Sultans 2 3.51

Harem and The Effects of Women in Ottoman Empire

2 3.51 Other 10 17.55

Total 57 100.00

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The topics preferred by teachers involved in the research are as follows respectively:

14.04% (f:8) “Çanakkale Victory”,

10.53% (f:6) “Independence War”,

7.02% (f:4) “Conquest of İstanbul” and

7.02% (f:4) “Congresses (Sivas, Erzurum, Amasya)”.

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Table 10: Reasons of Teachers’ Preference Of The Topics They Would Select

History of a nation coming into existence from nothing despite all negativeness 14 17.95

Importance of Turkish people’s resoluteness and determination 10 12.82

Importance of the Turkish National Struggle for Independence and independence 9 11.54

The topic is easy to recreate 8 10.26

Near history. The outcomes are still important and current 7 8.97

The topic affects the history of the world 6 7.69

The topic is related with the issues of the importance given to science, art, loves of motherland and nation by important people such as Atatürk 6 7.69

The topic reflects the tolerance of Anatolian people 5 6.41

The topic is important and interesting 4 5.13

The topic reveals the secret aspects of the history 3 3.85

Importance of democracy and democratization efforts 2 2.56

To display the strategical importance of Turkey 2 2.56

To find out the real reasons behind the rebellions in Anatolia 2 2.56

Total 78 100.00

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According to the findings in Table 10, reasons of teachers’ preference of the topics they would select were as follows respectively:

17.95% (f:14) “history of a nation coming into existence from nothing despite all negativeness”,

%12.82 (f:10) “importance of Turkish people’s resoluteness and determination” and

11.54% (f:9) “importance of the Turkish National Struggle for Independence and independence”.

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Table 11: The People That The Teachers Discuss With

In Choosing The Topics f %

Group of teachers in the same branches 26 33.77

Academicians 15 19.48

Students 11 14.29

Theatre artists 6 7.79

Real people (experienced individuals) 5 6.49

Other (drama, music, literature, etc.) teachers 5 6.49

School Management 4 5.19

Museum, History Institute, Authorized Personnel of Ministry 3 3.90

Refer to historical resources 2 2.60

Total 77 100.00

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According to Table 11;

33.77% (f:26) of the teachers state that they discuss with the “group of teachers in the same branches”,

19.48% (f:15) of them discuss with “academicians” and

14.29% (f:11) of them discuss with “students” in choosing the topics.

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Table 12: The Sources The Teachers Wish To Utilize

f % f %

Books 29 16.67 Historical remains/work of arts 6 3.45

Costumes (clothes belong to different periods)

26 14.94Live (real/first person) witness

(if there is) 6 3.45

Tools-equipments 16 9.20 Music/audio records 6 3.45

Archive/documents 15 8.62 Maps 3 1.72

Environment/multi-purpose halls 13 7.47 Projection 3 1.72

Picture 13 7.47 Computer 3 1.72

Memories/recollections 10 5.75 Internet 3 1.72

Scenario/text 8 4.60 Film (Movie)/Documentary 3 1.72

Décor 8 4.60 Reference people 3 1.72

Total 174 100.00

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The sources the teachers wish to utilize stated by teachers were as follows respectively:

16.67% (f: 29) “books”,

14.94% (f:26) “costumes (clothes belong to different periods)”,

9.20% (f:16) “tools-equipments” and

8.62% (f:15) “archive/documents”.

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Table 13: Teachers’ Experiences Related To The Use Of

Project Method

Yes 8 17.78

No 37 82.22

Total 45 100.00

17.78% (f:8) of the research participants state that “they have experience in using project method” and

82.22% (f:37) of them state that “they do not have any experience in using project method”.

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Sample extracts related to teachers’ opinions are given below:

“I have not used this method before.” (29, female)

“This is the method I have used frequently in my courses.” (28, female)

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Table 14: Education Needs Of Teachers On The Topic

Of Project Method

Yes 43 97.73

No 1 2.27

Total 44 100.00

97.73% (f:43) of the participants involved in the research state that they need education on the topic of “project method” and

2.27% (f:1) of them state that they do not need education on the topic of “project method”.

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Sample extracts related to teachers’ opinions are listed below:

“Of course. A teacher knows and selects the methods, topics, age groups considering children and young and the materials via education that he/she will receive.” (26, male)

“I want to be experienced enough in this field.” (38, male)

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“Certainly, education-instruction practitioners should be aware of every innovations and developments and also the applicability should be especially tested and observed.” (24, female)

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“There is always a need for education. I want to be informed on developments and innovations.” (39, female)

“This is an important matter. The subject would deviate from the objectives if the wrong method is used. In my opinion, not only me but also all teachers are in need of this.” (31, female)

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Table 15: Teachers’ Perceptions Related To An Expert Consultation Need On The Topic Of Historical

Recreation

Yes 41 95.35

No 2 4.65

Total 43 100.00

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According to Table 15,

95.35% (f:41) of teachers state that they will need an expert consultation on the topic of historical recreation by saying “yes” and

4.65% (f:2) of teachers state that they will not need an expert consultation on the topic of historical recreation by saying “no”.

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Sample extracts related to teachers’ opinions are given below:

“If an expert consultation will be provided by an actor/actress, a drama educationalist or a specialist in this field, why not!” (25, female)

“If we consider that how our expressions, for instance even a word, affect the young, realizing such kind of study that is really very important in an amateur way will be a fatal error.” (29, female)

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“I need an expert consultant in order to do this work much better.” (33, male)

“No. I do not think that there is a need of an expert consultant in the significant level within the settings of current curriculum and opportunities!” (24, Female)

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“No. I believe that I can realize this utilizing the opportunities provided by environment and with the support of school and teachers..” (33, male)

“Of course I need an expert consultation in order to be more proficient.” (23, female)

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