Secondary school English teachers' views on values education practices in English classes

The aim of this research is to examine the opinions of English teachers working in secondary schools on the practices of values education in English classes. The model of the research is the case study, one of the qualitative research methods. The study group of the research consists of secondary school English teachers working in the central districts of Diyarbakır province in the 2021-2022 academic year. The study group of the research consists of 50 English teachers working in public secondary schools in the central districts of Diyarbakır (Bağlar, Kayapınar, Yenişehir and Sur). While determining the sample of the study, the criterion sampling method, which is the purposive sampling method, was used. A semi-structured interview form, which was formed by taking the opinions of 9 academicians and 7 teachers who are experts in their fields, was used as a data collection tool in order to get the opinions of the participating teachers about the values education practices in the English lesson. As a result of the findings obtained, the teachers stated that the title of values education was sufficient, but not enough values were included in the achievements. They stated that values education remained superficial in achievements. The teachers stated that the values of respect, love and responsibility in the program should be given to the students as a priority. Most of the teachers see themselves as role models in gaining values to students. The views of teachers on values education practices are that values should be gained directly. In the acquisition of values, teachers prefer the most traditional method, the direct instruction method. In addition, they benefit from games, videos and movies to make the lesson fun. Teachers are of the opinion that the most important problem in front of values education is that the values taught at school do not match the values of the society and the crowded classrooms reduce the effectiveness of values education. The inadequacy of the family's education on values education is another major problem for teachers. As a suggestion, the teachers emphasized that there should be a values education course and that the teachers should receive in-service training on the subject.