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The study examines history teachers’ views on value education within history courses by asking teachers to evaluate curriculum, textbooks, classroom practices, and effectiveness. Qualitative case study design with semi-structured interviews was conducted with 16 teachers in 2020, using content analysis to analyze results. Teachers regarded history courses as an ideal environment for values education, yet found curriculum and textbooks insufficient and relied on classroom efforts. 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As history is about people's past lives, it naturally presents the heritage values of the society. In addition, the confrontation of the students with the historians’ process of history making also contributes to both seeing these values and developing other values through some collaborative processes. There exists a special relationship between history and values education and both strengthen one another over the heritage values. The main purpose of the study is to learn history teachers’ views about value education within the context of history courses. History teachers were asked to evaluate history courses, curriculum, and textbooks in terms of values education, and their opinions about classroom practices and effective values education were received. In this respect, qualitative research approach and case study design in accordance with its nature was adopted in the study. In 2020, 16 history teachers were interviewed via a semi-structured interview form, and the data obtained were analysed via content analysis and presented. As a result, it was observed that history teachers considered history courses as an ideal field in terms of values education. Despite this, they did not find the curriculum and textbook sufficient and they carried out values education with their own efforts, mostly through classroom practices. Teachers emphasized that there would be opportunities for effective values education in a history lesson where student-centred activities were carried out, history was not abused and its social aspect was emphasized more.  \nKeywords: Value Education, History Education, History Course Book, History Curriculum, In-Class Practices.  \nDOI: 10.29329/epasr.2020.334.10  \n1 Asst. Prof. Dr., Aksaray University, Faculty of Science and Letters, Department of History, Aksaray, Turkey, ORCID: 0000-0001-6304-4201. Correspondence: [osmanokumus@aksaray.edu.tr](osmanokumus@aksaray.edu.tr)  \nIntroduction  \nThe concept of value refers to the beliefs that are accepted, approved and encouraged as the reason for the existence, unity, functioning and continuation of a social structure, and tried to be protected (Tural, 1988; cited in Ulusoy & Dilmaç, 2015) . Values are the thoughts that are accepted as true and sufficient by most members of the social group or society in order to survive (Yeşil & Aydın, 2007) . In other words, it is the set of beliefs that make human beings human and lead human behaviour (Ulusoy & Dilmaç, 2015) .  \nThe values that reveal the ideal thought and behavioural patterns in the society are necessary for the existence, functioning, unity, continuity, and solidarity of societies. It is both the inspiration and meaning of community life (Ulusoy & Arslan, 2014) . Values are a choice that determines people's perspective towards life, affects their decisions, reflects their beliefs, and composes their behavioural measures (Ergen, 2019;Kızıler & Canikli, 2015) . Values are important for the humans to determine their life, actions, goals, and ideals individually and to live in accordance with them. Values are also determinant in the processes of organizing interpersonal relationships, decision making, selection and evaluation. When evaluated in general, values are the source of both individual and social control system (Aydın & Akyol-Gürler, 2014) . With this aspect, the characteristics of the existing cultural structure are transferred to the individual and thus its continuity and sustainability is ensured. In addition, the desired citizen is shaped and adapted to the society through the transferred values and norms (Muç & Pamuk, 2020) . Value education is necessary to maximize the contribution of values to the individual and society. Val","cbCaicPBQSjlIZtd","https://ap.wps.com/l/cbCaicPBQSjlIZtd","pdf",295391,22,"English","# Abstract\n# Introduction\n## Definition and importance of values\n## Need for value education\n## Role of history in value education","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To learn history teachers’ views about value education within the context of history courses.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"A qualitative research approach with a case study design was used. In 2020, 16 history teachers were interviewed using a semi-structured form, and the data were analyzed via content analysis.\"},{\"question\":\"How do teachers evaluate the suitability of history courses for values education?\",\"answer\":\"History teachers considered history courses an ideal field for values education. However, they found the curriculum and textbook insufficient and implemented values education mainly through classroom practices.\"}]","History Courses and Values Education - History Teachers’ Evaluation of History Education Processes in Turkey in Terms of Values Education | PDF",1792095378,55]