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Semi-structured interviews with 20 teachers from multiple Turkish cities are analyzed through content analysis.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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of extracurricular activities in secondary schools according to the study?","Question",{"text":63,"@type":64},"Extracurricular activities aim to develop students in areas of interest, use free time effectively, strengthen responsibility and democratic behaviors, and support learning that classroom activities cannot fully reach.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the research conducted to collect teachers’ views?",{"text":68,"@type":64},"The study used semi-structured interview questions with 20 Turkish teachers, and the responses were analyzed using a content analysis method.",{"name":70,"@type":61,"acceptedAnswer":71},"Which aspects of extracurricular activities did teachers discuss?",{"text":72,"@type":64},"Teachers provided views on the application process, content, conceptualization, and problems of extracurricular activities, along with recommended 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\nAbstract: Extracurricular activities are educational applications for students outside the school curriculum that require specific knowledge, skills, and behaviors as well as continuity of participation. Because student experiences inside the classroom are organized according to the educator’s or institution’s instructional goals, which themselves are tightly standardized by a higher authority, it must be accepted that there are some points in student learning and personal development which in-class activities are not able to reach. Consequently, the best and most effective way to reach them is through extracurricular activities. This study aims to reveal views on extracurricular activities of Turkish teachers involved with them at secondary schools. To this end, Turkish teachers put forward their views on the application, content, conceptualization, and problems of extracurricular activities. The research group consisted of 20 Turkish teachers working in the cities of Adana, Kahramanmaraş, Osmaniye, Kastamonu, Erzurum, Urfa, and Adıyaman. In the study, data were collected by means of semi-structured interview questions and analyzed by use of the content analysis method. As a result of the analyses, a variety of information was gathered about the thoughts of Turkish teachers relating to extracurricular activities, including problems and recommended solutions. Some comments, which are based upon the research findings and relevant to Turkish teachers involved with extracurricular activities, are presented at the conclusion of the study.  \nKey words: Extracurricular activities, Turkish teacher, secondary school  \n1. Introduction  \nThanks to the individual endeavors of Turkish teachers, who hold important roles in the country’s educational system, extracurricular activities stir interest and excitement among students and encourage the acquisition of knowledge and behavior among them. Extracurricular activities enhance the educational aspect of schools and provide students with many experiences related to life outside the classroom.“They are out-of-class activities for students to learn about their environment, society, and life, which do not influence the students’ in-class activities directly but enable the students to apply what they learn in class. They allow students to spend their free time properly and to develop personal characteristics as a whole. In general these activities, which are applied in school, around school, or outside the school, are called out–of-class extracurricular activities” (Köse, 2013: p.342) . Extracurricular activities facilitate the application of student knowledge acquired at the cognitive level and help them get appropriately acclimated to life and its future expectations.  \nAlthough possessing their own distinct set of features, extracurricular activities are governed by the rules of the school, which also directs them. According to Tezcan (1980: p.176) extracurricular activities take place both at the school and outside of it. Although these activities operate with the school administration’s knowledge and under teacher supervision, they take place outside of normal school hours and without any parental supervision. Schools and families are expected to demonstrate a systematic and unified effort to help students develop the desired behaviors and habits.  \nThe fundamental objectives of extracurricular activities include developing students in fields that interest them; using free time effectively; understanding and executing tasks and responsibilities;  \nlearning democratic behaviors and practices; contributing to social and environmental causes; and supporting in-class activities (Holland & Andre, 1987; Gifford & Dean, 1990; Holloway, 2000) . Extracurricular activities are important in various aspects, such as the use of what students learn in lessons; the development of an awareness of society; the ","cbCair6toPKvD80K","https://ap.wps.com/l/cbCair6toPKvD80K","pdf",427625,14,"English","# Introduction\n## Role and definition of extracurricular activities\n## Objectives and expected student outcomes\n## Scope within Turkish education regulations","[{\"question\":\"What is the purpose of extracurricular activities in secondary schools according to the study?\",\"answer\":\"Extracurricular activities aim to develop students in areas of interest, use free time effectively, strengthen responsibility and democratic behaviors, and support learning that classroom activities cannot fully reach.\"},{\"question\":\"How was the research conducted to collect teachers’ views?\",\"answer\":\"The study used semi-structured interview questions with 20 Turkish teachers, and the responses were analyzed using a content analysis method.\"},{\"question\":\"Which aspects of extracurricular activities did teachers discuss?\",\"answer\":\"Teachers provided views on the application process, content, conceptualization, and problems of extracurricular activities, along with recommended solutions.\"}]","Views of Turkish Teachers on Extracurricular Activities at Secondary Schools | PDF",1792065767,35]