ÖZ. Bu araştırmanın amacı, Sosyal Bilgiler öğretmenlerinin küresel sistemler, küresel eğitim ve çeşitlilik gibi küreselleşmenin eğitime kazandırdığı yeni yaklaşım ve kavramlara ilişkin algısını ortaya çıkarmaktır. Nitel araştırma yöntemlerinden olgubilim yöntemiyle yapılan bu çalışmada, maksimum çeşitleme örnekleme tekniğine uygun olarak belirlenen Türkiye'de üç farklı devlet okulunda halen görev yapmakta olan dört farklı Sosyal Bilgiler öğretmeni ile çalışılmıştır. Katılımcılarla yarı-yapılandırılmış bireysel görüşmeler yapılmıştır. Araştırmanın verileri tümevarımsal analiz yoluyla analiz edilmiştir. Araştırma sonucunda, katılımcıların küresel sistemler, küresel eğitim ve çeşitlilik kavramlarını belirgin şekilde tanımlayamadıkları belirlenmiştir. Ayrıca Sosyal Bilgiler öğretmenlerinin küresel sistemler ve küreselleşme kavramlarının farklı kültürler, dinler, ırklar ve etnik gruplar arasındaki sosyal, politik ve ekonomik çatışmalarla ilgili olduğunu düşündükleri tespit edilmiş; bu nedenle de küresel eğitim hakkında bilgiden ziyade kişisel görüşlerine dayalı olumsuz bir algıya sahip oldukları bulunmuştur. Anahtar Kelimeler. Sosyal Bilgiler, Küresel Sistemler, Küresel Eğitim, Çeşitlilik ABSTRACT. This study aims to explore Social Studies teachers' perceptions of new approaches and concepts, which are introduced to field of education through globalization such as global systems, global education, and diversity. In this study phenomenology was used as a method to discover social studies teachers' perceptions of such concepts. Within the purposeful sampling the researchers used maximum variation sampling method in order to select participants. The participants were four social studies teachers who are currently employed in three different public schools in Turkey. Semi-structured individual interviews were conducted with the participants. Inductive data analysis method was used to analyze the data of this study. The study shows that social studies teachers had shallow and unclear perspectives on global systems, global education, and diversity. The teachers also pointed out that global systems and globalization were about social, political, and economic conflicts among different cultures, religions, races, and ethnic groups. Therefore, participants' negative view of global education was based on personal beliefs rather than knowledge. Keywords. Social Studies, Global Systems, Global Education, Diversity SUMMARY Purpose and Significance: The main purpose of global education is to promote crucial knowledge, skills, and attitudes for students in order to successfully co-exist in the global world in which political, social, and economical borders are rapidly diminished and different nations, states, and cultures are able to communicate with each other faster and easier than ever. Another purpose of global education is to provide students with both local and universal values, which would help them to make informed and effective decisions as citizens of the world. Since one of the purposes of social studies is also to help s...

The purpose of this study was to explore how pre-service social studies teachers understood global perspectives within social studies education and how they interpreted social studies teacher education program in terms of providing global perspectives. Phenomenological design was employed in order to gather the data. The data obtained as a result of two semistructured interviews with 11 pre-service social studies teachers and participants' journals were analyzed by using NVivo 10 package program. The data were analyzed with inductive analysis. The data were collected in the spring semester of the 2009-2010 academic year.Findings indicated that the participants' definitions or thoughts about global perspectives were shaped by their belief about globalization. The participants also stated that teaching social studies by employing global perspectives would help students to understand their own

As a result of scientific and technological developments in today's world, global education has started to take its place in the educational systems throughout the world and become more significant in recent years.Since global education has multiple effects on societies, it is also crucial in helping students to become informed, active, and global citizens. This study employs document analysis, a qualitative research method, in order to examine how the themes regarding global education are shaped in the Citizenship and Democracy Education textbook and curriculum designed for the eighth grade students. Findings of the study showed that some themes, regarding global education, are embedded into the curriculum only to provide knowledge without any emphasis on necessary skills and values, and other sub-themes completely ignored along with the global dimension of citizenship education.

The quality of teachers, who are the practitioners of the education system, is an issue that needs to be emphasized. Today, accreditation studies are of great importance in terms of determining the problems experienced in teacher education programs, taking forward measures, and improving the quality of teacher education and teachers. In this study, it was aimed to understand how pre-service social studies teachers who participated in the accreditation evaluation process perceive the evaluation process and their experiences regarding the phenomenon. Therefore, one of the qualitative research designs, the "phenomenology" was employed. Within the scope of the research, semi-structured interviews were conducted with 10 pre-service social studies teachers who participated in the accreditation process, and the data obtained were analyzed with an inductive data analysis approach. As a result of the research, it was found that the perceptions of the preservice social studies teachers perceived the accreditation process as reviewing the education currently given in the program, improving the program, controlling it, bringing it into compliance with the standards and evaluating it. It has also been found that pre-service social studies teachers have gained experience in participating in the accreditation process, this experience helped them to make self-evaluation and self-assessment and gain a multi-faceted perspective. Pre-service social studies teachers also made suggestions about some issues came up during the meetings held by the accreditation team with students such as environment where the interviews took place, meeting one-on-one, meeting in a quiet environment, meeting students without dividing them into groups, spending more time on student meetings, and including questions for socio-cultural activities. In addition, the pre-service social studies teachers who participated in the research explained their expectations regarding the accredited Social Studies Teacher Education Program as being more encouraged in reading more books as a preparation for the courses, in participating in scientific activities and research projects, and being guided by academicians more effectively. Based on the findings obtained from the research, there were implications in terms of the accreditation team, interview questions, and social environment.

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