The aim of this study is to compare the dimensions of citizenship education among European countries, United States (USA) and Turkey, and discuss these dimensions in a manner that explores effective citizenship education. The dimensions are discovered through a factor analysis of the scales applied to students regarding citizenship education. In this study, literature review method, which is one of the qualitative study methods, is used. The data contains 6 scales from Europe, USA and Turkey. The common dimensions between scales, being applied to teachers or students and quantitative data are considered when choosing scales. The study is qualitative in this dimension. The content of the common dimensions of the scales is analyzed. As a result of the analysis, it is determined that the common dimensions of the scales applied in European countries and USA are knowledge, skills, citizenship duty, citizenship values, volunteering, participation and protest. It is found that the civic duty and volunteering dimensions are not included in the scales applied in Turkey, and protest dimension is seen as a subcategory of participation. The study discusses the goal of establishing effective citizenship education while taking Turkish and Western cultures, and different and common dimensions into consideration.

The aim of this study is to determine the opinions of teacher candidates on how teacher efficiency should be through peer assessment and active learning. For this purpose, an implementation was performed on the presentation skills of the social studies teacher candidates at a state university. In the study group, there are 28 teacher candidates as 10 males and 18 females. The study was designed in the case study. For 9 weeks, 8 groups gave lessons and a general assessment was performed for 1 week. The teacher candidates, in groups of twos, made presentations in accordance with the class level related to the subjects included in the secondary school social studies program. The presentations are based on critical, empathetic, reflective and project-based thinking. As the data collection tool, preliminary and final assessment forms consisting of open-ended questions were distributed. During the process, the teacher candidates were asked to keep individual and group reflective diaries. The diaries were used to support the final assessment forms. The data were coded through content analysis and analyzed by using the NVIVO 12 program. The main theme in the findings obtained was coded in accordance with peer assessment and active learning. The main themes were determined as The Effect on Peer Relationships, The Effect of Being Assessed, The Effect on the Assessor, and The Effect of the Process. The Category, Code and Dimensions were also shaped according to the main themes. The findings of the reflective diaries support the final assessment. At the end of the process, teacher candidates stated that peer assessment made a positive contribution to them, their relationships with their peers were negatively affected sometimes and active learning contributed to their personal development, professional knowledge, and collaborative works.