An Investigation of Teacher Candidates' Perceptions on Community Service Practices (CSP) Course

Boran, Murat; Karakuş, Fazilet

doi:10.32433/eje.346314

Cited by 8 publications

(12 citation statements)

References 6 publications

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“…Elde edilen sonuca göre, sosyal duyarlılık dersini aldıktan sonra üniversite öğrencilerinin; herhangi bir hesap gözetmeksizin başkaları için bir şeyler yapma, sahip olduğu güç ve imkânları diğer insanların iyiliği için kullanma, sıkıntısı olan bir kimsenin sıkıntısını giderme, başkalarının sorumluluklarını paylaşma ve zor durumda olan kişilerin güçlüğünü gönüllü olarak giderme (Karatekin vd., 2012) gibi yardımseverlik davranışlarını göstermeye daha yatkın hale gelmektedirler. Bu sonuç, sosyal duyarlılık dersinin öğrencilerin kişisel, duygusal ve sosyal gelişimlerini olumlu yönde etkilediğini (Boran ve Karakuş, 2017;Elma vd., 2010;Tülüce, 2014) gösteren araştırmaların sonuçlarını desteklemektedir.…”

Section: Tartışma Ve Sonuçunclassified

“…Değer eğitimi açısından önemli bir fırsat olarak görülen sosyal duyarlılık dersi (Bulut, Bulut ve Bulut, 2012) öğrencilerin kişisel, mesleki, duygusal ve sosyal gelişimlerini olumlu yönde etkilemektedir (Boran ve Karakuş, 2017;Elma ve ark., 2010;Tülüce, 2014;Uğurlu ve Kıral, 2013). Sosyal duyarlılık dersi kapsamında projeler geliştirip uygulayan öğrenciler toplumsal sorunlara ilişkin duyarlılık, toplumla bütünleşme, iletişim, dayanışma, sorumluluk duygusu, vefakarlık gibi sosyal konularda farkındalık kazanmakta ve insan ilişkileri, liderlik, özgüven, empati, problemlerle başa çıkma, öz-değerlendirme, hayatı daha derin bir farkındalıkla gözlemleme gibi bireysel konularda da gelişim göstermektedirler (Elma ve ark., 2010;Kara, Altıntaş ve Kaya, 2017;Tülüce, 2014;Yılmaz, 2011).…”

Section: Introductionunclassified

“…Yapılan çalışmalar sosyal duyarlılık dersinin, öğrencilerin gelişimine çok yönlü olarak katkı sağladığını göstermektedir (Boran ve Karakuş, 2017;Elma ve ark., 2010;Kara ve ark., 2017;Kocadere ve Seferoğlu, 2013;Tülüce, 2014;Yılmaz, 2011). Ancak bu çalışmalar sadece topluma hizmet uygulamaları dersini alan eğitim fakültesi öğrencileri ile gerçekleştirilmiştir.…”

Section: Introductionunclassified

“…Social sensitivity courses might be one of these implementations. Social sensitivity courses contribute to students' personal, vocational, emotional and social developments (Boran &Karakuş, 2017;Elma et al, 2010;Tülüce, 2014). The students who take social sensitivity course make progress in communication, cooperation, responsibility, leadership, self-confidence and empathy (Elma et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

“…It was documented that social sensitivity courses contribute students' development in multiple ways. However, previous studies are only conducted with students from education faculty (Boran & Karakuş, 2017;Elma et al, 2010;Kara et al, 2017;Kocadere & Seferoğlu, 2013;Tülüce, 2014;Yılmaz, 2011). In current study, it was aimed to examine the effect of social sensitivity course on the university students' levels of benevolence and intercultural sensitivity.…”

Section: Introductionmentioning

confidence: 99%

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Sosyal duyarlılık dersinin yardımseverlik ve kültürlerarası duyarlılık üzerindeki etkisi

Asici

Akyavuz

2021

E-Kafkas Eğitim Araştırmaları Dergisi

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This study aimed to examine the effect of social sensitivity course on the university students' levels of benevolence and intercultural sensitivity. The participants consisted of 92 female and 48 male, totally 140 university students. The research was designed according to the pre-posttest, quasi-experimental design with experiment and control groups. While the experiment group consisted of 66 university students who took social sensitivity course, the control group consisted of 74 university students who didn't take social sensitivity course. The data were collected with Benevolence Scale, Intercultural Sensitivity Scale and a demographic information form. The students participating experiment group developed and applied various social sensitivity projects during the social sensitivity course. The projects developed by the students included "reading story for children", "collection of books for school library", "teaching in Quran course", "visiting village school", "playing with children", "visiting rehabilitation center and doing activities children with special needs", "integration of foreign and Turkish university students", "having breakfast with refugee children", "raising awareness about cancer", "making pizza with children with autism", "planting sapling" and "blood donation". In this process, the students in control group did not take part in any social sensitivity project. The data analysis carried out with SPSS 22.00 statistic program. In analysis, Mann Whitney U, Wilcoxon Signed Ranks Test and two-way variance analysis for repeated measures techniques were used. According to the obtained findings, taking social sensitivity course contributed to the increasing of benevolence in university students. The intercultural sensitivity of university students who took social sensitivity course increased; however this increasing was not statistically significant. The obtained findings were discussed in the light of related literature and suggestions were presented.

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Section: Tartışma Ve Sonuçunclassified

Section: Introductionunclassified

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Sosyal duyarlılık dersinin yardımseverlik ve kültürlerarası duyarlılık üzerindeki etkisi

Asici

Akyavuz

2021

E-Kafkas Eğitim Araştırmaları Dergisi

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An Opportunity for Values Education in Higher Education: Social Responsibility and Healthy Living Course

Izgar

2018

IJERE

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<span>The purpose of this study is to determine the contribution of the “social responsibility and healthy living” course, which was put into effect at a state university for the first time in Turkey, within the scope of elective courses on students’ acquisition of values. The data in this study, in which action research, one of the qualitative research designs, was conducted, were obtained using the semi-structured interview form prepared by the researcher. The data obtained were analyzed using the descriptive analysis and content analysis techniques, which are qualitative data analysis methods. 39 students participated in the study on a voluntary basis. As a result of the analysis of the data, it was concluded that the action plan developed within the scope of the social responsibility and healthy living course was effective in the acquisition of values of taking responsibility, charitableness, being useful, ethics, empathy, importance of the institution of family, cooperation-solidarity, patience, gratitude (thankfulness), freedom of thought and respect for differences. Likewise, some of the students stated that this course contributed to their views and behaviors concerning healthy living. However, a considerable number of students were of the opinion that either the course did not make a contribution or made a partial contribution. In addition, the students pointed out that the way the course was taught was fruitful and practice-based,, that it was fun and informative and that the projects and readings contributed to learning. Yet, there were also negative student views about the course content and the method of teaching employed. Moreover, it was important that a theme emerged indicating that class hours were not sufficient.</span>

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Reflections from the Experiences of Elementary Mathematics Teaching Undergraduate Students within the scope of Mathematicians Who Left a Mark on History Project: A Project of CSP Course

ARABACI,

SAVAŞ

2024

Bartın Üniversitesi Eğitim Fakültesi Dergisi

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This study aimed to examine the experiences of the second year undergraduate students of Elementary Mathematics Teaching (EMT) within the scope of the Mathematicians Who Left a Mark in History (MWLMH) Project carried out within the scope of the Community Service Practices (THU) course. The case study method, one of the qualitative research designs, was used in the study. The participants of the research consist of 14 undergraduate students studying in the second year of the EMT program of a state university in the Western Black Sea region in the spring semester of the 2021-2022 academic year. The data of the research were obtained from the reflective diaries that the students kept regularly every week from the beginning to the end of the project process, and from the focus group interviews held with the students after the process was over. The obtained data were subjected to content analysis. As a result of the research; it has been determined that the MWLMH project contributes to PEMT undergraduate students in different aspects such as gaining teaching experience, experiencing designing materials and how to integrate MH into lessons and strengthening their communication skills. In addition, EMT undergraduate students were determined mostly pre-service teacher-related challenges as designing materials, also administrator-related challenges as being unwilling/indifferent. Lastly, EMT students emphasized that the activities/materials they developed were useful, interesting and entertaining for students and contributed to their awareness towards MH. Based on the results of the research, various recommendations were provided.

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An Investigation of Teacher Candidates' Perceptions on Community Service Practices (CSP) Course

Cited by 8 publications

References 6 publications

Sosyal duyarlılık dersinin yardımseverlik ve kültürlerarası duyarlılık üzerindeki etkisi

Sosyal duyarlılık dersinin yardımseverlik ve kültürlerarası duyarlılık üzerindeki etkisi

An Opportunity for Values Education in Higher Education: Social Responsibility and Healthy Living Course

Reflections from the Experiences of Elementary Mathematics Teaching Undergraduate Students within the scope of Mathematicians Who Left a Mark on History Project: A Project of CSP Course

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