Sosyal Bilgiler Öğretmen Adaylarının Gözünden Vatandaşlık ve Türk Vatandaşlığı

The Changing Perception of “Good Citizenship” in the Social Studies Teaching Programs From the Foundation of the Republic To Nowadays

“…Günümüzde küresel sorunların farkında olan ve çözüm bulmada aktif rol alan, bilim ve teknoloji konularında bilinçli, yönetimde daha fazla söz hakkına sahip, aktif ve katılımcı vatandaşa yönelik vurgu her geçen gün daha da önem kazanmaktadır. Bu doğrultuda ülkelerin öğretim programlarında yaptıkları düzenlemeler de istenilen vatandaşın özelliklerini yansıtmaktadır (Yiğit, 2017).…”

The Story of the Ideal Citizen in Turkey: A Narrative Inquiry on the Perspectives of Prospective Social Studies Teachers

“…Bu bulguyu destekler şekilde Altıntaş (2016) aktif vatandaşlık konusunda öğretmen adaylarının kendilerine güvenlerinin düşük olduğunu belirtmiştir. "Politik" olana mesafeli duruş farklı araştırmalarda da teyit edilmiştir (Baloğlu Uğurlu, 2013;Çakmak, 2011;Yiğit, 2017). Dolayısıyla vatandaşın sadece (biri) "olması" gerekmekte, (bir şeyi) "yapmasına" gerek bulunmamaktadır.…”

Factors affecting citizenship education according to perceptions and experiences of secondary-school teachers

“…Moreover, the literature includes studies on teachers' perception of citizenship education competency (Ülger & Yel, 2013) and others, for example "The Analysis of Human Rights, Citizenship and Democracy Lessons and Coursebooks" (Er, Ünal, & Özmen, 2013;Sağlam & Hayal, 2015;Ünal, 2012) together with studies regarding the opinions of students in the same grade (Mısırlı-Özsoy, 2010;Yılmaz, 2013). There are also studies investigating the opinions of high school teachers on citizenship education (Bıçak & Ereş, 2018); the factors affecting the citizenship perceptions of high school students (Doğanay & Sarı, 2009); the perceptions of high school students about citizenship education (Dejaeghere & Hooghe, 2009;Kılınç & Dere, 2013); the role of geography courses, in active citizenship education (Atasoy & Koç, 2015) and the perceptions, opinions and competencies of teacher candidates (Acun et al, 2010;Doğanay, 2009;Koutselini, 2008;Martin, 2010;Şimşek, Tıkman, Yıldırım, & Şentürk, 2017;Yiğit, 2017). Moreover, descriptive and comparative studies have been carried out on citizenship education in Greece, Malesia, Canada, the U.K., China, and the USA (Cornbleth, 2010;Evans, 2006;Juanjuan, 2013;Kakos & Palaiologou, 2014;Mahmood, 2014;Osler & Starkey, 2006;Pontes, Henn, & Griffiths, 2019); along with descriptive and comparative studies in Turkey and the USA regarding citizenship education within the scope of social studies (Merey, Karatekin, & Kuş, 2012).…”

“…The findings of this study reveal that participants conceptualize citizenship in the shape of knowing citizenship rights and responsibilities and acquiring status and identity. Yiğit (2017) examined the concepts of citizenship and Turkish citizenship from the perspective of teacher candidates in the field of social studies. He determined that teacher candidates make sense of citizenship concepts in the context of rights and responsibilities.…”