Tarih ve Sosyal Bilgiler Öğretmen Adaylarının Kontrol Odakları ve Küresel Sosyal Sorumluluk Düzeyleri Arasındaki İlişki

Abstract

With the increasing influence of globalization, the scope of social responsibility has expanded from national to universal. In particular, teachers of social studies are expected to raise individuals who are sensitive not only the problems of the country they live in but also the problems of the globalizing world. For this reason, it is important that teachers share the same sense of responsibility. The purpose of this study was to determine the levels of locus of control and global social responsibility of pre-service history and social studies teachers and reveal the relationship between these two variables. Within this scope, survey model was used as a research design in this study. Participants of the study involved pre-service teachers studying pedagogical formation in history and studying at the department of social studies education in a faculty of education. Rotter's "Internal-External Locus of Control Scale" and "Global Social Responsibility Scale" were used as the data collection tools. As a result of the study, it was found that participants' global social responsibility significantly differed in terms of branch and gender, and it was slightly correlated with locus of control.

Individual and global social responsibility levels of social studies pre-service teachers in terms of different variables

“…It has been determined that the individual and global social responsibility levels of female teacher candidates are higher than those of the male ones. In the literature, there exist various studies whose results coincide with the results of our research [12], [25], [26], [33]- [37]. However, no significant difference was found in terms of gender variable in the studies conducted with social studies teacher candidates [38].…”

“…It requires individuals to feel the responsibility of any task such as environmental cleaning and cooperation on local basis as if to cover the whole world. Achieving the desired success in fighting global problems will be enabled by individuals who internalize global social responsibility and make it a part of their personality against all negative situations affecting humanity [12], [13] because responsibility is closely related to the value judgments of the society. Recognizing other individuals, respecting their values and accepting their assets are the most basic characteristics of individuals with global social responsibility.…”

The Views of Classroom Teachers on the Instruction of Current Issues

“…Current issues serve as a rich resource in social studies course when instructed based on the principles of vitality, from close to far, concrete to abstract, known to unknown and suitability for the students, and improve the effectiveness of the education (Eryılmaz, 2015;Yazıcı & Sec xgin, 2010). Since current issues include social reality, they raise student interest and ensure their active participation in the class.…”

Sosyal Bilgiler Öğretmenlerinin Argümantasyon Temelli Sosyal Bilgiler Öğretimine İlişkin İnanç ve Deneyimleri

“…Ülkemizde inançları konu alan çalışmalara bakıldığında, çalışmaların genellikle sınıf yönetimiyle ve epistemolojik inançlarla ilgili olduğu görülmüştür (Kaya, 2022). Yordamlı (2020), sosyal bilgiler dersi öğretmen adaylarının epistemolojik inançlarını ve bilgi okuryazarlık düzeylerini cinsiyet ve sınıf değişkenleri açısından incelediği çalışmasında öğretmen adaylarının epistemolojik inanç ve bilgi okuryazarlığı becerilerinin yüksek olduğu sonucuna ulaşmıştır. Baydar (2015), işbirlikli öğrenme yöntemleri içerisinde yer alan öğrenci takımları başarı bölümleri ve jigsaw yönteminin sosyal bilgiler öğretmen adaylarının epistemolojik inançları ve akademik başarılarına etkisini incelediği çalışmasında özellikle jigsaw yönteminin öğretmen adaylarının epistemolojik inançlarını oldukça etkilediği sonucuna ulaşmıştır.…”