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Journals / Kastamonu Education Journal / 2022 / Cilt: 30 Sayı: 2

Pre-Service Social Studies Teachers’ Perceptions of Social Problems

Sosyal Bilgiler Öğretmen Adaylarının Sosyal Problem Algısı

Önder ERYILMAZ
Ayşegül PEHLİVAN YILMAZ
Elvan GÜNEL
Pages
459–472
Publication Date
2022-04-29
DOI
—
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Theinductive analysis approach was adopted to analysis data.Findings: As a result of the research, it was revealed that there are similarities between the pre-service social studies teachers’perceptions of social problems and functionalist (structuralist), confrontational, symbolic interactionist and social constructivisttheories.Highlights: It was concluded that pre-service social studies teachers’ perceptions of social problem are shaped by differentresources such as family, culture, political groups, and mass media.

📌 3 Key Takeaways

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Objective & Hypothesis:Purpose: The main purpose of this research isto understand pre-service social studies teachers’ perceptions of social problems.Design/Methodology/Approach: The phenomenological design was employed in order to investigate pre-service social studiesteachers’ perceptions of social problems.
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Key Findings & Data:Data wasobtained in the fall semester in 2016-2017 academic year.
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Conclusion & Impact:Theinductive analysis approach was adopted to analysis data.Findings: As a result of the research, it was revealed that there are similarities between the pre-service social studies teachers’perceptions of social problems and functionalist (structuralist), confrontational, symbolic interactionist and social constructivisttheories.Highlights: It was concluded that pre-service social studies teachers’ perceptions of social problem are shaped by differentresources such as family, culture, political groups, and mass media.
🔬Design:Research Article
📍Scope:2016-2017 Verileri
⚙️Variables:sosyal problem · sosyal bilgiler · öğretmen adayı

Abstract

Purpose: The main purpose of this research isto understand pre-service social studies teachers’ perceptions of social problems.Design/Methodology/Approach: The phenomenological design was employed in order to investigate pre-service social studiesteachers’ perceptions of social problems. Participants are consisted of eight pre-service social studies teachers. Data wasobtained in the fall semester in 2016-2017 academic year. Semi-structured interviews were used as data collection tool. Theinductive analysis approach was adopted to analysis data.Findings: As a result of the research, it was revealed that there are similarities between the pre-service social studies teachers’perceptions of social problems and functionalist (structuralist), confrontational, symbolic interactionist and social constructivisttheories.Highlights: It was concluded that pre-service social studies teachers’ perceptions of social problem are shaped by differentresources such as family, culture, political groups, and mass media. Besides, it was found that pre-service social studies teachersdid not feel that they have enough skills and experiences about how to teach social problems in the courses.

Özet

Araştırmanın amacı sosyal bilgiler öğretmen adaylarının sosyal problem algısının belirlenmesidir. Araştırmada nitel araştırma yöntemlerinden biri olan fenomenoloji kullanılmıştır. Araştırmanın çalışma grubunu farklı özelliklere sahip sekiz sosyal bilgiler öğretmen adayı oluşturmaktadır. Araştırmada veri toplama aracı olarak yarı yapılandırılmış görüşme kullanılmıştır. Araştırma kapsamında elde edilen verilerin analizinde tümevarımsal analiz yaklaşımı benimsenmiştir. Araştırmada sosyal bilgiler öğretmen adaylarının sosyal problem algısı ile yapısalcı, sosyal yapılandırmacı, sembolik etkileşimci ve çatışmacı kuramlar arasında benzerlikler olduğu belirlenmiştir. Bunun yanında, sosyal bilgiler öğretmen adaylarının sosyal problem algısının aile, kültür ve kitle iletişim araçları gibi çeşitli kaynakların şekillendirdiği görülmüştür. Ayrıca sosyal bilgiler öğretmen adaylarının sosyal problemlerin öğretimine ilişkin yeterli becerilere sahip olmadıklarını düşündüğü sonucuna ulaşılmıştır. Araştırmada ulaşılan sonuçlardan hareketle sosyal bilgiler öğretmenliği lisans programında bulunan sosyal problemlerin öğretimi ile ilgili olabilecek seçmeli ve zorunlu derslerin sosyal bilgiler öğretmen adaylarının sosyal problemlerin öğretimine ilişkin eksiklikleri göz önünde bulundurularak gözden geçirilmesi ve düzenlenmesi önerilmiştir.

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Cite This Article

ERYILMAZ, Ö., YILMAZ, A. P., GÜNEL, E. (2022). Pre-Service Social Studies Teachers’ Perceptions of Social Problems. Kastamonu Education Journal, Cilt: 30 Sayı: 2, 459–472. https://ajindex.com/articles/940041

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