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

2021 ◽  
Vol 10 (3) ◽  
pp. 1008
Author(s):  
Melek Körükcü ◽  
Zafer Tangülü
Keyword(s):  
Social Studies ◽  
Social Responsibility ◽  
Teacher Candidates ◽  
The Social ◽  
Significant Difference ◽  
Social Studies Teacher ◽  
Medium Level ◽  
Faculty Of Education ◽  
The Individual ◽  
Responsibility Scale

<p><span>The purpose of this research was to determine the individual and global social responsibility levels of social studies pre-service teachers in terms of different variables. The research was in survey model. The study group of the research consisted of 179 pre-service teachers who studied at Social Studies Teaching Program in the Faculty of Education at Niğde Ömer Halisdemir University, Turkey in the 2019-2020 academic year. Data collection tools used in the study are a Demographic Information Form developed by the researcher, Individual Social Responsibility Scale and Global Social Responsibility Scale. The data were analyzed through SPSS 20. The results of the study showed that the social studies teacher candidates' levels of individual social responsibility are high while those of global social responsibility are at medium level. It is also found that there is a significant difference in the individual and global social responsibility levels in terms of gender in favor of female pre-service teachers while there is no significant difference in terms of age variable. Also, the results show that the individual and social responsibility levels of pre-service teachers who have foreign friends are higher than those who do not have foreign friends. Another result of the study is that individual social responsibility levels predict social responsibility levels.</span></p>

scholarly journals Epistemological Beliefs of Preservice Teachers

2020 ◽  
Vol 10 (3) ◽  
pp. 44
Author(s):  
Aşkın Baydar
Keyword(s):  
Preservice Teachers ◽  
Social Studies ◽  
Epistemological Beliefs ◽  
Two Dimensions ◽  
Three Dimensions ◽  
Significant Difference ◽  
Medium Level ◽  
And Gender ◽  
Faculty Of Education ◽  
Third Dimension

This study examined the epistemological beliefs of preservice teachers, from na&iuml;ve to sophisticated, from five different departments of the faculty of education in a Turkish university. By using the adapted form of the Schommer Epistemological Questionnaire, social studies, science, Turkish, mathematics, and classroom preservice teachers were surveyed and their epistemological belief levels were determined in terms of department and gender variables. Epistemological beliefs were examined in three dimensions: beliefs that pertain to learning depending on effort, beliefs that pertain to learning depending on ability, and beliefs that pertain to there being only one unchanging truth. The analysis indicated that generally all in departments, preservice teachers have sophisticated beliefs regarding the first two dimensions of the questionnaire. For the third dimension, they seem be at medium level. The results show that for the second dimension females have more sophisticated beliefs than males. For the other two dimensions there was no significant difference between females and males. A significant difference was found only for the first dimension and only between mathematics and classroom preservice teachers.

scholarly journals The Relationship Between Possible Self of the Social Studies and History Teacher Candidates and the Attitudes Towards Teaching Profession

2020 ◽  
Vol 13 (4) ◽  
pp. 64
Author(s):  
Kamil Uygun ◽  
Muhammet Avaroğulları
Keyword(s):  
Social Studies ◽  
Teacher Candidates ◽  
Possible Selves ◽  
Linear Regression Analysis ◽  
Attitude Scale ◽  
Teaching Profession ◽  
Spring Semester ◽  
The Social ◽  
Social Studies Teacher ◽  
History Teacher

This study was conducted to determine to what extent the attitudes of pre-service teachers of social studies and history towards the teaching profession may predict possible teacher selves. Participants of the research are senior social studies teacher candidates studying at a public university in the spring semester of 2018-2019 academic year and history teacher candidates registered in the pedagogical formation program. Relational survey model, one of the survey models, was used in the research. The data was collected through Teacher Candidates Possible Selves Questionnaire and Attitude Scale towards Teaching Profession. The data obtained from the study were analyzed by Independent samples t test and simple linear regression analysis techniques. According to the results obtained from the research, there was no difference between the attitudes of social studies teacher candidates and history teacher candidates who received pedagogical formation education towards the teaching profession. While the department of teacher candidates was not effective on the expected teacher selves, it was determined that it was effective on the feared teacher selves. It has been understood that the attitude towards teaching profession is effective in predicting expected possible selves, but it is ineffective in predicting feared possible selves that are feared. Suggestions were made in line with the results obtained from the research.

SOCIAL STUDIES TEACHER CANDIDATES’ SENSITIVITY AND AWARENESS LEVELS IN NATURE AND ENVIRONMENT EDUCATION

2016 ◽  
Vol 10 (2) ◽  
pp. 2026-2035
Author(s):  
Tülay OCAL
Keyword(s):  
Social Studies ◽  
Teacher Candidates ◽  
Quantitative Research ◽  
Waste Recycling ◽  
Field Trip ◽  
Control Group ◽  
Quantitative Research Methods ◽  
Environment Education ◽  
Social Studies Teacher ◽  
Faculty Of Education

As environment education gains importance in a changing and developing world, studies about this subject has beenincreasing every day. Nature and environment education is one of the most important subjects being studied.Environmental education applications are insufficient in the education faculties of our country’s universities. For nature andenvironmental education to reach its goals new approaches should be included in the curriculum. Many different teachingtechniques, including using field trips, can be used and new techniques can be developed.For this study, a field trip in which social studies teacher candidates had practical nature and environmental educationwas organized with 33 (20 female, 13 male) second-year teacher candidates studying Social Studies Education in NiğdeUniversity’s Faculty of Education. During the field trip, the researcher also used speaking circle technique with thecandidates. The purpose of the field trip is to determine the candidates’ awareness level about environmental pollution.First, candidates’ views on pollution factor on Çakıt River and its effects were taken. Later, students got detailed on-siteinformation about recycling by visiting plastic waste recycling, paper waste recycling and water waste recycling facilities.In this study, experimental design, one of the quantitative research methods, was used. No control group pre-test post-testmethod was used. Five open-ended questions were developed for the study. It was aimed to raise teacher candidates’awareness by teaching them behaviors, skills and values that they can pass on to the future generations.

scholarly journals Peran guru IPS sebagai pendidik dan pengajar dalam meningkatkan sikap sosial dan tanggung jawab sosial siswa SMP

2017 ◽  
Vol 4 (1) ◽  
pp. 1-13
Author(s):  
Edy Surahman ◽  
M. Mukminan
Keyword(s):  
Social Studies ◽  
Social Responsibility ◽  
Positive Influence ◽  
Social Attitudes ◽  
Social Studies Teachers ◽  
Social Attitude ◽  
The Social ◽  
Social Studies Teacher ◽  
Simple Regression Analysis

Penelitian ini bertujuan untuk: (1) mengetahui peran guru IPS sebagai pendidik dan pengajar di SMP Negeri 1 Pangkajene Sidrap; (2) mengetahui sikap sosial siswa SMP Negeri 1 Pangkajene Sidrap; (3) mengetahui tanggung jawab sosial siswa SMP Negeri 1 Pangkajene Sidrap; (4) mengetahui pengaruh peran guru IPS sebagai pendidik dan pengajar dalam meningkatkan sikap sosial siswa SMP Negeri 1 Pangkajene Sidrap; dan (5) mengetahui pengaruh peran guru IPS sebagai pendidik dan pengajar dalam meningkatkan tanggung jawab sosial siswa SMP Negeri 1 Pangkajene Sidrap. Analisis data penelitian ini menggunakan analisis regresi linear sederhana. Hasil penelitian menunjukkan: (1) sumbangan peran guru IPS sebagai pendidik dan pengajar sebesar 62,7%; (2) sumbangan sikap sosial siswa SMP Negeri 1 Pangkajene Sidrap sebesar 67,1%; (3) sumbangan tanggung jawab sosial siswa SMP Negeri 1 Pangkajene Sidrap sebesar 62,7%; (4) peran guru IPS sebagai pendidik dan pengajar terbukti berpengaruh positif dalam meningkatkan sikap sosial siswa; (5) peran guru IPS sebagai pendidik dan pengajar juga terbukti berpengaruh positif dalam meningkatkan tanggung jawab sosial siswa. Jadi dapat disimpulkan bahwa guru mata pelajaran IPS sebagai pendidik dan pengajar dapat mempengaruhi sikap sosial dan tanggung jawab sosial siswa dengan cara guru memberikan contoh langsung dan spontan pada siswa.Kata Kunci: peran guru, sikap sosial, tanggung jawab sosial, guru IPS THE ROLE OF SOCIAL STUDIES TEACHER AS AN EDUCATOR AND TEACHERS ON INCRASE THE SOCIAL ATTITUDE AND SOCIAL RESPONSIBILITY STUDENTS OF SMPAbstractThis study aims to: (1) determine the role of Social Studies teachers as educators and teachers in SMP Negeri 1 Pangkajene Sidrap; (2) determine social attitudes of students of SMP Negeri 1 Pangkajene Sidrap; (3) determine the social responsibility of students of SMP Negeri 1 Pangkajene Sidrap; (4) the effect of the role of Social Studies teachers as educators and teachers on the social attitudes of students SMP Negeri 1 Pangkajene Sidrap; and (5) the effect of the role of Social Studies teachers as educators and teachers to social responsibility of students SMP Negeri 1 Pangkajene Sidrap. The data analysis used simple regression analysis. Finding of this research shown (1) contribution the role of Social Studies teachers as educators and teachers is 62.7%; (2) contribution social attitudes of students SMP Negeri 1 Pangkajene Sidrap is 67.1%; (3) contribution social responsibility of students SMP Negeri 1 Pangkajene Sidrap is 62.7%; (4) the role of Social Studies teachers as educators and teachers proved to be a positive influence on increase students' social attitude; (5) the role of Social Studies teachers as educators and teachers also proved a positive influence on increase the students' social responsibility. So it can be concluded that the Social Studies teachers as educators and teachers can influence social attitudes and social responsibility of students with the teacher gives examples for students directly and spontaneously.Keywords: role of teachers, social attitude, and social responsibility, social studies teachers

scholarly journals Nationalism, Patriotism and Global Citizenship: A Comparison in between the Social Studies Teacher Candidates in the US and Turkey

2019 ◽  
Vol 7 (4) ◽  
pp. 115
Author(s):  
Ali Altıkulaç ◽  
Alper Yontar
Keyword(s):  
Social Studies ◽  
Teacher Candidates ◽  
Global Citizenship ◽  
Basic Research ◽  
The Other ◽  
Data Sets ◽  
The Social ◽  
The Us ◽  
Social Studies Teacher

The aim of this research is to introduce the opinions of the social studies teachers who receive education in USA and Turkey in relation to the concepts of nationalism, patriotism and global citizenship comparatively. The basic research design belonging to the research is of a case study model. The multiple techniques have been used to transform the data sets to findings. According to the results of the research, it becomes evident that the constructive patriotism attitudes that belong to the participants from both countries are high and if comparison is made, the blind patriotism attitudes that belong to the participants from Turkey are higher than the participants from USA. On the other hand, if the global citizenship attitudes are taken as a basis, the participants from USA are more prone to global citizenship in comparison to the participants from Turkey.

The Comparison of the Chaotic Cases which Social Studies Teacher Candidates Study in Turkey and the United States of America about Social Phenomena

2014 ◽  
pp. 217-228
Author(s):  
Oğuzhan Karadeniz ◽  
Melike Faiz
Keyword(s):  
United States ◽  
Social Studies ◽  
United States Of America ◽  
Teacher Candidates ◽  
The United States ◽  
Social Changes ◽  
Social Phenomena ◽  
Social Studies Teacher ◽  
Faculty Of Education ◽  
Education In Turkey

In today's world of the twenty-first century, both technology and social communities which technology develops have gotten a greater change process than those in the past. Social change introduces the concept of chaos to us. Literally, chaos means order in disorder. Individuals have fallen into despair as a result of social changes. Determining the situations of chaos which individuals experience is an important step. This chapter compares chaotic cases of Social Studies teacher candidates who study in Turkey and the United States of America about social phenomena. This research was carried out in two different education institutions including a faculty of education in Turkey and a college in the United States of America. A total of 30 social studies teacher candidates including 15 people in Turkey and 15 people in the United States of America were participated into the research. Data obtained were analyzed by the method of content analysis after research conducted.

scholarly journals Social Studies Teacher Candidates’ Views About Information Technologies and Material Used in Social Studies Lesson

2021 ◽  
Vol 14 (8) ◽  
pp. 51
Author(s):  
Mehmet ORAN ◽  
Mehmet Akif KARALI
Keyword(s):  
Social Studies ◽  
Prospective Teachers ◽  
Classroom Environment ◽  
Teacher Candidates ◽  
Information Technologies ◽  
Structured Interview ◽  
Study Group ◽  
The Social ◽  
Research Designs ◽  
Social Studies Teacher

The research was prepared in order to reveal the opinions of social studies teacher candidates on the use of information technologies and materials in social studies lessons. The study group of the research consists of teacher candidates studying in the department of social studies teaching at Cukurova University in Turkey. The research was prepared in accordance with phenomenology, one of the qualitative research designs. A structured interview form, which was previously created by taking expert opinion, was used to collect data. There are 5 questions that complement each other in the interview form. The data obtained from the interview form were subjected to content analysis. The reliability of the study was calculated as 95.5% according to the reliability formula of Miles and Huberman (1994). It was concluded that the prospective teachers who participated in the research supported the use of information technologies in the social studies course. It was seen that the tools in the classroom environment as technology and material were expressed by the majority of the participants.

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