Sosyal Bilgiler Öğretmen Adaylarının Sosyal Problem Algısı

Year 2022, , 459 - 472, 29.04.2022

Önder Eryılmaz , Ayşegül Pehlivan Yılmaz , Elvan Günel

https://doi.org/10.24106/kefdergi.891150

Abstract

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.

Keywords

sosyal problem, sosyal bilgiler, öğretmen adayı

Pre-Service Social Studies Teachers’ Perceptions of Social Problems

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 studies
teachers’ perceptions of social problems. Participants are consisted of eight pre-service social studies teachers. Data was
obtained in the fall semester in 2016-2017 academic year. Semi-structured interviews were used as data collection tool. The
inductive 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 constructivist
theories.
Highlights: It was concluded that pre-service social studies teachers’ perceptions of social problem are shaped by different
resources such as family, culture, political groups, and mass media. Besides, it was found that pre-service social studies teachers
did not feel that they have enough skills and experiences about how to teach social problems in the courses.

Keywords

Social problem, Social studies, Pre-service teacher

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