Feedback-Erfahrungen von Lehrkräften im Fach Sozialkunde: Eine phänomenologische Studie

Year 2025, Volume: 15 Issue: 3, 1606 - 1623, 29.09.2025

M. Talha Özalp , Selahattin Kaymakcı

https://doi.org/10.30783/nevsosbilen.1724454

Abstract

Diese Studie zielt darauf ab, die Erfahrungen von Sozialkundelehrkräften im Hinblick auf den Einsatz von Feedback im Sozialkundeunterricht zu untersuchen. Die Forschung wurde im Rahmen des phänomenologischen Ansatzes qualitativer Forschungsdesigns konzipiert. Die Untersuchungsgruppe besteht aus 18 Sozialkundelehrkräften mit unterschiedlichem beruflichen Erfahrungsniveau, die in den sieben geografischen Regionen der Türkei tätig sind. Die Daten wurden mittels halbstrukturierter Interviews erhoben und mithilfe der Inhaltsanalyse ausgewertet. Die Ergebnisse zeigen, dass Lehrkräfte Feedback überwiegend im Sinne von Reaktion, Korrektur und Verstärkung definieren, wobei deutliche begriffliche Unklarheiten sichtbar werden. Die meisten Teilnehmenden hatten keine formale Schulung zum Thema Feedback erhalten, äußerten jedoch den Wunsch danach. Am häufigsten setzten die Lehrkräfte positive und korrektive Feedbackformen ein und betrachteten wirksames Feedback als zeitnah und auf die einzelnen Schülerinnen und Schüler zugeschnitten. Zu den identifizierten Herausforderungen zählten Zeitmangel, überfüllte Klassenräume und eine begrenzte Schülerbeteiligung. Diese Studie leistet einen einzigartigen Beitrag, indem sie die Erfahrungen von Sozialkundelehrkräften mit Feedback aus einer multidimensionalen Perspektive untersucht und das Bewusstsein für die Unterrichtspraxis der Lehrkräfte schärft.

Keywords

Sozialkunde , Lehrkräfte , Feedback , Phänomenologie

Ethical Statement

In dieser Studie treten keine ethischen Bedenken auf, und die Grundsätze der Forschungs- und Publikationsethik wurden gewissenhaft eingehalten.

Supporting Institution

Die Autoren haben für die Durchführung der Forschung, die Abfassung und/oder die Veröffentlichung dieses Artikels keine finanzielle Unterstützung erhalten.

Sosyal bilgiler öğretmenlerinin geri bildirim deneyimleri: Fenomenolojik bir inceleme

Abstract

Bu araştırmanın amacı, sosyal bilgiler öğretmenlerinin sosyal bilgiler eğitiminde geri bildirim kullanımına ilişkin deneyimlerini ortaya koymaktır. Araştırma, nitel araştırma desenlerinden fenomenoloji doğrultusunda hazırlanmıştır. Çalışma grubunu Türkiye’nin yedi coğrafi bölgesinde farklı kıdemlere sahip 18 sosyal bilgiler öğretmeni oluşturmaktadır. Veriler, yarı yapılandırılmış görüşme formu aracılığıyla toplanmış ve içerik analizi tekniği ile çözümlenmiştir. Araştırma bulgularına göre öğretmenlerin geri bildirim kavramına ilişkin tanımları büyük ölçüde dönüt, düzeltme ve pekiştirme odaklı olup kavramsal karışıklıklar içermektedir. Katılımcıların büyük çoğunluğunun geri bildirim konusunda eğitim almadığı, buna karşın bu alanda eğitim alma isteği taşıdığı görülmüştür. Öğretmenlerin en çok olumlu ve düzeltici geri bildirim türlerini kullandığı, etkili geri bildirimi ise anlık ve öğrenciye göre yapılan bildirimler olarak algıladıkları tespit edilmiştir. Geri bildirim sürecinde zaman yetersizliği, kalabalık sınıflar ve öğrenci ilgisizliği gibi güçlüklerle karşılaşıldığı belirlenmiştir. Araştırma, sosyal bilgiler öğretmenlerinin geri bildirime ilişkin deneyimlerini çok boyutlu olarak incelemesi ve öğretmen uygulamalarına ilişkin farkındalık yaratması açısından özgün bir katkı sunmaktadır.

Keywords

Sosyal Bilgiler , Öğretmen , Geri Bildirim , Fenomenoloji

Ethical Statement

Bu çalışmada etik açıdan herhangi bir sorun bulunmadığını ve araştırma ile yayın etiği ilkelerine özenle riayet edildiğini beyan ederiz.

Supporting Institution

Yazarlar, bu makalenin araştırma, yazım ve/veya yayımlanma sürecinde herhangi bir mali destekten yararlanmamıştır.

Social studies teachers’ feedback experiences: A phenomenological study

Abstract

This study aims to explore social studies teachers’ experiences regarding the use of feedback in social studies education. The research was designed in line with the phenomenological approach, qualitative research designs. The study group consists of 18 social studies teachers with varying levels of professional seniority, working across Turkey’s seven geographical regions. Data were collected through semi-structured interviews and analyzed using content analysis. Findings indicate that teachers predominantly defined feedback in terms of response, correction, and reinforcement, revealing notable conceptual ambiguities. Most participants had not received any formal training on feedback, although they expressed a desire to do so. Teachers most frequently used positive and corrective types of feedback and perceived effective feedback as timely and tailored to individual students. Challenges identified included time constraints, overcrowded classrooms, and a limited student engagement. This study makes a unique contribution by examining social studies teachers’ feedback experiences from a multidimensional perspective and raising awareness of teachers’ classroom practices.

Keywords

Social Studies , Teacher , Feedback , Phenomenology

Ethical Statement

We hereby declare that the study has not unethical issues and that research and publication ethics have been observed carefully.

Supporting Institution

The authors did not receive any financial support for the research, writing, and/or publication of this article.

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