Factors affecting citizenship education according to perceptions and experiences of secondary-school teachers

Year 2020, Volume: 9 Issue: 2, 106 - 133, 30.04.2020

Burcu Gürkan Ahmet Doğanay

https://doi.org/10.19128/turje.592720

Cited By: 2

Abstract

The present study examines the factors affecting citizenship education, such as school, environment, students, teachers, and the curriculum, as perceived and experienced by secondary school teachers. The study is qualitative and uses a phenomenological design. Maximum diversity sampling was used for selecting participants. The sample consisted by eight teachers of geography, history, and philosophy who worked in three different secondary schools in the Şahinbey district of Gaziantep province in the 2017-2018 academic year. The data was collected through semi-structured interview forms and analyzed through content analysis. The data revealed causality relations. The results of the study reveal that participants categorized the concept of citizenship and citizenship education as individual, state, rights, and responsibility, which is in line with the literature. All of the participants carried out studies on citizenship knowledge and skills during their teaching processes. It was discovered that citizenship education is realized through informal (unplanned) education together with curriculum content. According to participants, citizenship education is affected by various positive and negative factors such as students, teachers, and the curriculum.

Keywords

Citizenship, Citizenship education, Secondary school

Ortaöğretim öğretmenlerinin algı ve deneyimlerine göre vatandaşlık eğitimini etkileyen faktörler

Abstract

Bu araştırmada vatandaşlık eğitimini etkileyen okul, çevre, öğrenci, öğretmen ve program kaynaklı faktörlerin ortaöğretim öğretmenlerinin algılarına ve deneyimlerine göre değerlendirilmesi amaçlanmıştır. Araştırma nitel bir araştırma olup, olgu bilime göre desenlenmiştir. Katılımcılar maksimum çeşitlilik örnekleme göre seçilmiştir. Araştırmanın çalışma grubu 2017-2018 eğitim öğretim yılında Gaziantep ilinin Şahinbey ilçesinde 3 farklı ortaöğretim kurumunda görev yapan 8 coğrafya, tarih ve felsefe öğretmeninden oluşmuştur. Araştırmada veriler yarı yapılandırılmış görüşme formu yoluyla toplanmıştır. Veriler içerik analizi yoluyla analiz edilmiştir. Veriler arasındaki ilişkiler nedensel ağlarla kurulmuş ve gösterilmiştir. Araştırmadan ortaya çıkan sonuçlar katılımcı öğretmenlerin vatandaşlık ve vatandaşlık eğitimi kavramlarını birey, devlet, hak, sorumluluk vb. olmak üzere literatürle benzer kodladıkları görülmektedir. Araştırmada katılımcıların tamamının öğretim süreçlerinde vatandaşlık bilgi ve becerisine yönelik çalışmalar yaptıkları anlaşılmaktadır. Vatandaşlık eğitimi sürecinde öğretim programlarının izlendiği ve informal (plansız) eğitim yoluyla da destek alındığı görülmektedir. Katılımcılara göre vatandaşlık eğitimi üzerinde okul, çevre, öğrenci, öğretmen ve program kaynaklı olumlu ve olumsuz birçok faktör etkilidir.

Keywords

Ortaöğretim, Vatandaşlık, Vatandaşlık eğitimi

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