Araştırma Makalesi
PDF EndNote BibTex Kaynak Göster

Yıl 2021, Cilt 10, Sayı 3, 297 - 314, 31.12.2021

Öz

Kaynakça

  • Adams, M., Bell, L. A., & Griffin, P. (Ed.). (1997). Teaching for diversity and social justice: A sourcebook. New York: Routledge.
  • Banks, J. A., & Banks C. M. (2007). Multicultural education, issues and perspectives. (6. Baskı). Hoboken, NJ: John Wiley.
  • Bell, L. A. (2007). Theoretical foundations for social justice education. M. Adams, L. A. Bell, & P. Griffin (Ed.), Teaching for diversity and social justice içinde (s. 1–14). New York: Routledge.
  • Bursa, S., & Ersoy, A. F. (2016). Social studies teachers’perceptions and experiences of social justice. Eurasian Journal of Educational Research, 64, 319–340.
  • Carlisle, L. R., Jackson, B. W., & George, A. (2006). Principles of social justice education: The social justice education in schools project. Equity and Excellence in Education, 39(1), 55–64.
  • Creswell, J. (2013). Araştırma deseni. Ankara: Eğiten.
  • Creswell, J., & Plano, C. V. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: SAGE.
  • Çengelci Köse, T., Gürdoğan Bayır, Ö., Köse, M., & Yıldırım Polat, A. (2019). Öğretmen adaylarının bakış açısıyla adalet değeri. Kalem Eğitim ve İnsan Bilimleri Dergisi, 9(1),67-93.
  • Dantley, M. E., & Tillman, L. C. (2010). Social justice and moral transformative leadership. Marshall, C., & Oliva, M. (Ed.), Leadership for social justice içinde (2. Baskı, s. 19-34). Boston, MA: Allyn & Bacon.
  • Fraenkel, J. R, Wallen, N. E., & Hyun, H. H. (2011). How to design and evaluate research in education. Boston: McGraw-Hill.
  • Grant, C. A., & Gibson, M. L. (2013). “The path of social justice”: A human rights history of social justice education. Equity & Excellence in Education. 46(1), 81-99. doi:10.1080/10665684.2012.750190.
  • Griffiths, M. (2003). Action for social justice in education: Fairly different. Philadelphia, PA: Open University Press.
  • Gürkan, Ü. (2008). Sosyal adalet. Adnan Güriz (Ed.), Adalet kavramı içinde (s.115-124). Ankara: Ankamat.
  • Kirk, M. (2012). Beyond charity: Helping NGOs lead a transformative new public discourse on global poverty and social justice. Ethics & International Affairs, 26(2), 245.
  • Kulik, C. T., Lind, E. A., Ambrose, M. L., & MacCoun, R. J. (1997). Understanding gender differences in distributive and procedural justice. Social Justice Research, 10(1), 109-109.
  • McGee, E. O., & Hostetler, A. L. (2014). Historicizing mathematics and mathematizing social studies for social justice: a call for ıntegration. Equity & Excellence in Education, 33(1), 28-34.
  • Moffatt, I., Hanley, N., & Wilson, M. D. (2001). Definitions and principles of sustainable development. Moffat, D., Hanley, N.i & Wilson, M. D. (ed), Measuring and modelling sustainable development: Principles, analysis and policies içinde (s. 1-14). Informa Health Care.
  • NCSS. (1994). Expectations of excellence: Curriculum standards for social studies. Washington, D.C. New York.
  • Nieuwenhuis, J. (2010). Social justice in education revisited. Education Inquiry, 1(4), 269-287.
  • Olowookere, E. I., Odukoya, J. A., Omonijo, D. O., Adekeye, O. A., Igbokwe, D. O., Elegbeleye, A. O., & Okojide, A. C. (2020). Academy of Strategic Management Journal, 19(2), 1-8.
  • Öztürk, F. (2014). Sosyal bilgiler öğretmenlerinin küresel eğitim bilgi, deneyim ve uygulamaları. Yayımlanmamış yüksek lisans tezi. Eskişehir: Anadolu Üniversitesi.
  • Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri. Ankara: Pegem Akademi.
  • Rebore, R. W. (2001). The ethics of educational leadership. Prentice‐Hall Inc, New Jersey.
  • Santrock, J. W. (2011). Yaşam boyu gelişim: Gelişim psikolojisi. Ankara: Nobel Akademi.
  • Schejter, A. M., & Tirosh, N. (2015). “Seek the meek, seek the just”: Social media and social justice. Telecommunications Policy, 39(9), 796-803.
  • Smith, P. K., & Hart, C. H. (2002). Blackwell handbook of childhood social development. Wiley-Blackwell.
  • Tannebaum, R. P., & Cridland-Hughes, S. A. (2015). Preservice Social Studies Teachers' Conceptions of and Experiences with Discussion as a Pedagogical Approach: A Case Study. International Journal for the Scholarship of Teaching and Learning, 9(2), n2.
  • Topakkaya, A. (2008). Adalet kavramı bağlamında Aristoteles-Platon karşılaştırması. Felsefe ve Sosyal Bilimler Dergisi, 6, 27-46.
  • Torres-Harding, S. R., Steele, C., Schulz, E., Taha, F., & Pico, C. (2014). Student perceptions of social justice and social justice activities. Education, Citizenship and Social Justice, 9(1), 55-66.
  • Zavattaro, S. M. (2021). Taking the social justice fight to the cloud: Social media and body positivity. Public Integrity, 23(3), 281-295.

The Attitudes of Social Studies Teacher Candidates towards Social Justice

Yıl 2021, Cilt 10, Sayı 3, 297 - 314, 31.12.2021

Öz

This study aims to determine the social justice attitudes of social studies teacher candidates and to examine these attitudes in terms of various variables. It employed a parallel mixed design to examine whether the findings overlap with each other. The study group consists of 188 teacher candidates studying at the 1st, 2nd, 3rd, and 4th year of the social studies teaching undergraduate program in a state university in Turkey. Qualitative data were obtained from eight teacher candidates determined according to the maximum diversity sampling from the study group. Quantitative data were collected through social justice scale and a semi-structured interview form. The quantitative data of the study were analysed by independent sample t-test and one-way ANOVA, and qualitative data were analyzed by inductive analysis method. Findings revealed first that social justice attitudes of social studies teacher candidates were generally at a good level. Second, teacher candidates expressed social justice with concepts such as justice, equality, distribution of resources and regulation of social relations. Third, the social justice attitudes of teacher candidates did not differ depending on the gender and their grade. Fourth, while the educational status of the father was not effective on the social justice attitudes of the teacher candidates, the educational status of the mother was effective. Fifth, the level of social justice attitudes of teacher candidates who are members of non-governmental organizations and who work effectively is higher than the level of social justice attitudes of other teacher candidates. Finally, teacher candidates who use social media frequently have higher social justice attitudes compared to teacher candidates who rarely or never use social media.

Kaynakça

  • Adams, M., Bell, L. A., & Griffin, P. (Ed.). (1997). Teaching for diversity and social justice: A sourcebook. New York: Routledge.
  • Banks, J. A., & Banks C. M. (2007). Multicultural education, issues and perspectives. (6. Baskı). Hoboken, NJ: John Wiley.
  • Bell, L. A. (2007). Theoretical foundations for social justice education. M. Adams, L. A. Bell, & P. Griffin (Ed.), Teaching for diversity and social justice içinde (s. 1–14). New York: Routledge.
  • Bursa, S., & Ersoy, A. F. (2016). Social studies teachers’perceptions and experiences of social justice. Eurasian Journal of Educational Research, 64, 319–340.
  • Carlisle, L. R., Jackson, B. W., & George, A. (2006). Principles of social justice education: The social justice education in schools project. Equity and Excellence in Education, 39(1), 55–64.
  • Creswell, J. (2013). Araştırma deseni. Ankara: Eğiten.
  • Creswell, J., & Plano, C. V. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: SAGE.
  • Çengelci Köse, T., Gürdoğan Bayır, Ö., Köse, M., & Yıldırım Polat, A. (2019). Öğretmen adaylarının bakış açısıyla adalet değeri. Kalem Eğitim ve İnsan Bilimleri Dergisi, 9(1),67-93.
  • Dantley, M. E., & Tillman, L. C. (2010). Social justice and moral transformative leadership. Marshall, C., & Oliva, M. (Ed.), Leadership for social justice içinde (2. Baskı, s. 19-34). Boston, MA: Allyn & Bacon.
  • Fraenkel, J. R, Wallen, N. E., & Hyun, H. H. (2011). How to design and evaluate research in education. Boston: McGraw-Hill.
  • Grant, C. A., & Gibson, M. L. (2013). “The path of social justice”: A human rights history of social justice education. Equity & Excellence in Education. 46(1), 81-99. doi:10.1080/10665684.2012.750190.
  • Griffiths, M. (2003). Action for social justice in education: Fairly different. Philadelphia, PA: Open University Press.
  • Gürkan, Ü. (2008). Sosyal adalet. Adnan Güriz (Ed.), Adalet kavramı içinde (s.115-124). Ankara: Ankamat.
  • Kirk, M. (2012). Beyond charity: Helping NGOs lead a transformative new public discourse on global poverty and social justice. Ethics & International Affairs, 26(2), 245.
  • Kulik, C. T., Lind, E. A., Ambrose, M. L., & MacCoun, R. J. (1997). Understanding gender differences in distributive and procedural justice. Social Justice Research, 10(1), 109-109.
  • McGee, E. O., & Hostetler, A. L. (2014). Historicizing mathematics and mathematizing social studies for social justice: a call for ıntegration. Equity & Excellence in Education, 33(1), 28-34.
  • Moffatt, I., Hanley, N., & Wilson, M. D. (2001). Definitions and principles of sustainable development. Moffat, D., Hanley, N.i & Wilson, M. D. (ed), Measuring and modelling sustainable development: Principles, analysis and policies içinde (s. 1-14). Informa Health Care.
  • NCSS. (1994). Expectations of excellence: Curriculum standards for social studies. Washington, D.C. New York.
  • Nieuwenhuis, J. (2010). Social justice in education revisited. Education Inquiry, 1(4), 269-287.
  • Olowookere, E. I., Odukoya, J. A., Omonijo, D. O., Adekeye, O. A., Igbokwe, D. O., Elegbeleye, A. O., & Okojide, A. C. (2020). Academy of Strategic Management Journal, 19(2), 1-8.
  • Öztürk, F. (2014). Sosyal bilgiler öğretmenlerinin küresel eğitim bilgi, deneyim ve uygulamaları. Yayımlanmamış yüksek lisans tezi. Eskişehir: Anadolu Üniversitesi.
  • Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri. Ankara: Pegem Akademi.
  • Rebore, R. W. (2001). The ethics of educational leadership. Prentice‐Hall Inc, New Jersey.
  • Santrock, J. W. (2011). Yaşam boyu gelişim: Gelişim psikolojisi. Ankara: Nobel Akademi.
  • Schejter, A. M., & Tirosh, N. (2015). “Seek the meek, seek the just”: Social media and social justice. Telecommunications Policy, 39(9), 796-803.
  • Smith, P. K., & Hart, C. H. (2002). Blackwell handbook of childhood social development. Wiley-Blackwell.
  • Tannebaum, R. P., & Cridland-Hughes, S. A. (2015). Preservice Social Studies Teachers' Conceptions of and Experiences with Discussion as a Pedagogical Approach: A Case Study. International Journal for the Scholarship of Teaching and Learning, 9(2), n2.
  • Topakkaya, A. (2008). Adalet kavramı bağlamında Aristoteles-Platon karşılaştırması. Felsefe ve Sosyal Bilimler Dergisi, 6, 27-46.
  • Torres-Harding, S. R., Steele, C., Schulz, E., Taha, F., & Pico, C. (2014). Student perceptions of social justice and social justice activities. Education, Citizenship and Social Justice, 9(1), 55-66.
  • Zavattaro, S. M. (2021). Taking the social justice fight to the cloud: Social media and body positivity. Public Integrity, 23(3), 281-295.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim, Bilimsel Disiplinler
Bölüm Araştırma Makalesi
Yazarlar

Sercan BURSA> (Sorumlu Yazar)
ANADOLU ÜNİVERSİTESİ
0000-0001-6976-3581
Türkiye


Uğur GEZER>
YOZGAT BOZOK ÜNİVERSİTESİ
0000-0001-6752-7526
Türkiye


Arife ERSOY>
ANADOLU ÜNİVERSİTESİ
0000-0001-6144-2636
Türkiye

Yayımlanma Tarihi 31 Aralık 2021
Yayınlandığı Sayı Yıl 2021, Cilt 10, Sayı 3

Kaynak Göster

APA Bursa, S. , Gezer, U. & Ersoy, A. (2021). The Attitudes of Social Studies Teacher Candidates towards Social Justice . Journal of Teacher Education and Educators , 10 (3) , 297-314 . Retrieved from https://dergipark.org.tr/tr/pub/jtee/issue/67769/971965