Hizmet Öncesi Öğretmen Eğitiminde Topluma Hizmet Uygulamaları ve Aktif Vatandaşlık

Yıl 2021, Sayı: 53, 21 - 59, 01.09.2021

Sibel Akin

https://doi.org/10.9779/pauefd.764545

Cited By: 2

Öz

Bu çalışmanın amacı, öğretmen adaylarının ve öğretmen eğitimcilerinin bakış açılarına dayalı olarak topluma hizmet uygulamalarının öğretmen adaylarının aktif vatandaşlık özelliklerinin gelişimindeki rolünü incelemektir. Durum çalışması olarak tasarlanan bu araştırma, ölçüt örnekleme yöntemi ile seçilen 39 öğretmen adayı ve 3 öğretmen eğitimcisi ile gerçekleştirilmiştir. Verilerin toplanması amacıyla, öğretmen adayları ile 10 yarı yapılandırılmış odak grup görüşmesi, öğretmen eğitimcileri ile ise yarı yapılandırılmış bireysel görüşmeler yapılmıştır. Veriler, içerik analizi yöntemi kullanılarak analiz edilmiştir. Bulgular, (1) aktif vatandaşlık bilgisi ve farkındalığı, (2) aktif vatandaşlık becerileri, (3) aktif vatandaşlık tutum ve değerleri, (4) aktif vatandaşlık için öz benlik ve öz kimlik, (5) aktif vatandaşlık kimliği ve profesyonel kimlik arasında kurulan köprü olmak üzere beş temel tema altında yer alan çeşitli aktif vatandaşlık özellikleri bakımından, topluma hizmet uygulamalarının öğretmen adaylarının gelişiminde önemli bir katkısı olduğunu ortaya koymuştur.

Anahtar Kelimeler

topluma hizmet uygulamaları, aktif vatandaşlık eğitimi, öğretmen adayları, öğretmen eğitimcileri, durum çalışması

Community Service: Connecting Active Citizenship and Preservice Teacher Education

Öz

TThis study aims to examine the role of community service practices in developing teacher candidates’ active citizenship characteristics based on the perspectives of preservice teachers and teacher educators. Designed as a case study, the study includes 39 teacher candidates and 3 teacher educators, who were selected through criterion sampling strategy. The data were collected through 10 focus group interviews with the teacher candidates and 3 individual interviews with the teacher educators, all of which were conducted semi-structured and face-to-face. Based on the results of the study, both groups of participants thought that engaging in community service practices was conducive to foster prospective teachers’ (1) civic knowledge and awareness in relation to active citizenship, (2) civic skills in relation to active citizenship, (3) civic attitudes and values in relation to active citizenship, and (4) self-concept and self-identity in relation to active citizenship, as well as it had profound effects on (5) bridging the teacher candidates’ civic and professional identities with respect to active citizenship.

Anahtar Kelimeler

community service, active citizenship education, teacher candidates, teacher educators, case study

Kaynakça

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