Infusing Global Perspectives in Social Studies Education in Turkey: Pre-service Social Studies Teachers

Elvan Günel

doi:10.17569/tojqi.21319

Araştırma Makalesi

Infusing Global Perspectives in Social Studies Education in Turkey: Pre-service Social Studies Teachers

Yıl 2016, , 440 - 461, 30.10.2016

Elvan Günel

https://doi.org/10.17569/tojqi.21319

Cited By: 7

Öz

The purpose
of this study was to explore how pre-service
social studies teachers understood global perspectives within social studies
education and how they interpreted social studies teacher education program in
terms of providing global perspectives. Phenomenological design was
employed in order to gather the data. The data obtained as a result of two
semi-structured interviews with 11 pre-service social studies teachers and
participants’ journals were analyzed by using NVivo 10 package program. The
data were analyzed with inductive analysis. The data were collected in the spring
semester of the 2009-2010 academic year. Findings indicated that the participants’ definitions or thoughts about global
perspectives were shaped by their belief about globalization. The
participants also stated that teaching social studies by employing global
perspectives would help students to understand their own prejudice and stereotypes
about different cultures, ethnic and religious groups and teacher education
programs are incompetent to provide such training.

Anahtar Kelimeler

Social studies, global perspectives, global education, teacher education

Kaynakça

Açıkalın, M. (2010a). Influence of global education on the Turkish social studies curriculum. The Social Studies, 101(6), 254-259. Doi. 10.1080/00377991 003774887.
Açıkalın, M. (2010b). New approaches for teaching social studies: Multicultural and global education. Elementary Education Online, 9(3). 1226-1237. Retrieved from http://ilkogretim-online.org.tr/ vol9say3/v9s3m31.
Alazzi, K. (2011). Teachers perceptions and conceptions of global education: A study of Jordanian secondary of social studies teachers. The Journals of Multiculturalism in Education, 7(1), 1-19.
Alger, C.F, & Harf, J.E. (1985). Global education: Why? For whom? About what?. American Association of Colleges for Teacher Education, Washington D.C. Retrieved from http://eric.ed.gov/?id=ED265107.
Anderson, C.C. (1982). Global education in the classroom. Theory into Practice, 21(3), 168-176.
Apple, M.W. (2013). Can education change society?. New York and London: Routledge.
Appleyard, N. (2009). Teacher and student perceptions of the goals of global education. (Unpublished master thesis), Faculty of Education/University of Ottawa, Ottawa.
Atasoy, F. (2005). Küreselleşme ve milliyetçilik. Ankara: Ötüken.
Apple, M.W. (2006). Understanding and interrupting neoliberalism and neoconservatism in education. Pedagogies: An International Journal. 1(1), 21-26. Doi. 10.1207/ s15544818 ped0101_4.
Aykaç, N. (2007). İlköğretim sosyal bilgiler dersi eğitim-öğretim programina yönelik öğretmen görüşleri. Elektronik Sosyal Bilimler Dergisi, 6(22), 46-73, Retrieved from http://www.e-sosder.com.
Banks, J.A. (2004). Introduction: Democratic citizenship education in multicultural societies. in Diversity and citizenship education: Global perspectives. (J. A. Banks Ed.), San Francisco: Jossey-Bass, An Imprint of Wiley.
Banks, J.A., Banks, C.A., Cortes, C., Hahn, C., Merryfield, M., Moodley, K., & Parker W. (2005). Democracy and diversity: Principles and concepts for educating citizens in a global age. Center for Multicultural Education, University of Washington: Seattle.
Banks, J.A. (2009). The Routledge international companion to multicultural education. New York: Routledge.
Cappon, P. (2004). Social implications of globalization: Can new ways of learning humanize our global institutions? Retrieved from http://www.21learn.org/archive/social-implications-of-globalization-can-new-ways-of-learning-humanize-our-global-institutions/.
Ceylan, Ş. (2014). Okul öncesi öğretmenlerinin dünya vatandaşlığı eğitimi ile ilgili görüşleri. Kuramsal Eğitimbilim Dergisi, 7(1), 78-93.
Cırık, İ. (2008). Çokkültürlü eğitim ve yansımaları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34, 27-40.
Creswell, J.W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Retrieved from basu.nahad.ir/uploads/creswell.pdf.
Cushner, K. (1998). International perspectives on intercultural education. New York: Lawrence Erlbaum Associates.
Dinç, E., & Doğan, Y. (2010). İlköğretim ikinci kademe sosyal bilgiler öğretim programı ve uygulanması hakkında öğretmen görüşleri. Sosyal Bilgiler Eğitimi Araştırmaları Dergisi, 1(1), 17-49.
DeNobile, J., Kleeman, G., & Zarkos, A. (2014). Investigating the impacts of Global Education curriculum on the values and attitudes of secondary students. Geographical Education, 27, 28-38.
Doğanay, A. (2009). Çağdaş sosyal bilgiler anlayışı ışığında yeni sosyal bilgiler programının değerlendirilmesi. Ç.Ü. Sosyal Bilimler Enstitüsü Dergisi, 17(2), 77- 96.
Doğanay, A., & Sarı, M. (2008). Öğretmen gözüyle yeni sosyal bilgiler programı: Adana ilinde bir araştırma. İlköğretim Online. 7(2), 468-484. Retrieved from http://ilkogretimonline.org.tr.
Gömleksiz, M.N. (2005). Yeni ilköğretim programının uygulamadaki etkililiğinin değerlendirilmesi. Kuram ve Uygulamada Eğitim Bilimleri, 5(2), 371-384.
Ersoy, A.F. (2013). Sosyal bilgiler dersinde küresel vatandaşlık eğitimi: Uluslararası çatışma ve savaşlara ilişkin Türk öğretmen ve öğrencilerin deneyimleri. Eğitimde Nitel Araştırmalar Dergisi, 1(1), 7-30.
Glesne, C. (2012). Nitel Araştırmaya Giriş. (Ali. Ersoy and P. Yalçınoğlu, Trans.). Ankara: Anı.
Göl, E. (2013) Sosyal bilgiler öğretmen adaylarının küresel vatandaşlık tutum düzeylerinin farklı değişkenler açısından incelenmesi. (Unpublished master thesiszi). Graduate School of Social Sciences, Ahi Evran University, Kırşehir.
Öztürk, F., & Günel, E. (2016). Sosyal bilgiler öğretmenlerinin küresel sistem, küresel eğitim ve çeşitlilik kavramlarına ilişkin algısı. İlköğretim Online, 15(1), 172-185. Doi: http://dx.doi.org/10.17051/io.2016.79798.
Günel, E. & Pehlivan, A. (2015). Examining the citizenship and democracy education textbook and curriculum in terms of global education. Journal of Social Studies Education Research, 6(1), 123-171.
Günel, E., & Pehlivan, A. (2016). Pre-service social studies teachers’ perception of global citizenship. Journal of Education and Future, 10, 51-69.
Hanvey, R.G. (2004). An attainable global perspective. The American Forum for Global Education, 2-47. Retrieved from http://www.globaled.org/an_att_glob_persp_04_11_29.pdf.
Kaya, A. & Harmanyeri, E. (2010). Tolerance and cultural diversity discourses in Turkey. European Institute, İstanbul Bilgi University, İstanbul.
Kaymakçı, S. (2012). Global education in the Turkish social studies teacher training programme. Croation Journal of Education, 14(4), 817-854. Retrieved from http://hrcak. srce.hr/94325.
Kılınç, E., & Korkmaz, U. (2015). From national to global citizenship Turkish perspectives on the meaning of global citizenship. In M. Merryfield, T. Augustine, & J. Harshman (Eds.), Research in Global Citizenship Education (pp. 163-188). Charlotte, NC: Information Age Publishing.
Kirkwood. T.F. (2001). Our global age requires global education: Clarifying definitional ambiguities. The Social Studies. 92(1), 10-15. Doi: 10.1080/00377 990109603969.
Kirkwood, T.F. (2002). Jamaican students of color in the American classroom:
Problems and possibilities in education. Intercultural Education. 13(3), 305-
313.
Lakes, R.D., & Carter, P.A. (2011). Neoliberalism and education: An introduction. Educational Studies: A Journal of the American Educational Studies Association, 47(2), 107-110.
Maguth, B., & Hilburn, J. (2015). The state of global education: Learning with the world and its people. New York and London: Routledge.
Mangram, J., & Watson, A. (2011). Us and them: social studies teachers’ talk about global education. Journal of Social Studies Research, 35(1), 95-116.
MEB. (2005a). İlköğretim sosyal bilgiler dersi 4–5. sınıflar öğretim programı. (Primary school 4th and 5th grades social studies curriculum guide). Ankara: MEB.
MEB. (2005b). İlköğretim sosyal bilgiler dersi 6–7. sınıflar öğretim programı ve kılavuzu. (Primary school 6th and 7th grades social studies curriculum guide). Ankara: MEB.
Merryfield, M.M. (1993). Reflective practice in global education: Strategies for teacher educators. Theory Into Practice, 32(1), 27-32.
Merryfield, M.M. (1997). A framework for teacher education in global perspectives. In M. Merryfield, E. Jarchow & S Pickert (Eds.), Preparing teachers to teach global perspectives: A handbook for teacher educators (pp.1-24). Thousand Oaks, CA: Corwin Press.
Merryfield, M.M. (1998). Pedagogy for global perspectives in education: Studies of teachers' thinking and practice. Theory and Research in Social Education, 26(3), 342-379.
Merryfield, M.M. (2002). The difference a global educator can make. Educational Leadership, 60(2), 18-21.
Merryfield, M.M., & Kasai, M. (2004). How are teachers responding to globalization? (Research and practice). Social Education, 68(5), 354–356.
Merryfield, M.M., & Subedi, B. (2003). A global education framework for teaching about the World’s women. Social Education, 67(1), 10-16.
Mundy, K., & Manion, C. (2008). Global education in Canadian elementary schools: An exploratory study. Canadian Journal of Education. 31(4), 941-974. Retrieved from http://eric.ed.gov/?id=EJ830510.
Nieto, S. (2013). Diversity, Globalization, and Education: What Do They Mean for Teachers and Teacher Educators?. Kappa Delta Pi Record, 49(3), 105-107. Doi: 10.1080/00228958.2013.819183.
Özkan, T. (2006). İlköğretim Öğretmenlerinin Küresel Eğitime Yönelik Görüşlerinin Değerlendirilmesi. (Unpublished master thesis). Graduate School of Social Sciences, Çukurova University, Adana.
Pike, G. (2000). Global education and national identity: In pursuit of meaning. Theory into Practice, 39(2), 64-73.
Rapoport, A. (2009). A forgotten concept: Global citizenship education and state social studies standards. Journal of Social Studies Research, 33(1), 91-112.
Rapoport, A. (2010). We cannot teach what we don’t know: Indiana teachers talk about global citizenship education. Education, Citizenship and Social Justice, 5(3), 179-190.
Richardson, G., Blades, D., Kumano, Y., & Karaki, K. (2003). Fostering a global imaginary: The possibilities and paradoxes of Japanese and Canadian students’ perceptions of the responsibilities of world citizenship. Policy Futures in Education, 1(2), 402-420.
Robertson, R. (1991). The globalization paradigm: Thinking globally. In Religion and Social Order (pp. 207-224). Greenwich: JAI Press.
Scholte, J.A. (2005). The sources of neoliberal globalization. United Nations Research Institute for Social Development (UNRISD). Retrieved from http://unrisd.org/UNRISD/website/document.nsf/ab82a6805797760f80256b4f005da1ab/9e1c54ceeb19a314c12570b4004d0881/$FILE/scholte.pdf.
Smith, E.B. (2009). Approaches to multicultural education in preservice teacher education: Philosophical Frameworks and models for teaching. Multicultural Education, 16(3), 45-50.
Ukpokodu, N. (1999). Multiculturalism vs. globalism. Social Education, 63(5), 298-300. Retrieved from http://eric.ed.gov/?id=EJ612181.

Türkiye’de Küresel Bakış Açısının Sosyal Bilgiler Eğitimine Kaynaştırılması: Sosyal Bilgiler Öğretmen Adayları

Yıl 2016, , 440 - 461, 30.10.2016

Elvan Günel

https://doi.org/10.17569/tojqi.21319

Cited By: 7

Öz

Bu çalışmanın
amacı, sosyal bilgiler öğretmen adaylarının
küresel bakış açısını nasıl algıladığını ve sosyal bilgiler öğretmen eğitim
programının küresel bakış açısını kazandırması bakımından nasıl
değerlendirdiklerini incelemektir. Araştırmada, olgubilimsel
desen kullanılmıştır. 11 sosyal bilgiler öğretmen adayı ile iki
yarı-yapılandırılmış görüşme ve katılımcıların tuttukları günlüklerden elde
edilen veriler NVivo 10 paket programı kullanılarak analiz edilmiştir. Veriler
tümevarımsal analiz tekniği ile çözümlenmiştir. Veriler 2009–2010 öğretim
yılının bahar yarı yılında toplanmıştır. Bulgular, katılımcıların küresel bakış
açısı hakkında düşüncelerinin ve tanımlarının, küreselleşme konusundaki
inançları ile şekillendiğini göstermektedir. Ayrıca katılımcılar sosyal
bilgiler dersinin küresel bakış açısı kullanılarak öğretilmesinin öğrencilerin,
farklı kültürlerin yanı sıra etnik ve dini gruplara dair kendi önyargılarını ve
sterotiplerini anlamalarına olanak tanıdığını ve öğretmen eğitimi
programlarının bu tür bir kazanımı sağlamada yetersiz olduğunu belirtmişlerdir.

Anahtar Kelimeler

Sosyal bilgiler, küresel bakış açısı, küresel eğitim, öğretmen eğitimi

Kaynakça

Açıkalın, M. (2010a). Influence of global education on the Turkish social studies curriculum. The Social Studies, 101(6), 254-259. Doi. 10.1080/00377991 003774887.
Açıkalın, M. (2010b). New approaches for teaching social studies: Multicultural and global education. Elementary Education Online, 9(3). 1226-1237. Retrieved from http://ilkogretim-online.org.tr/ vol9say3/v9s3m31.
Alazzi, K. (2011). Teachers perceptions and conceptions of global education: A study of Jordanian secondary of social studies teachers. The Journals of Multiculturalism in Education, 7(1), 1-19.
Alger, C.F, & Harf, J.E. (1985). Global education: Why? For whom? About what?. American Association of Colleges for Teacher Education, Washington D.C. Retrieved from http://eric.ed.gov/?id=ED265107.
Anderson, C.C. (1982). Global education in the classroom. Theory into Practice, 21(3), 168-176.
Apple, M.W. (2013). Can education change society?. New York and London: Routledge.
Appleyard, N. (2009). Teacher and student perceptions of the goals of global education. (Unpublished master thesis), Faculty of Education/University of Ottawa, Ottawa.
Atasoy, F. (2005). Küreselleşme ve milliyetçilik. Ankara: Ötüken.
Apple, M.W. (2006). Understanding and interrupting neoliberalism and neoconservatism in education. Pedagogies: An International Journal. 1(1), 21-26. Doi. 10.1207/ s15544818 ped0101_4.
Aykaç, N. (2007). İlköğretim sosyal bilgiler dersi eğitim-öğretim programina yönelik öğretmen görüşleri. Elektronik Sosyal Bilimler Dergisi, 6(22), 46-73, Retrieved from http://www.e-sosder.com.
Banks, J.A. (2004). Introduction: Democratic citizenship education in multicultural societies. in Diversity and citizenship education: Global perspectives. (J. A. Banks Ed.), San Francisco: Jossey-Bass, An Imprint of Wiley.
Banks, J.A., Banks, C.A., Cortes, C., Hahn, C., Merryfield, M., Moodley, K., & Parker W. (2005). Democracy and diversity: Principles and concepts for educating citizens in a global age. Center for Multicultural Education, University of Washington: Seattle.
Banks, J.A. (2009). The Routledge international companion to multicultural education. New York: Routledge.
Cappon, P. (2004). Social implications of globalization: Can new ways of learning humanize our global institutions? Retrieved from http://www.21learn.org/archive/social-implications-of-globalization-can-new-ways-of-learning-humanize-our-global-institutions/.
Ceylan, Ş. (2014). Okul öncesi öğretmenlerinin dünya vatandaşlığı eğitimi ile ilgili görüşleri. Kuramsal Eğitimbilim Dergisi, 7(1), 78-93.
Cırık, İ. (2008). Çokkültürlü eğitim ve yansımaları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34, 27-40.
Creswell, J.W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Retrieved from basu.nahad.ir/uploads/creswell.pdf.
Cushner, K. (1998). International perspectives on intercultural education. New York: Lawrence Erlbaum Associates.
Dinç, E., & Doğan, Y. (2010). İlköğretim ikinci kademe sosyal bilgiler öğretim programı ve uygulanması hakkında öğretmen görüşleri. Sosyal Bilgiler Eğitimi Araştırmaları Dergisi, 1(1), 17-49.
DeNobile, J., Kleeman, G., & Zarkos, A. (2014). Investigating the impacts of Global Education curriculum on the values and attitudes of secondary students. Geographical Education, 27, 28-38.
Doğanay, A. (2009). Çağdaş sosyal bilgiler anlayışı ışığında yeni sosyal bilgiler programının değerlendirilmesi. Ç.Ü. Sosyal Bilimler Enstitüsü Dergisi, 17(2), 77- 96.
Doğanay, A., & Sarı, M. (2008). Öğretmen gözüyle yeni sosyal bilgiler programı: Adana ilinde bir araştırma. İlköğretim Online. 7(2), 468-484. Retrieved from http://ilkogretimonline.org.tr.
Gömleksiz, M.N. (2005). Yeni ilköğretim programının uygulamadaki etkililiğinin değerlendirilmesi. Kuram ve Uygulamada Eğitim Bilimleri, 5(2), 371-384.
Ersoy, A.F. (2013). Sosyal bilgiler dersinde küresel vatandaşlık eğitimi: Uluslararası çatışma ve savaşlara ilişkin Türk öğretmen ve öğrencilerin deneyimleri. Eğitimde Nitel Araştırmalar Dergisi, 1(1), 7-30.
Glesne, C. (2012). Nitel Araştırmaya Giriş. (Ali. Ersoy and P. Yalçınoğlu, Trans.). Ankara: Anı.
Göl, E. (2013) Sosyal bilgiler öğretmen adaylarının küresel vatandaşlık tutum düzeylerinin farklı değişkenler açısından incelenmesi. (Unpublished master thesiszi). Graduate School of Social Sciences, Ahi Evran University, Kırşehir.
Öztürk, F., & Günel, E. (2016). Sosyal bilgiler öğretmenlerinin küresel sistem, küresel eğitim ve çeşitlilik kavramlarına ilişkin algısı. İlköğretim Online, 15(1), 172-185. Doi: http://dx.doi.org/10.17051/io.2016.79798.
Günel, E. & Pehlivan, A. (2015). Examining the citizenship and democracy education textbook and curriculum in terms of global education. Journal of Social Studies Education Research, 6(1), 123-171.
Günel, E., & Pehlivan, A. (2016). Pre-service social studies teachers’ perception of global citizenship. Journal of Education and Future, 10, 51-69.
Hanvey, R.G. (2004). An attainable global perspective. The American Forum for Global Education, 2-47. Retrieved from http://www.globaled.org/an_att_glob_persp_04_11_29.pdf.
Kaya, A. & Harmanyeri, E. (2010). Tolerance and cultural diversity discourses in Turkey. European Institute, İstanbul Bilgi University, İstanbul.
Kaymakçı, S. (2012). Global education in the Turkish social studies teacher training programme. Croation Journal of Education, 14(4), 817-854. Retrieved from http://hrcak. srce.hr/94325.
Kılınç, E., & Korkmaz, U. (2015). From national to global citizenship Turkish perspectives on the meaning of global citizenship. In M. Merryfield, T. Augustine, & J. Harshman (Eds.), Research in Global Citizenship Education (pp. 163-188). Charlotte, NC: Information Age Publishing.
Kirkwood. T.F. (2001). Our global age requires global education: Clarifying definitional ambiguities. The Social Studies. 92(1), 10-15. Doi: 10.1080/00377 990109603969.
Kirkwood, T.F. (2002). Jamaican students of color in the American classroom:
Problems and possibilities in education. Intercultural Education. 13(3), 305-
313.
Lakes, R.D., & Carter, P.A. (2011). Neoliberalism and education: An introduction. Educational Studies: A Journal of the American Educational Studies Association, 47(2), 107-110.
Maguth, B., & Hilburn, J. (2015). The state of global education: Learning with the world and its people. New York and London: Routledge.
Mangram, J., & Watson, A. (2011). Us and them: social studies teachers’ talk about global education. Journal of Social Studies Research, 35(1), 95-116.
MEB. (2005a). İlköğretim sosyal bilgiler dersi 4–5. sınıflar öğretim programı. (Primary school 4th and 5th grades social studies curriculum guide). Ankara: MEB.
MEB. (2005b). İlköğretim sosyal bilgiler dersi 6–7. sınıflar öğretim programı ve kılavuzu. (Primary school 6th and 7th grades social studies curriculum guide). Ankara: MEB.
Merryfield, M.M. (1993). Reflective practice in global education: Strategies for teacher educators. Theory Into Practice, 32(1), 27-32.
Merryfield, M.M. (1997). A framework for teacher education in global perspectives. In M. Merryfield, E. Jarchow & S Pickert (Eds.), Preparing teachers to teach global perspectives: A handbook for teacher educators (pp.1-24). Thousand Oaks, CA: Corwin Press.
Merryfield, M.M. (1998). Pedagogy for global perspectives in education: Studies of teachers' thinking and practice. Theory and Research in Social Education, 26(3), 342-379.
Merryfield, M.M. (2002). The difference a global educator can make. Educational Leadership, 60(2), 18-21.
Merryfield, M.M., & Kasai, M. (2004). How are teachers responding to globalization? (Research and practice). Social Education, 68(5), 354–356.
Merryfield, M.M., & Subedi, B. (2003). A global education framework for teaching about the World’s women. Social Education, 67(1), 10-16.
Mundy, K., & Manion, C. (2008). Global education in Canadian elementary schools: An exploratory study. Canadian Journal of Education. 31(4), 941-974. Retrieved from http://eric.ed.gov/?id=EJ830510.
Nieto, S. (2013). Diversity, Globalization, and Education: What Do They Mean for Teachers and Teacher Educators?. Kappa Delta Pi Record, 49(3), 105-107. Doi: 10.1080/00228958.2013.819183.
Özkan, T. (2006). İlköğretim Öğretmenlerinin Küresel Eğitime Yönelik Görüşlerinin Değerlendirilmesi. (Unpublished master thesis). Graduate School of Social Sciences, Çukurova University, Adana.
Pike, G. (2000). Global education and national identity: In pursuit of meaning. Theory into Practice, 39(2), 64-73.
Rapoport, A. (2009). A forgotten concept: Global citizenship education and state social studies standards. Journal of Social Studies Research, 33(1), 91-112.
Rapoport, A. (2010). We cannot teach what we don’t know: Indiana teachers talk about global citizenship education. Education, Citizenship and Social Justice, 5(3), 179-190.
Richardson, G., Blades, D., Kumano, Y., & Karaki, K. (2003). Fostering a global imaginary: The possibilities and paradoxes of Japanese and Canadian students’ perceptions of the responsibilities of world citizenship. Policy Futures in Education, 1(2), 402-420.
Robertson, R. (1991). The globalization paradigm: Thinking globally. In Religion and Social Order (pp. 207-224). Greenwich: JAI Press.
Scholte, J.A. (2005). The sources of neoliberal globalization. United Nations Research Institute for Social Development (UNRISD). Retrieved from http://unrisd.org/UNRISD/website/document.nsf/ab82a6805797760f80256b4f005da1ab/9e1c54ceeb19a314c12570b4004d0881/$FILE/scholte.pdf.
Smith, E.B. (2009). Approaches to multicultural education in preservice teacher education: Philosophical Frameworks and models for teaching. Multicultural Education, 16(3), 45-50.
Ukpokodu, N. (1999). Multiculturalism vs. globalism. Social Education, 63(5), 298-300. Retrieved from http://eric.ed.gov/?id=EJ612181.

Toplam 59 adet kaynakça vardır.

Ayrıntılar

Bölüm	Makaleler
Yazarlar	Elvan Günel
Yayımlanma Tarihi	30 Ekim 2016
Gönderilme Tarihi	31 Ekim 2016
Yayımlandığı Sayı	Yıl 2016

Kaynak Göster

APA	Günel, E. (2016). Infusing Global Perspectives in Social Studies Education in Turkey: Pre-service Social Studies Teachers. Turkish Online Journal of Qualitative Inquiry, 7(4), 440-461. https://doi.org/10.17569/tojqi.21319
AMA	Günel E. Infusing Global Perspectives in Social Studies Education in Turkey: Pre-service Social Studies Teachers. TOJQI. Ekim 2016;7(4):440-461. doi:10.17569/tojqi.21319
Chicago	Günel, Elvan. “Infusing Global Perspectives in Social Studies Education in Turkey: Pre-Service Social Studies Teachers”. Turkish Online Journal of Qualitative Inquiry 7, sy. 4 (Ekim 2016): 440-61. https://doi.org/10.17569/tojqi.21319.
EndNote	Günel E (01 Ekim 2016) Infusing Global Perspectives in Social Studies Education in Turkey: Pre-service Social Studies Teachers. Turkish Online Journal of Qualitative Inquiry 7 4 440–461.
IEEE	E. Günel, “Infusing Global Perspectives in Social Studies Education in Turkey: Pre-service Social Studies Teachers”, TOJQI, c. 7, sy. 4, ss. 440–461, 2016, doi: 10.17569/tojqi.21319.
ISNAD	Günel, Elvan. “Infusing Global Perspectives in Social Studies Education in Turkey: Pre-Service Social Studies Teachers”. Turkish Online Journal of Qualitative Inquiry 7/4 (Ekim 2016), 440-461. https://doi.org/10.17569/tojqi.21319.
JAMA	Günel E. Infusing Global Perspectives in Social Studies Education in Turkey: Pre-service Social Studies Teachers. TOJQI. 2016;7:440–461.
MLA	Günel, Elvan. “Infusing Global Perspectives in Social Studies Education in Turkey: Pre-Service Social Studies Teachers”. Turkish Online Journal of Qualitative Inquiry, c. 7, sy. 4, 2016, ss. 440-61, doi:10.17569/tojqi.21319.
Vancouver	Günel E. Infusing Global Perspectives in Social Studies Education in Turkey: Pre-service Social Studies Teachers. TOJQI. 2016;7(4):440-61.