Investigation of Social Studies Teacher Candidates' Multi-Dimensional Social Values Levels in Terms of Several Variables

Abstract

There is a need for the existence of individuals who have adopted social values to overcome the problems of the 21st century. Therefore, the transfer of these values through the courses has become important in schools. Social Studies course is an important lesson in gaining social values due to its content. Considering the role of this course in the values education, it is important to determine the level of social values of the teacher candidates who will transfer the course. In this context, it is aimed to investigate the multidimensional social values of Social Studies teacher candidates in terms of various variables. The research is in a descriptive survey model. The study group of the research consists of Social Studies teacher candidates who are studying a public university in the spring semester of the academic year 2017-2018. The data were gathered by using a multidimensional social values scale. The data were analyzed using SPSS 22. In the study, there was a significant difference between the social values of the preservice teachers according to the gender variable in the dimension of religious values in favor of female students. The social values of teacher candidates did not show a significant difference according to the grade level, age, family income, mother education level, father's level of education, number of siblings and place of residence.

Social Values and Life Skills as Predictors of Organizational Culture: A Study on Teachers

“…In this context, teachers and school leaders seem to care more about SVs. This conclusion we reached regarding the importance of SVs are similar to the results of the study conducted on teacher candidates by Karasu Avcı and Faiz (2019). In the context of variables, the participants showed no significant difference in their SVs and had high SVs.…”

5. Sınıf Sosyal Bilgiler Dersi Öğretim Programında Yer Alan Kazanımların Güncelleştirilmiş Bloom Taksonomisine Göre İncelenmesi

“…; Tutkun, Demirtaş, Arslan ve Erdoğan, 2015), ölçme ve değerlendirmede etkililiği(Ayvacı ve Türkdoğan, 2010; Tanık ve Saraçoğlu, 2011;Tolan, 2011; Arı ve Gökler, 2012;Eroğlu, 2013; Eroğlu ve Kuzu, 2014;Dursun, 2014;Çintaş Yıldız, 2015; Korkmaz ve Ünsal, 2016;Çetinkaya, 2016), farklı derslerin öğretim programlarındaki kazanımlar ile güncelleştirilmiş taksonominin uyumu (Öner Sünkür ve Gezer, Demir, 2015; Eke, 2015; Duman ve Arslan, 2017) üzerine odaklanmıştır. Literatürde sosyal bilgiler dersine ait program kazanımlarının güncelleştirilmiş taksonomiye göre değerlendirilmesine ilişkin az sayıda çalışma mevcuttur(Özdemir, Altıok ve Baki, 2015).…”