National Identity and Neighbour Country Perceptions of Pre-Service Social Studies Teachers – The Turkish Case

Abstract

The aim of this research was to determine pre-service social studies teachers’ knowledge and perceptions both towards their national identity and neighbour countries of Turkey. Based on qualitative research methodology, participants consisted of 73 pre-service social studies teachers at a university located in the western part of Turkey. The selection of pre-service teachers was based on purposeful sampling with no gender-specific selection. A questionnaire was developed based on qualitative means which included open-ended questions regarding the pre-service social studies teachers’ perceptions of both national identity and neighbour states of Turkey. They also created metaphors for those countries. In conclusion, it is seen that for Turkish pre-service social studies teachers being a Turkish citizen equalled kinship, loyalty to historical heritage, patriotism and duties towards own nation. In the case of neighbour countries, they could present less knowledge about those countries.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0956/a.php" alt="Hit counter" /></p>

The Intersection of Equity Pedagogy and Technology Integration in Preservice Teacher Education: A Scoping Review

“…The studies in our review provide valuable insight into how teacher educators can apply both explicit and implicit instructional strategies in service of this goal. For instance, teacher educators can engage PSTs in inquiry and analysis to compare how different K–12 school districts are providing technology access to their students (Hall et al, 2020), challenge them to consider how creatively integrating technology can combat usage-related inequities in the curriculum (Zhang et al, 2012), and engage them in discourse and reflection about technology’s myriad impacts on modern society (Yigit, 2014). Teacher educators should also expose PSTs to K–12 classrooms with limited resources so they can confront the realities, responsibilities, and possibilities of technology integration (Lisowski et al, 2006; Voithofer, 2005).…”

“…Lisowski et al (2006) PSTs at a private institution in the northeastern U.S. were challenged to integrate technology in the curriculum at urban schools that had limited digital resources and internet connectivity. Yigit (2014) PSTs engaged in discussion, reading, and reflection about the internet's impacts on modern society in a digital citizenship course in a social studies education program in Turkey. McLay & Reyes (2019) Instructors of a stand-alone educational technology course in Australia sought to develop PSTs' digital identities to minimize their risk of imposing digital inequities upon their future students.…”

Youtube Usage and Youth Netizens’ Behaviors: A Correlational Study

“…Socially influential individuals may use social media platforms to influence youth netizens. Netizens are defined as a group of active internet users who use online networks as intellectual spaces to form global connections within their local contexts (Yigit, 2014).…”