The investigation of the social entrepreneurship characteristics of social studies pre-service teachers

Yazıcı, Kubilay; Uslu, Salih; Arık, Soner

doi:10.1080/2331186x.2016.1141455

Cited by 7 publications

(3 citation statements)

References 14 publications

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“…The teaching profession has quite a high respect and recognition from society at all levels of education. In a survey conducted by BAREM* in Türkiye among 1,000 people in 2014, 86,2%of respondents said they trust teachers, and in 2015 that number was 74.2%, making it the profession at the top of the list in both years (Hurriyet Daily News, 2015;Uslu, 2016). Of all teachers, primary school teachers have higher scores than secondary school teachers in terms of total trust and trust from students and parents (Kursunoglu, 2009).…”

Section: The Status Of Teachers and The Teaching Professionmentioning

confidence: 99%

Differentiated Instruction in Teaching from the International Perspective

Maulana¹,

Helms-Lorenz²,

Moorer³

et al. 2023

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This book reports findings based on a largescale project on differentiated instruction across various education systems documenting evidence of its measurement, differences, changes, and links with student engagement. We document empirical findings of differentiated instruction practices in secondary education across diverse countries/education systems, covering student, teacher, school, and education system/country levels. Classroom observations and student surveys, both collected in authentic classrooms, are the core measures of inquiry used. Findings on similarities and differences in differentiated instruction practices, changes over time, links with student engagement, and the role of some personal and contextual factors, contribute to advance the knowledge base particularly in the field of teaching effectiveness, learning environments research, and differentiation in education. Findings are relevant for research, practice, and policy.

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Section: The Status Of Teachers and The Teaching Professionmentioning

confidence: 99%

Differentiated Instruction in Teaching from the International Perspective

Maulana¹,

Helms-Lorenz²,

Moorer³

et al. 2023

View full text Add to dashboard Cite

show abstract

“…With the social studies course, students learn about their past, present, future, society's value judgments, the official ideology of their state, respect for differences and others, equality, and non-discrimination (Çengelci, 2013;Yazıcı et al, 2016). The effectiveness of these teachings depends on the competence of the teacher.…”

Section: Social Gender Equality and Social Studies Teachersmentioning

confidence: 99%

Determination of Social Studies Teachers’ Opinions on Socıal Gender

Körükçü

2021

IJELS

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Social gender is a concept built with life experiences. It distinguishes men and women through their biological differences. Social gender attributes behaviors and roles in accordance with the gender identity of the society to individuals. Social studies regard each student as a unique individual. Social studies students should be sensitive to these differences in their relationships and should respect each other. This is important for respect and equality between the genders. In this context, social studies teachers have an important role in conveying concepts such as gender, equality and human rights to their students accurately and effectively. The aim of this study is to examine social studies teachers’ perceptions of social gender equality in terms of various variables. In the research, qualitative and quantitative methods were used together and mixed structure was applied. The quantitative study group of the research consists of 112 female and 92 male social studies teachers in total. Participants were determined by using criterion sampling, one of the purposeful sampling methods. In the research, the qualitative study group was selected from the quantitative research group through simple random sampling. A total of 20 social studies teachers, 10 female and 10 male, working in 6 different schools were interviewed. In the study, quantitative data were collected with the “Social Gender Perception Scale” developed by Altınova and Duyan (2013). The semi-structured interview form prepared by the researcher was used to obtain qualitative data. The qualitative data of the research were analyzed by content analysis method. The quantitative data obtained in the study were analyzed in IBM SPSS 15.0 program. Social studies teachers’ views on social gender equality have also been evaluated in terms of curriculum literacy. At the end of the study, it was found that social studies teachers have high social gender perceptions. In the gender variable, it was determined that the social gender perception levels of female social studies teachers were higher than male teachers. In the qualitative findings of the study, it was found that teachers treated their students equally and fairly, regardless of gender, and avoided sexist discourse. It was determined that when sexist attitudes and groups were formed in the classroom, teachers directed their students to respect and empathize with each other. In addition, it was found that the teachers mostly explained gender equality in their lessons by linking with biographies. Recommendations are made taking the findings of the study into consideration.

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“…Responsibility value is one of the root values in the Social Studies Curriculum [15]. The values that individuals have constitute the ground for effective communication with other individuals and determining their status and social positions in the society [16]. Achievements and values are included in the program interrelatedly.…”

Section: Introductionmentioning

confidence: 99%

Individual and global social responsibility levels of social studies pre-service teachers in terms of different variables

Körükçü

Tangülü

2021

IJERE

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<p><span>The purpose of this research was to determine the individual and global social responsibility levels of social studies pre-service teachers in terms of different variables. The research was in survey model. The study group of the research consisted of 179 pre-service teachers who studied at Social Studies Teaching Program in the Faculty of Education at Niğde Ömer Halisdemir University, Turkey in the 2019-2020 academic year. Data collection tools used in the study are a Demographic Information Form developed by the researcher, Individual Social Responsibility Scale and Global Social Responsibility Scale. The data were analyzed through SPSS 20. The results of the study showed that the social studies teacher candidates' levels of individual social responsibility are high while those of global social responsibility are at medium level. It is also found that there is a significant difference in the individual and global social responsibility levels in terms of gender in favor of female pre-service teachers while there is no significant difference in terms of age variable. Also, the results show that the individual and social responsibility levels of pre-service teachers who have foreign friends are higher than those who do not have foreign friends. Another result of the study is that individual social responsibility levels predict social responsibility levels.</span></p>

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The investigation of the social entrepreneurship characteristics of social studies pre-service teachers

Cited by 7 publications

References 14 publications

Differentiated Instruction in Teaching from the International Perspective

Differentiated Instruction in Teaching from the International Perspective

Determination of Social Studies Teachers’ Opinions on Socıal Gender

Individual and global social responsibility levels of social studies pre-service teachers in terms of different variables

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