Social Studies Teacher Candidates' Approach to Culture and Different Cultures

Year 2018, Volume: 31 Issue: 1, 119 - 152, 01.06.2018

Zafer İbrahimoğlu

https://doi.org/10.19171/uefad.450064

Cited By: 4

Abstract

The main aim of this research is to reveal how social studies teacher candidates perceive the concept of culture and approach different cultures. Qualitative research methods and techniques were used in the study. The semistructured interview technique was used as a data collection tool. The participant group consists of eight students studying in a university social studies teacher education program in Istanbul. The data obtained in the research were analyzed by following the content analysis steps. From the findings of the study, the participants reached the conclusion that they understood the concept of culture based on the concepts of religion and language and that they made different cultural definitions with this basic movement, as well as believe that different cultural students should be included in the culture transfer process for social adaptation.  

Keywords

Social Studies, Teacher Candidate, Culture, Different Culture

Sosyal Bilgiler Öğretmen Adaylarının Kültür Kavramına ve Farklı Kültürlere Yaklaşımı

Abstract

Bu araştırmanın temel amacı, Sosyal Bilgiler öğretmen adaylarının kültür kavramını ne şekilde algıladıklarını ve farklı kültürlere nasıl yaklaştıklarını ortaya koymaktır. Çalışmada, nitel araştırma yöntem ve teknikleri kullanılmıştır. Veri toplama aracı olarak yarı yapılandırılmış mülakat tekniğinin kullanıldığı araştırmanın katılımcı grubunu İstanbul’da bulunan bir üniversitenin Sosyal Bilgiler öğretmenliği lisans programı üçüncü sınıfında öğrenim görmekte olan sekiz öğrenci oluşturmaktadır. Araştırmada elde edilen veriler, içerik analizi basamakları takip edilerek analiz edilmiştir. Çalışmada elde edilen bulgulardan hareketle, katılımcıların kültür kavramını din ve dil kavramları temelinde anlamlandırdıkları ve farklı kültür tanımlarını da bu temelden hareketle gerçekleştirdikleri, bunun yanı sıra farklı kültürden öğrencilerini toplumsal adaptasyon amacıyla kültür aktarımı sürecine dâhil etmeleri gerektiğine inandıkları sonucuna ulaşılmıştır. 

Keywords

Sosyal Bilgiler, Öğretmen Adayı, Kültür, Farklı Kültürler

References

• Açıkalın, M. (2011). The current status of social studies education in Turkey. Journal of Social Science Education. 10(1), 44-53.
• Akmir, A. (2015). European Arabs: Identity, education and citizenship, Contemporary Arab Affairs. 8(2), 147-162.
• Anderson, C., Avery, P. G., Pederson, P., Smith, E. and Sullivan, J. (1997). Divergent perspectives on citizenship education: A Q-method study and survey of social studies teachers. American Educational Research Journal. 34 (2), 333-364.
• Ashplant, T. G. and Smyth, G. (2001). Schools, methods,disciplines, influences. İn Explorations in cultural history. (Ed:) T. G. Ashplant and Gerry Smyht. Pluto Press: London, 3-43.
• Atwood, V. A. (1982). A historical perspective of social studies. Journal of Thought. 17 (3), 7-11.
• Baban, F., Ilcan, S. and Rygiel, K. (2017). Syrian refugees in Turkey: pathways to precarity, differential inclusion, and negotiated citizenship rights. Journal of Ethnic and Migration Studies. 43(1), 41-57.
• Barry, N. H. and Lechner, J. V. (1995). Preservice teachers' attitudes about and awareness of multicultural teaching and learning. Teaching and Teacher Education. 11(2), 149-161.
• Bernard, H. R. and Ryan, G. W. (2010). Analyzing qualitative data, systematic approaches. Sage: London.
• Bining, A. C. and Bining, D. H. (1941). Teaching the social studies in secondary schools. McGraw-Hill Book Company: New York.
• Boon, J. and Sim, Y. (2005). Citizenship education and social studies in Singapore: A national agenda. International Journal of Citizenship and Teacher Education. 1(1), 58-73.
• Bottoms, G. (2009). Raising the achievement of low-performing students: What high schools can do. (In) Teachers and teaching. Ed. J. R. Hart. Nova: New York, 33-67.
• Camicia, S. P. (2008). Deciding what is a controversial issue: A case study of social studies curriculum controversy. Theory & Research in Social Education. 36(4), 298-316.
• Cohen, A. B. and Hill, P. C. (2007). Religion as culture: Religious individualism and collectivism among American Catholics, Jews, and Protestants. Journal of Personality. 75(4), 709-742.
• Cooling, T. (2012). What is a controversial issue? Implications for the treatment of religious beliefs in education, Journal of Beliefs & Values. 33(2), 169-181.
• Creswell, J. W. (2013). Qualitative inquiry & Research design, choosing among fice approaches. Sage: London.
• Crouch, M. and Mckenzie, H. (2006). The logic of small samples in interview-based qualitative research. Trend Report. 45(4), 483–499.
• Çoban, A. E., Karaman, N. G. and Doğan, T. (2010). Öğretmen adaylarının kültürel farklılıklara yönelik bakış açılarının çeşitli demografik değişkenlere göre incelenmesi. Abant İzzet Baysal Üniversitesi Dergisi. 10(1), 125-131.
• Danker, A. C. (2003). Multicultural social studies: The local history connection. The Social Studies. 94(3), 111-117.
• Demircioğlu, E. ve Özdemir, M. (2014). Pedagojik formasyon öğrencilerinin çok kültürlü eğitime yönelik tutumlarının bazı değişkenlere göre incelenmesi. Ege Eğitim Dergisi. 15(1), 211-232.
• Denning, M. (2004). Culture in the age of three worlds. Verso: London.
• Due, C., Riggs, D. W. and Augoustinos, M. (2016). Diversity in intensive English language centres in South Australia: Sociocultural approaches to education for students with migrant or refugee backgrounds, International Journal of Inclusive Education. 20(12), 1286-1296.
• Eagleton, T. (2000). The idea of culture. Blackwell Publishing: Oxford. Ersoy, A. F. ve Öztürk, F. (2015). Patriotism as a citizenship value: Perceptions of social studies teacher candidates. Elementary Education Online. 14(3), 974992.
• Facci, M. C. (2009). Global & multicultural influences on social studies curriculum. Master Thesis. University of Saskatchewan. Fenton, E. (1967). The new Social Studies. Holt, Rinehart and Winson, Inc: New York.
• Gkaintartzi, A., Kiliari, A. and Tsokalidou, R. (2016). Heritage language maintenance and education in the Greek sociolinguistic context: Albanian immigrant parents’ views. Cogent Education. 3, 1-17.
• Gopinathan, S. and Sharpe, L. (2004). New bearings for citizenship education in Singapore. (In) Citizenship educaiton in Asia and the Pacific. 119-137. Kluwer Academic Publishers: Hong Kong.
• Heelsum, A. V. (2016). Why migration will continue: Aspirations and capabilities of Syrians and Ethiopians with different educational backgrounds. Ethnic and Racial Studies. 39(8), 1301-1309.
• Hirsberg, M. S. (1998). Apolitical patrotism and citizenship education: The case of New Zeland. (In) Citizenship and citizenship education in a changing world. Ed: Orit Ichilov. 191-205. The woburn press: London.
• Ho, L. C. and Martin, T. A. (2010). Between self and state: Singapore social studies teachers’ perspectives of diversity. Journal of International Social Studies. 1(1), 20-33.
• Ichilov, O. (1998). Nation-building, collective identities, democracy and citizenship education in Israel. (In) Citizenship and citizenship education in a changing world. (Ed:) Orit Ichilov. 69-83. The woburn press: London.
• Jarolimek, J. (1972). Social studies and citizenship. The Clearing House. 46 (6), s.331.
• Kello, K. (2016). Sensitive and controversial issues in the classroom: Teaching history in a divided society. Teachers and Teaching. 22(1), 35-53.
• Koerber, A. and Mcmichael, L. (2008). Qualitative sampling methods. Journal of Business and Technical Communication. 22(4), 454-473.
• Kubow, P. T. (2009). Democracy, identity and citizenship education in South Africa; Defining a nation in a potcolonial and global era. (In) NationBuilding, Identity and citizenship education. (Ed:) Joseph Zajda, Holger Daun, Lawrence J. Saha, 43-55, Springer: London.
• Lin, H. L., Gorrell, J. and Taylor, J. (2002). Influence of culture and education on U. S. and Taiwan preservice teachers' efficacy beliefs. The Journal of Educational Research. 96(1), 37-46.
• Maamari, S. A. (2014). Education for developing a global Omani citizen: Current practices and challenges. Journal of Education and Training Studies. 2 (3), 107-117.
• Marsden, B. (2004). Hope springs eternal; Some historical reflections on citizenship education. (In) Citizenship education and lifelong learning. 19-33, (Ed:) Michael Williams and Graham Humprys. Nova Science Publishers: New York.
• Marshall, M. N. (1996). Sampling for qualitative research. Family Practice. 13, 522525. Mcluhan, M. and Powers, B. (1989). The global village. Oxford University Press: New York.
• Meihui, L. (2004). A society in transition: The paradigm shift of civic education in Taiwan. (In) Citizenship educaiton in Asia and the Pacific. 97-119. Kluwer Academic Publishers: Hong Kong.
• Memişoğlu, F. and Ilgıt, A. (2017). Syrian refugees in Turkey: Multifaceted challenges, diverse players and ambiguous policies. Mediterranean Politics, 22(3), 317-338.
• Miller, J. and Glassner, B. (2011). The inside and the outside: Finding realities in interviews. (In) Qualitative research, (Ed:) David Silverman. 131-149. Sage: London.
• Mindivanlı, E., Küçük, B. and Aktaş, E. (2012). Sosyal Bilgiler dersinde değerlerin aktarımında atasözleri ve deyimlerin kullanımı. Journal of Research in Education and Teaching. 1(3), 93-101.
• Morita, L. (2016). A comparison of co-ethnic migrants in Japan and Singapore. Cogent Social Sciences. 2, 1-17.
• Ojebeyi, O. A. and Salako, E. .T. (2011). Teaching social studies from multicultural perspectives: a practical approach for societal change in Nigeria. The Journal of International Social Research. 4(16), 314-322.
• Parmenter, L. (2004). A solid foundation: Citizenship education in Japan. (In) Citizenship educaiton in Asia and the Pacific. 81-97. Kluwer Academic Publishers: Hong Kong.
• Polat, S. (2009). Probationary teachers’ level of ınclination to multi-cultural education. International Online Journal of Educational Sciences. 1(1), 154164.
• Richards, L. and Morse, J. (2013). Qualitative methods. Sage: London. Robinson, O. C. (2014). Sampling in interview-based qualitative research: a theoretical and practical guide. Qualitative Research in Psychology, 11(1), 25-41.
• Rubin, H. and Rubin, I. (2012). Qualitative interviewing, the art of hearing data. Sage: London. Ryen, A. (2011). Ethics and qualitative research. (In) Qualitative research, (Ed:) David Silverman. 416-439. Sage: London.
• Sağlam, Ö. (2016). Küreselleşen dünyada tüketimin anlamsal çözülüşü. 21. Yüzyılda eğitim ve Toplum. 5 (13), 187-222.
• Seidman, I. (2013). Interviewing as qualitative research. Teachers college Columb press: New York.
• Shlapentokh, V. (1998). Russian citizenship: Behavior, attidues and prospects for a russian democracy. (In) Citizenship and citizenship education in a changing world. (Ed:) Orit Ichilov. 28-52. The woburn press: London.
• Stedman, J. B. (2009). Teacher quality and quantitiy. (In) Teachers and teaching. (Ed:) J. R. Hart. Nova: New York, 1-23.
• Strauss, A. L. (1993). Qualitative analysis for social scientists. Cambridge University press: New York. Vander Zanden, J. W. (1990). Sociology. McGraw-Hill Publishing Company.
• White, C. and McCormack, S. (2006). The Message in the Music: Popular Culture and Teaching in Social Studies. The Social Studies. 97(3), 122-127.
• Zajda, J. (2009). Globalisation, nation-building and cultural identity: The role of intercultural dialogue. (In) Nation-Building, Identity and citizenship education. (Ed:) Joseph Zajda, Holger Daun, Lawrence J. Saha, 1-15, Springer:
• Zembylas, M and Kambani, F. (2012). The teaching of controversial issues during elementary-level history instruction: Greek-Cypriot teachers' perceptions and emotions. Theory & Research in Social Education. 40(2), 107-133.