Hizmet Öncesi Öğretmen Eğitiminde Topluma Hizmet Uygulamaları ve Aktif Vatandaşlık

Sibel Aki̇n

doi:10.9779/pauefd.764545

Abstract

TThis study aims to examine the role of community service practices in developing teacher candidates’ active citizenship characteristics based on the perspectives of preservice teachers and teacher educators. Designed as a case study, the study includes 39 teacher candidates and 3 teacher educators, who were selected through criterion sampling strategy. The data were collected through 10 focus group interviews with the teacher candidates and 3 individual interviews with the teacher educators, all of which were conducted semi-structured and face-to-face. Based on the results of the study, both groups of participants thought that engaging in community service practices was conducive to foster prospective teachers’ (1) civic knowledge and awareness in relation to active citizenship, (2) civic skills in relation to active citizenship, (3) civic attitudes and values in relation to active citizenship, and (4) self-concept and self-identity in relation to active citizenship, as well as it had profound effects on (5) bridging the teacher candidates’ civic and professional identities with respect to active citizenship.

Highlights

Based on the results of the study, both groups of participants thought that engaging in community service practices was conducive to foster prospective teachers’ (1) civic knowledge and awareness concerning active citizenship, (2) civic skills concerning active citizenship, (3) civic attitudes and values concerning active citizenship, and (4) self-concept and self-identity concerning active citizenship, as well as it had profound effects on (5) bridging the teacher candidates’ civic and professional identities concerning active citizenship
All participants articulated that thanks to community service engagement, teacher candidates firstly get an opportunity to expand their knowledge on the essential concepts in community service practices and service learning, as well as on several nongovernmental organizations (NGOs)
The current study aimed to investigate the role of community service practices in developing prospective teachers’ active citizenship characteristics through the perspectives of teacher candidates and teacher educators within the context of a private university, one that is highly committed to raising creative, critical-minded, self-confident, and lifelong learners as manifested in its mission statement

Summary

Introduction

Defined as a “status” within the nation state, the concept of citizenship in the past was mainly associated with having membership of the nation state and the purpose of citizenship education was to create a shared identity and common history, as well as to foster patriotism, strengthen national loyalties, and promote nation-building for the homogenization of a country’s population (Lawson, 2001). Rather than raising an independent critical mind who questions the inherited cultural norms, and thereby could put the maintenance of the nation at risk, traditionally, citizenship education was expected to serve the requirements of the state, which was criticized for turning people into obedient individuals and treating them as the sole objects of citizenship indoctrination (Janmaat & Piattoeva, 2007). The concept of “active citizenship” was highlighted by the governments to respond to the need for the re-emergence of citizenship education

Objectives

Methods

Results

Conclusion