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Determination of Global Competence Levels of Pre-Service Social Studies Teachers / Sosyal Bilgiler Öğretmen Adaylarının Küresel Yetkinlik Düzeylerinin Belirlenmesi

Year 2023, Volume: 14 Issue: 3, 267 - 282, 30.06.2023
https://doi.org/10.19160/e-ijer.1233534

Abstract

Many positive or negative changes occurring in the global era force countries to take the necessary steps to sustain social life and create healthier and more harmonious societies. In this context, especially under the leadership of the United Nations, Sustainable Development Goals were adopted with the participation of 193 countries in 2015. One of the competences related to the individual accepted within the scope of these goals is global competences that reveal the need to be a global citizen. Global competence is defined as the ability to examine local and global problems, to understand, respect and appreciate different perspectives, to communicate and interact openly and effectively with individuals from different places and cultures, and to take action for sustainable development as a common vision. The purpose of this study is to determine the global competence levels of pre-service social studies teachers in terms of variables such as gender, grade level, level of interest in global issues, frequency of following global issues and level of knowledge about global issues. Descriptive survey model, one of the quantitative research methods, was used in the study. The population of the study consisted of a total of 216 pre-service social studies teachers studying at Anadolu University Faculty of Education, Social Studies Teacher Education Undergraduate Programme in the autumn term of the 2022-2023 academic year, including 1st, 2nd, 3rd and 4th grades. The Global Competence Scale developed by Brantley-Todd (2017) and adapted into Turkish by Karaca-Akarsu and Özdemir (2021) was used as a data collection tool in the study. SPSS 24 programme was used for the analysis of the scale items. As a result of the research, according to the descriptive analyses of demographic variables, it was found that the level of interest of pre-service social studies teachers in global issues, their level of knowledge about global issues and their frequency of following global issues were at medium and high levels; however, the global competence levels of pre-service social studies teachers did not differ significantly in terms of variables such as gender, grade level, level of interest, frequency of following and level of knowledge.

References

  • Auld, E., & Morris, P. (2019). Science by streetlight and the OECD's measure of global competence: A new yardstick for internationalisation? Policy Futures in Education, 17(6), 677-698.
  • Baser, E. H., & Kılınc, E. (2015). Investigating pre-service social studies teachers’ global social responsibility level. Educational Process: International Journal, 4(1-2), 45-55.
  • Boix-Mansilla, V. & Jackson, A. (2011). Educating for global competence: Learning redefined for an interconnected world. Asia Society.
  • Brantley-Todd, K. (2017). Global competence survey development. (Unpublished Doctoral Dissertation). University of Kentucky, Education Science.
  • Bulut, B. (2019). Correlation between global citizenship and sustainable development awareness levels of pre-service teachers. International Online Journal of Educational Sciences, 11(3), 279-293. http://dx.doi.org/10.15345/iojes.2019.03.019
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2012). Scientific research methods. Pegem Academy.
  • Can, Ş. & Kaymakçı, G. (2015). Pre-service teachers’ critical thinking tendencies. Education Sciences, 10(2), 66-83.
  • Creswell, J. W. (2017). Introduction to mixed method research (Trans. M. Sözbilir). Ankara: Pegem Academy.
  • Çakmak, Z., Bulut, B., & Taşkıran, C. (2015). A study on the relationship between global citizenship perceptions and internet use of social studies pre-service teachers. Adıyaman University Journal of Educational Sciences, 5(1), 99-112. http://dx.doi.org/10.17984/adyuebd.34905
  • Çermik, F. (2015). The realationship between social entrepreneurship, global citizenship and environmental behavior: Structural Equation Modelling. (Unpublished Doctoral Dissertation). Atatürk University, Instutite of Educational Sciences.
  • Çolak, K., Kabapınar, Y., & Öztürk, C. (2019). Social studies teachers' views on global citizenship and global citizenship education. Education and Science, 44(197), 335-352.
  • Durmuş, G. (2017). Examination of attitudes of social science teacher candidates towards global citizenship and multicultural education. (Unpublished Master’s Thesis). Amasya University, Instutite of Social Sciences.
  • Egüz, Ş. (2016). Sosyal bilgiler öğretmen adaylarının küresel vatandaşlık eğitimine yönelik algıları. International Journal of Eurasia Social Sciences, 7(24), 30-49.
  • Felch, C. (2016). Preparing the next generation of global leaders: How principals in international studies high schools promote global competence. ProQuest Dissertations & Theses Global.
  • Göl, E. (2013). The examination of global citizenship attitude levels of social studies nominee instructors according to different variants. (Unpublished Master’s Thesis). Ahi Evran University, Instutite of Social Sciences.
  • Günel, E., & Pehlivan, A. (2015). Examining the citizenship and democracy education textbook and curriculum in terms of global education. Journal of Social Studies Education Research, 6(1), 123-171.
  • Günel, E., & Pehlivan, A. (2016). Pre-service social studies teachers' perception of global citizenship. Journal of Education and Future, (10), 51-69.
  • Hanvey, R. G. (1976). An attainable global perspective. New York: Global Perspectives in Education. Kan, Ç. (2009). Changing values and global citizenship education. Kastamonu Journal of Education, 17(3), 895-904.
  • Kanar, H. B. & Bulut, B. (2023). The effect of social studies preservice teachers’ value preferences on global citizenship levels. Fırat University Journal of Social Sciences, 33(1), 149-158. https://doi.org/10.17984/adyuebd.34905
  • Karaca-Akarsu, C. (2022). The relationship between the school principal's innovation qualifications and teachers' global competences. (Unpublished Doctoral Dissertation). Hacettepe University, Instutite of Educational Sciences.
  • Karaca-Akarsu, C. & Özdemir, M. (2021). Turkish adaptation study of global competence scale. OPUS-International Journal of Social Research, 18(42), 5542-5576. DOI: 10.26466/opus.861584.
  • Karasar, N. (2012). Scientific research method: Concepts, principles, techniques. Nobel Academic Publishing.
  • Kaya, B., & Kaya, A. (2012). Global citizenship perceptions of pre-service teachers in the age of technology. Sakarya University Journal of Education, 2(3), 81-95.
  • Kirkwood, T. F. (2001). Our global age requires global education: Clarifying definitional ambiguities. The social studies, 92(1), 10-15.
  • Merryfield, M. M. (1995). Institutionalizing cross-cultural experiences and international expertise in teacher education: The development and potential of a global education PDS network. Journal of Teacher Education, 46(1), 19-27.
  • MNE (2005). Social studies curriculum. Ministry of National Education.
  • Morais, D. B., & Ogden, A. C. (2011). Initial development and validation of the global citizenship scale. Journal of Studies in International Education, 15(5), 445-466.
  • OECD (Organisation for Economic Co-operation and Development) (2018). Preparing our youth to an inclusive and sustainable world. The OECD PISA Global Competence Framework. https://www.oecd.org/education/Globalcompetency-for-an-inclusive-world.pdf.
  • OECD (2018). Preparing our youth for an ınclusive and sustainable world: The OECD PISA global competence framework.
  • O'Loughlin, E., & Wegimont, L. (Ed.) (2002). Global education in Europe to 2015: Strategy, policies and perspectives. North-South Centre of the Council of Europe.
  • Olson, C. L., & Kroeger, K. R. (2001). Global competency and intercultural sensitivity. Journal of Studies in International Education, 5(2), 116-137.
  • Öksüzoğlu, M.K. (2022). The relationship between pre-service social studies teachers' global citizenship levels and their attitudes towards today's world problems. Fırat University, Instutite of Educational Sciences.
  • Özdamar, K. (2002). Statistical data analysis with package programmes. Kaan Bookstore.
  • Özden, D. Ö., & Karadağ, Y. (2021). An ınvestigation of global citizenship levels of preservice social studies teachers. International Journal of Field Education, 7(2), 12-35.
  • Reimers, F. (2009). Global competency is imperative for global success. Chronicle of Higher Education, 55(21), A29. https://www.chronicle.com/article/globalcompetency-is-imperative-for-global-success/.
  • Robertson, S. L. (2021) Provincialising the OECD-PISA global competences project. Globalisation, Societies and Education, 19(2), 167-182.
  • Schleicher, A. (2017, December). Educating our youth to care about each other and the world. https://oecdedutoday.com/educating-our-youth-to-care-about-each-other-and-theworld/
  • Şahin, M., Şahin, S., & Göğebakan-Yıldız, D. (2016). The curriculum of social studies education and world citizenship: From perspective of prospective teachers. Hacettepe University Journal of Education, 31(2), 369-390. DOI:10.16986/HUJE.2016015386
  • Toprakçı, E. (2021) “Değerlerli” uzaktan öğretim, Hürriyet Gazetesi, Eğitim Haberleri (04.01.2021), Erişim: https://www.hurriyet.com.tr/egitim/degerlerli-uzaktan-ogretim-41705164
  • Toprakçı, E. (2012). Rethinking classroom management: A new perspective, a new horizon, e-international journal of educational research, 3(3), 84-110. Retrivied: http://www.e-ijer.com/tr/download/article-file/89768
  • Toprakçı, E. (2017). Sınıf yönetimi Ankara: Pegem.
  • Tünkler, V. (2020). Sosyal bilgiler öğretmenlerinin küresel, çokkültürlü eğitime ve küresel vatandaşlık eğitimine yönelik bakış açıları. Milli Eğitim Dergisi, 49(226), 255-290.
  • Türksever, F., Korucu, D. K., & Türkoğlu, A. Y. (2020). Investigation of the preservice teachers’ attitudes towards socioscientific issues and their character and values as global citizens. Başkent Unıversity Journal of Education, 7(2), 339-354.
  • Yüksel, A. (2018). The effect of teachers' perceptions of multicultural competence on global citizenship perceptions and the determination of the mediating effect of cultural intelligence on this relationship. (Unpublished Doctoral Dissertation). Gazi University, Instutite of Educational Sciences.

Sosyal Bilgiler Öğretmen Adaylarının Küresel Yetkinlik Düzeylerinin Belirlenmesi / Determination of Global Competence Levels of Pre-Service Social Studies Teachers

Year 2023, Volume: 14 Issue: 3, 267 - 282, 30.06.2023
https://doi.org/10.19160/e-ijer.1233534

Abstract

Küresel çağda meydana gelen olumlu ya da olumsuz birçok değişim, ülkeleri toplumsal yaşamı sürdürülebilir kılmak, daha sağlıklı ve uyumlu toplumlar yaratmak için gerekli adımları atmaya zorlamaktadır. Bu bağlamda, özellikle Birleşmiş Milletler öncülüğünde 2015 yılında 193 ülkenin katılımıyla Sürdürülebilir Kalkınma Hedefleri kabul edilmiştir. Bu hedefler kapsamında kabul edilen bireye ilişkin yetkinliklerden biri de küresel vatandaş olma ihtiyacını ortaya koyan küresel yetkinliklerdir. Küresel yetkinlik; yerel ve küresel anlamda ortaya çıkan sorunları inceleme, farklı bakış açılarını anlam, saygı duyma ve takdir etme, farklı yerlerden ve kültürlerden bireylerle açık ve etkili iletişim ve etkileşim kurma ve ortak bir görüş olarak sürdürülebilir kalkınma için harekete geçme yeteneği olarak tanımlanmaktadır. Bu çalışmanın amacı, sosyal bilgiler öğretmen adaylarının cinsiyet, sınıf düzeyi, küresel konulara ilgi düzeyi, küresel konuları takip etme sıklığı ve küresel konular hakkındaki bilgi düzeyi gibi değişkenler açısından küresel yetkinlik düzeylerini belirlemektir. Araştırmada nicel araştırma yöntemlerinden betimsel tarama modeli kullanılmıştır. Araştırmanın evrenini 2022-2023 eğitim-öğretim yılı güz döneminde Anadolu Üniversitesi Eğitim Fakültesi Sosyal Bilgiler Öğretmenliği Lisans Programında öğrenim gören 1, 2, 3 ve 4. sınıf olmak üzere toplam 216 sosyal bilgiler öğretmen adayı oluşturmaktadır. Araştırmada veri toplama aracı olarak Brantley-Todd (2017) tarafından geliştirilen ve Karaca-Akarsu ve Özdemir (2021) tarafından Türkçe’ye uyarlanan Küresel Yetkinlik Ölçeği kullanılmıştır. Ölçek maddelerinin analizi için SPSS 24 programı kullanılmıştır. Araştırma sonucunda, demografik değişkenlere ilişkin betimsel analiz sonuçlarına göre, sosyal bilgiler öğretmen adaylarının küresel konulara ilgi düzeylerinin, küresel konulara ilişkin bilgi düzeylerinin ve küresel konuları takip etme sıklıklarının orta ve yüksek düzeyde olduğu; ancak, sosyal bilgiler öğretmen adaylarının küresel yetkinlik düzeylerinin cinsiyet, sınıf düzeyi, ilgi düzeyi, takip etme sıklığı ve bilgi düzeyi gibi değişkenler açısından anlamlı bir şekilde farklılaşmadığı tespit edilmiştir.

References

  • Auld, E., & Morris, P. (2019). Science by streetlight and the OECD's measure of global competence: A new yardstick for internationalisation? Policy Futures in Education, 17(6), 677-698.
  • Baser, E. H., & Kılınc, E. (2015). Investigating pre-service social studies teachers’ global social responsibility level. Educational Process: International Journal, 4(1-2), 45-55.
  • Boix-Mansilla, V. & Jackson, A. (2011). Educating for global competence: Learning redefined for an interconnected world. Asia Society.
  • Brantley-Todd, K. (2017). Global competence survey development. (Unpublished Doctoral Dissertation). University of Kentucky, Education Science.
  • Bulut, B. (2019). Correlation between global citizenship and sustainable development awareness levels of pre-service teachers. International Online Journal of Educational Sciences, 11(3), 279-293. http://dx.doi.org/10.15345/iojes.2019.03.019
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2012). Scientific research methods. Pegem Academy.
  • Can, Ş. & Kaymakçı, G. (2015). Pre-service teachers’ critical thinking tendencies. Education Sciences, 10(2), 66-83.
  • Creswell, J. W. (2017). Introduction to mixed method research (Trans. M. Sözbilir). Ankara: Pegem Academy.
  • Çakmak, Z., Bulut, B., & Taşkıran, C. (2015). A study on the relationship between global citizenship perceptions and internet use of social studies pre-service teachers. Adıyaman University Journal of Educational Sciences, 5(1), 99-112. http://dx.doi.org/10.17984/adyuebd.34905
  • Çermik, F. (2015). The realationship between social entrepreneurship, global citizenship and environmental behavior: Structural Equation Modelling. (Unpublished Doctoral Dissertation). Atatürk University, Instutite of Educational Sciences.
  • Çolak, K., Kabapınar, Y., & Öztürk, C. (2019). Social studies teachers' views on global citizenship and global citizenship education. Education and Science, 44(197), 335-352.
  • Durmuş, G. (2017). Examination of attitudes of social science teacher candidates towards global citizenship and multicultural education. (Unpublished Master’s Thesis). Amasya University, Instutite of Social Sciences.
  • Egüz, Ş. (2016). Sosyal bilgiler öğretmen adaylarının küresel vatandaşlık eğitimine yönelik algıları. International Journal of Eurasia Social Sciences, 7(24), 30-49.
  • Felch, C. (2016). Preparing the next generation of global leaders: How principals in international studies high schools promote global competence. ProQuest Dissertations & Theses Global.
  • Göl, E. (2013). The examination of global citizenship attitude levels of social studies nominee instructors according to different variants. (Unpublished Master’s Thesis). Ahi Evran University, Instutite of Social Sciences.
  • Günel, E., & Pehlivan, A. (2015). Examining the citizenship and democracy education textbook and curriculum in terms of global education. Journal of Social Studies Education Research, 6(1), 123-171.
  • Günel, E., & Pehlivan, A. (2016). Pre-service social studies teachers' perception of global citizenship. Journal of Education and Future, (10), 51-69.
  • Hanvey, R. G. (1976). An attainable global perspective. New York: Global Perspectives in Education. Kan, Ç. (2009). Changing values and global citizenship education. Kastamonu Journal of Education, 17(3), 895-904.
  • Kanar, H. B. & Bulut, B. (2023). The effect of social studies preservice teachers’ value preferences on global citizenship levels. Fırat University Journal of Social Sciences, 33(1), 149-158. https://doi.org/10.17984/adyuebd.34905
  • Karaca-Akarsu, C. (2022). The relationship between the school principal's innovation qualifications and teachers' global competences. (Unpublished Doctoral Dissertation). Hacettepe University, Instutite of Educational Sciences.
  • Karaca-Akarsu, C. & Özdemir, M. (2021). Turkish adaptation study of global competence scale. OPUS-International Journal of Social Research, 18(42), 5542-5576. DOI: 10.26466/opus.861584.
  • Karasar, N. (2012). Scientific research method: Concepts, principles, techniques. Nobel Academic Publishing.
  • Kaya, B., & Kaya, A. (2012). Global citizenship perceptions of pre-service teachers in the age of technology. Sakarya University Journal of Education, 2(3), 81-95.
  • Kirkwood, T. F. (2001). Our global age requires global education: Clarifying definitional ambiguities. The social studies, 92(1), 10-15.
  • Merryfield, M. M. (1995). Institutionalizing cross-cultural experiences and international expertise in teacher education: The development and potential of a global education PDS network. Journal of Teacher Education, 46(1), 19-27.
  • MNE (2005). Social studies curriculum. Ministry of National Education.
  • Morais, D. B., & Ogden, A. C. (2011). Initial development and validation of the global citizenship scale. Journal of Studies in International Education, 15(5), 445-466.
  • OECD (Organisation for Economic Co-operation and Development) (2018). Preparing our youth to an inclusive and sustainable world. The OECD PISA Global Competence Framework. https://www.oecd.org/education/Globalcompetency-for-an-inclusive-world.pdf.
  • OECD (2018). Preparing our youth for an ınclusive and sustainable world: The OECD PISA global competence framework.
  • O'Loughlin, E., & Wegimont, L. (Ed.) (2002). Global education in Europe to 2015: Strategy, policies and perspectives. North-South Centre of the Council of Europe.
  • Olson, C. L., & Kroeger, K. R. (2001). Global competency and intercultural sensitivity. Journal of Studies in International Education, 5(2), 116-137.
  • Öksüzoğlu, M.K. (2022). The relationship between pre-service social studies teachers' global citizenship levels and their attitudes towards today's world problems. Fırat University, Instutite of Educational Sciences.
  • Özdamar, K. (2002). Statistical data analysis with package programmes. Kaan Bookstore.
  • Özden, D. Ö., & Karadağ, Y. (2021). An ınvestigation of global citizenship levels of preservice social studies teachers. International Journal of Field Education, 7(2), 12-35.
  • Reimers, F. (2009). Global competency is imperative for global success. Chronicle of Higher Education, 55(21), A29. https://www.chronicle.com/article/globalcompetency-is-imperative-for-global-success/.
  • Robertson, S. L. (2021) Provincialising the OECD-PISA global competences project. Globalisation, Societies and Education, 19(2), 167-182.
  • Schleicher, A. (2017, December). Educating our youth to care about each other and the world. https://oecdedutoday.com/educating-our-youth-to-care-about-each-other-and-theworld/
  • Şahin, M., Şahin, S., & Göğebakan-Yıldız, D. (2016). The curriculum of social studies education and world citizenship: From perspective of prospective teachers. Hacettepe University Journal of Education, 31(2), 369-390. DOI:10.16986/HUJE.2016015386
  • Toprakçı, E. (2021) “Değerlerli” uzaktan öğretim, Hürriyet Gazetesi, Eğitim Haberleri (04.01.2021), Erişim: https://www.hurriyet.com.tr/egitim/degerlerli-uzaktan-ogretim-41705164
  • Toprakçı, E. (2012). Rethinking classroom management: A new perspective, a new horizon, e-international journal of educational research, 3(3), 84-110. Retrivied: http://www.e-ijer.com/tr/download/article-file/89768
  • Toprakçı, E. (2017). Sınıf yönetimi Ankara: Pegem.
  • Tünkler, V. (2020). Sosyal bilgiler öğretmenlerinin küresel, çokkültürlü eğitime ve küresel vatandaşlık eğitimine yönelik bakış açıları. Milli Eğitim Dergisi, 49(226), 255-290.
  • Türksever, F., Korucu, D. K., & Türkoğlu, A. Y. (2020). Investigation of the preservice teachers’ attitudes towards socioscientific issues and their character and values as global citizens. Başkent Unıversity Journal of Education, 7(2), 339-354.
  • Yüksel, A. (2018). The effect of teachers' perceptions of multicultural competence on global citizenship perceptions and the determination of the mediating effect of cultural intelligence on this relationship. (Unpublished Doctoral Dissertation). Gazi University, Instutite of Educational Sciences.

Details

Primary Language English
Subjects Studies on Education
Journal Section Educational Sciences and Sciences of Field Education
Authors

Ayşegül PEHLİVAN YILMAZ 0000-0002-0271-4520

Publication Date June 30, 2023
Published in Issue Year 2023Volume: 14 Issue: 3

Cite

APA PEHLİVAN YILMAZ, A. (2023). Determination of Global Competence Levels of Pre-Service Social Studies Teachers / Sosyal Bilgiler Öğretmen Adaylarının Küresel Yetkinlik Düzeylerinin Belirlenmesi. E-Uluslararası Eğitim Araştırmaları Dergisi, 14(3), 267-282. https://doi.org/10.19160/e-ijer.1233534

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