Social studies teacher candidates’ opinions about the practice of community service

Abstract

Rationale of the study: Teachers are regarded as the architects of a society. They are expected to internalize and assess the community culture of their society, participate in social activities, and assume the role of a leader (Gündüz, 2007). Therefore, pre-service training of teachers bears a crucial importance. In this sense, the Higher Board of Education started the application of community service classes at colleges of education in the academic year of 2006-2007. Hence, teacher candidates are expected to furnish themselves with social sensitivity and responsibility, to become initiators and gain confidence, to unite with their society, and to actualize a level of development necessary to lead their society. Moreover, activities completed within the scope of this course are directed to increase cooperation, solidarity, effective communication and self-evaluation skills of teacher candidates (Coşkun, 2009). Social studies course aims to raise individuals who are social and socially responsible. Thus, the greatest benefit of community service class should fall upon the social studies teacher training program.

The purpose of the study: This study aims to determine the opinions of social studies teacher candidates about the activities they complete within the scope of community service class. Accordingly, the effect of community service class over social studies training has also been discussed.

Method: This research utilizes a questionnaire including open ended questions and semi-structured interviews with teacher candidates. Participants are 52 teacher candidates who completed community service class embedded in social studies teacher training program during the academic year of 2008-2009 at Anadolu University, College of Education. Interviews have been conducted with 13 of the candidates who filled out the questionnaire. All data have been analyzed through inductive analysis, a technique among qualitative analyses.

Discussions and Results: Findings indicate that social studies teacher candidates’ opinions about the community class are mainly positive. Several of community services completed by social studies teacher candidates within the requirements of the class are; contributing to educational activities at primary schools and municipality training courses, collecting books fort the needy, organizing map rooms and libraries, and participating in activities organized by TEMA (The Turkish Foundation for Combating Soil Erosion, for Reforestation, and the Protection of Natural Habitats). These activities have proven fruitful results for the candidates. These are; teaching experience, opportunity to get to know their society better, chance to apply theoretical knowledge into practice, social development, sensitivity for social issues, responsibility, troubleshooting, increase in cooperation and solidarity, improved creativity and communication skills, increase in what they know and can do, environmental sensitivity, and moral satisfaction. Other research also points that community service class can provide such benefits (Allen, 1997; Coşkun, 2009; Kaltsounis, 1987; Kathleen, 1989; Merey, 2009; Munoz, 2003; Sönmez, 2009; Waterman 1997). Teacher candidates have suggested several opinions in order to make community service class more effective. Furthermore, community service activities that social studies teacher candidates can actually conduct when they become a teacher are also included at the end of the study.