Student Teachers' Implicit Knowledge and Cognitive Complexity of Perspectives on Being a Citizen

Autor/inn/en	Akbulut-Tas, Mukerrem; Sanberk, Ismail
Titel	Student Teachers' Implicit Knowledge and Cognitive Complexity of Perspectives on Being a Citizen
Quelle	In: Journal of Social Science Education, 20 (2021) 3, S.1-28 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Akbulut-Tas, Mukerrem) ORCID (Sanberk, Ismail)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1618-5293
Schlagwörter	Student Teachers; Knowledge Level; Student Attitudes; Citizenship; Foreign Countries; Cognitive Processes; Difficulty Level; Social Studies; Citizenship Education; Turkey + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Wissensbasis; Schülerverhalten; Staatsbürgerschaft; Ausland; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Gemeinschaftskunde; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Türkei
Abstract	Purpose: Students can learn to be citizens through school education and experiences in socio-cultural contexts. Individuals' perspectives on being a citizen can be represented as implicit and explicit knowledge in cognitive structures. This study aimed to investigate the implicit knowledge and cognitive complexity of student social studies teachers' perspectives on being a citizen Design/methodology/approach: This study comprised 23 student social studies teachers in the Department of Social Sciences Teaching in Turkey. Data were collected by using a RGT. Findings: The findings revealed that the implicit knowledge of the participants reflected an understanding of a personally responsible citizen. Many participants demonstrated cognitive simplicity. Research limitations: As the study included 23 first- and fourth-year student social studies teachers, the findings cannot be generalized to any population as whole. Practical implications: This study indicates that the justice-oriented and participatory citizen understanding of student social studies teachers must be emphasized and strengthened through a multidimensional perspective. (As Provided).
Anmerkungen	Journal of Social Science Education. Bielefeld University Faculty of Sociology, Universitätsstraße 25, 33615 Bielefeld, Germany. Tel: +49-521-106-3985; Fax: +49-521-106-153986; e-mail: info@jsse.org; Web site: http://www.jsse.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01