Vatandaşlık kavramı kendi içinde çeşitli kavramlara açılım sağlayan genel bir kavram olmakla birlikte bu kavramlar özelinde “nasıl olunur” sorusunu da beraberinde getirmektedir. Sosyal bilgiler dersi “iyi vatandaş” yetiştirme hedefini merkeze alan bir disiplin olmakla birlikte aynı zamanda etkin ve ideal vatandaş olmayı ve bu yönde vatandaşlar yetiştirmeyi de hedeflemektedir. Ancak “iyi vatandaş olmak aynı zamanda ideal vatandaş olmak mıdır?” ya da “ideal ve iyi vatandaşlar aynı zamanda etkin vatandaş mıdır?” gibi sorular zihni meşgul etmekle birlikte sosyal bilgilerin doğasını anlama ve gerekliliklerini yerine getirme noktasında zihinlerde soru işareti bırakmaktadır. Bu çalışmada, sosyal bilgiler öğretmen adaylarının iyi, etkin ve ideal vatandaş kavramlarına yönelik algılarının derinlemesine belirlenmesi amaçlanmaktadır. Bu doğrultuda, öğretmen adaylarının bu kavramlara ilişkin bilgi düzeyleri, algısal farklılıkları ve kavramsal yanılgıları incelenmiş; ayrıca, öğretmen adaylarının hem bireysel hem de mesleki rolleri açısından bu kavramları nasıl değerlendirdikleri araştırılmıştır. Çalışmada fenomonoloji deseni kullanılmıştır. Amaçlı örneklem yöntemlerinden kolay ulaşılabilir örneklemin uygulandığı çalışmaya sosyal bilgiler öğretmenliğinde öğrenim gören birinci sınıftan 14, ikinci sınıftan 12, üçüncü sınıftan 22, dördüncü sınıftan ise 21 öğretmen adayı olmak üzere toplam 69 kişi (50 kadın 19 erkek) katılım sağlamıştır. Araştırmacı tarafından hazırlanan ve alan uzmanlarının görüşleri alınarak son şekli verilen yedi açık uçlu soruya verilen yanıtlar neticesinde toplanan veriler betimsel analiz ile analiz edilmiştir. Çalışmanın sonuçlarında öğretmen adaylarının iyi, etkin ve ideal vatandaş bilgilerinin yüzeysel olduğu görülürken, güncel hayattan örnekler verirken de zorlandıkları belirlenmiştir. Öte yandan kendilerini ve mesleğe atıldıklarında yetiştirmeyi planladıkları öğrencilerinin hangi vatandaşlık çıktılarıyla yetiştirmeyi önemsedikleri konusunda ise yine bilgilerinin yüzeysel ve zihinlerinin karışık olduğu belirlenmiştir. Buna bağlı olarak öğretmen adaylarının etkin vatandaş, ideal vatandaş ve iyi vatandaş kavramına yönelik yanılgılarını ve eksikliklerini gidermek için sosyal bilgiler öğretmenliği lisans programında her sınıf düzeyinde bu kavramlara program boyutunda netlik kazandırılması gerekmektedir. Öğretmen adaylarının öğretmenlik uygulaması derslerinde ortaokul öğrencileri ile eşleştirilip etkin vatandaşlık faaliyetlerine katılımı kapsamında ortaokul öğrencilerine mentorluk yapmasının teşvik edilmesi önerilmektedir.
Citizen and citizen are synonymous, meaning an individual is connected to a particular land through legal and social ties. Both the country and world conditions and government policies diversify the meaning assigned to the concept of citizenship. In this direction, educating the desired citizen model with a practical education based on the basic concept of citizenship is essential. (Åkerblom, 2019; Malkoç and Ata, 2021; Fejes and Dahlstedt, 2013; Kuş and Aksu, 2017; Gezer, 2020). The concepts of citizenship, ideal citizenship, effective citizenship, good citizenship, digital citizenship, global citizenship, and ecological citizenship, among others, have led to various types of citizenship concepts that can be multiplied. For this reason, the diversity of citizenship concepts makes understanding how these concepts are shaped in the teacher candidate's mind essential. When domestic and foreign literature is examined, the good citizen in social studies (Tarhan and Gedik, 2016; Bolzendahl and Coffé, 2013; Dere, 2019; Reichert, 2016; Red Crescent, 2015; Dere, Red Crescent and Alkaya, 2017; ) is the ideal citizen (Şimşir and Çetiner, 2021; Eryılmaz, Bursa and Ersoy, 2018; Castro and Knowles, 2017; Şentürk, 2017; Yeşilbursa, 2015; Wells, 2015; Tan, Mahadir Naidu, and Jamil, 2017) active/active citizen (Öztürk, 2009; Ata, 2009; Ke and Starkey, 2014; Doğanay, 2012) it is seen that there are studies on their concepts. Of these studies, the studies aimed at ideal and active citizenship are independent andlude usually not incd.
On the other hand, there is no study on the differences and similarities of the three basic concepts of citizenship. When we look at the starting point of this study, the ideas of social studies teacher candidates are the cause. It has been observed that teacher candidates have experienced confusion about the concepts of a good citizen, an effective citizen, and an ideal citizen in the lessons conducted on citizenship. In this direction, the candidates were asked, "Do you think a good citizen is an ideal citizen at the same time?”, “Are active citizens, in your opinion, an indicator of both an ideal and a good citizen? By asking questions such as ", their preliminary knowledge on this subject was examined, it was realized that the concepts were tried to be explained interchangeably, and the teacher candidates fell into a paradox at this point. To reveal their clear information on this subject and to guide future studies, the opinions of prospective teachers for these three concepts (good/effective/ideal citizen) were tried to be determined after the necessary field summer review was conducted.
In this research, the phenomenology model, which is one of the qualitative research patterns, was used to reveal the views of social studies teacher candidates on the concepts of good citizen, ideal citizen, and active citizen, which are types of citizenship. The phenomenology pattern aims to reveal the universal meaning of the individual experiences related to a phenomenon. On the other hand, phenomenology refers to descriptions of the essence of the experiences of people who experience a phenomenon (Van Manen, 2016; Creswell, 2013). In this study, the phenomenological views of teacher candidates regarding the concepts ofdeal citizen, good citizen, i and active citizen are focused based on their current and in-class experiences. Phenomenology deals with lived experience and reflects people's daily life and social action (Merriam, 2018).
An easily accessible sample, one of the purposeful sampling methods, was used to determine the working group of this research. The easily accessible sample is purposeful and strategic (Creswell, 2018). This type of sample provides convenience to the researcher because it prevents the researcher from experiencing time, labor, and financial loss (Yıldırım and Şimşek, 2017; Patton, 2014). The study was carried out with the voluntary participation of teacher candidates studying at a state university's social studies teaching department in the 2023-2024 academic year.
The researcher prepared the data collection form according to the research problem. It consisted of open-ended questions to examine the studies in the field article. At the point of preparing the data collection form, an interview form consisting of 9 questions was prepared first, and after it was submitted to the opinion of 2 field experts, the number of questions included in the interview form was updated to 7 in accordance with the opinions and suggestions received. Content analysis was used for the research data collected. In content analysis, a systematic analysis is performed for The content of interviews, documents and field notes. For this reason, all qualitative data is a content analysis. In content analysis, the variety and frequency of messages during communication, the measurement units, and how often the speech pattern is repeated are among the points that are focused on.
The study determined that teacher candidates generally define the concepts of good citizen, ideal citizen, and active citizen as individuals who know their rights and responsibilities and are trying to claim these rights and responsibilities. This statement is true, but it is highly incomplete. Because it is believed that reducing these three concepts to the dimension of rights and responsibilities by prospective teachers will lead to an incomplete understanding of the concept of citizenship, and this reflection on future generations will create negativity in this direction. If the concept of citizenship is a deep-rooted tree, the types of citizenship are the branches that feed and flourish from this deep-rooted tree. Therefore, they cannot be considered separately from each other. With the acceptance of the fact that these three concepts of citizenship (good citizen, ideal citizen, and active /active citizen) open up to each other and express a great value under the umbrella of citizenship, it is unfortunately ignored that, in essence, the roles of each of them and the characteristics of each differ Decently. Although teacher candidates usually express the three citizenships as citizens who fulfill their rights and responsibilities, it is not wrong; it is a highly incomplete definition. On the other hand, it is also seen that the metaphors produced for the concept of a good citizen, an ideal citizen, and an effective citizen are repeated. Unfortunately, this is because teacher candidates experience confusion and a lack of clarity about these concepts in their minds.
The fact that candidates define the concept of good citizen as “good person, effective citizen, ideal citizen” when defining the concept of good citizen shows that the concept of good citizen remains superficial in their minds, as some candidates / do not create clarity. Öztürk and Yeşilbursa's (2021) study on the narrative questioning of teacher candidates from different state universities about the concept of ideal citizen shows similarities with the findings of the study because it expresses the concept of a good citizen as a respectful and tolerant person to different cultures. When metaphors and metaphorical reasons were examined, tree, responsible person, ant, and flag metaphors were used for the concept of a good citizen. It is stated that the reasons for these are that a good citizen is a person who is trying to be useful and enlightens their surroundings. It can also be said that these metaphors are expressions that coincide with the connotation of the expression “good”, which is the root meaning of the concept of a good citizen. In Dere's (2019) metaphor study on the concept of a good citizen, the definition of a good citizen with the metaphors of Mustafa Kemal Atatürk, a tree, and the sun shows similarities with the study's findings. The fact that a good citizen has been likened to Mustafa Kemal Atatürk is a valuable finding. When the opinions of the social studies teacher candidates regarding the concept of the ideal citizen are asked, it is seen that the answers are explained by the expression “he knows his rights, duties, and responsibilities” similarly. This response is followed by the statements ”he is a good person / good citizen, obeys laws and rules, looks out for social benefits, is a productive, hardworking person". It is observed that the teacher candidates' responses show similarities with the responses given to the concept of good citizen, and that this concept is being tried to be explained by matching it with the expressions of good citizen and active citizen, which are also from other types of citizenship. According to this, it can be stated that teacher candidates need to use the expressions good citizen and active citizen as descriptive expressions when defining the concept of an ideal citizen. Castro (2013) revealed in an in-depth interview with prospective teachers on the concept of ideal citizen that ideal citizenship reflects the candidates' understanding of citizenship, which is compatible, but is more in a passive position. This actually reveals an incompatible situation as two concepts that are opposite to each other. On the other hand, Üstel (2008) defines the ideal citizen as an enlightened, educated, patriotic citizen who loves their nation, fulfills their religious duties, and supports the study's findings.
When the study results are examined, it is seen that teacher candidates confuse the concepts of practical and ideal.
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