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CIVIC COMPETENCE LEVEL OF TEACHER CANDIDATES WITHIN THE EUROPEAN UNION CONTEXT

Journal Name:

  • The International Journal of Research in Teacher Education

Publication Year:

  • 2012

Key Words:

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
Citizenship is no longer understood as only voting on elections, volunteering, and believing in public service of governments. Contemporary understanding of citizenship stress “individual participation and influence on public life”. So that, Concept of citizenship needs to be reshaped with interpretation of society, democracy and participation. Civic competencies are learning outcomes acquired by different forms of education (formal, non-formal and informal) and required for being an active citizen. European Union attaches great importance to education in order to reach union’s democracy-related goals. Member countries are supported for developing civic competences. Turkey was officially recognized as a candidate for full membership to the EU. Negotiations were started on 3 October 2005. “Judiciary & Fundamental Rights”, “Justice, Freedom & Security” and “Education & Culture” are related subjects to the content of this study. These 3 negotiation chapters are not yet opened to discussion they will be among popular topics in the near future. Because of being a part of the community and their effect on students understandings of citizenship, teachers are one of the social groups needed be examined in terms of their level of civic competence. Since civic competencies are developed by formal, non-formal and informal education, examination of teacher candidates’ civic competences based on only teacher education curriculum in terms of goals and content would not be adequate. Effect of hidden curriculum is also need to be examined. In this context, examining teacher candidates’ level of civic competences in Turkey within the EU context becomes important and states the aim of this study.
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