European Union image of primary education second degree students and teachers

The main aim of this research is to clarify the European Union image of primaryeducation second degree teachers and students and how intensely subjects concerningEuropean Union take place in the social sciences textbooks on this degree.The research requires a descriptive quality in the shader model. The researchembraces primary education teachers at service during 2006-2007 academic year in Elazığand Malatya city centers and students in this degree. The sampling of the research consistsof 298 primary education teachers and 400 primary education second degree students thatare randomly selected from the scope.Since the data collecting tools used in this study has both quantitative andqualitative specifications, the data has been separately examined and analyzed. Thequantitative data consists of answers given to close-end questions within the questionnairethis data used SPSS package programme to clarify the percentage and frequency for thedistribution of the replies of the students given to the questions and Chi-Square testingmethod to test if there?s a meaning relation between the students? opinions and thevariables. Qualitative data consists of the replies given to open-end questions. These replieshave been subjected to coding by thematic analysis method and within the framework ofthemes came up; the frequencies have been set upon coding the replies. For that, significantlevel has been taken as P=0,005.According to findings of the research, primary education second degree students andprimary education teachers support Turkey?s membership to EU but find it hard to realize.According to primary education students, Turkey doesn?t have to join the EU if shebecomes rich but, according to primary education teachers Turkey has to be a member evenif she is rich.Whereas the students are indecisive about the idea of a EU country being aneighbors, most of the teachers are moderate.Primary education second degree students and primary education teachers don?t findthemselves well-informed about EU.Primary education teachers and students wish to know EU better.Primary education students and teachers wish to get to know the EU better. Whereasprimary education students don?t like the idea of books about the EU, primary educationteachers support the idea of getting informed about the EU.According to primary education teachers, primary education students do not meetthe level to harmonize with the EU. According to most of the teachers, the curriculum isgood enough to harmonize with the EU. Besides, according to primary education teachersthe EU will harm the national identity.When we take a look at the information taking sources of primary educationstudents and teachers, we see that the TV takes the first place.According to teachers and students, if Turkey doesn?t become a member of the EU,then she should be with the Turkish-Islamic countries.It is seen that the primary education teachers and students support the basic valuesand principles.Primary education students would rather live in the EU than to get education in theEU whereas primary education teachers support the students getting educated in EU anddon?t support living in the EU.Primary education students think that the lessons aren?t informative about the EU.Three things that first come to their minds are wealth, technology and Christianity.On the other hand, primary education teachers recall wealth and luxury, economy,democracy, law & human rights, civilization, honour, modernism, Christianity,degeneration, education-science-technology, Turkish hostility and Cyprus.Primary education teachers and students think that membership to the EU won?thelp Turkey gain anything but we will be one step back economically if we don?t become amember.What best describes the EU is ?Economical Project? for primary education teacherswhich are followed by ?Christianity Union?, ?Political Project?, ?Civilization Project?.According to primary education teachers ?In order to have education -training onEU standards, education and training should be raised to EU level, physical conditions mustbe provided, number of students in a class must be reduced, the levels of the teachers andthe students must be raised and the families must be made conscious.Key Words: Europeon Union, Secondary School, Europeon Union İmage, SocialSciences.