Social Studies Teachers' perceptions of tolerance and views on tolerance education

The purpose of this study is to identify social studies teachers' perceptions of tolerance and views on tolerance education, and their teaching practices in this regard. In the study, qualitative research method and phenomenology was employed. The participants were determined using criterion sampling. Participants were 10 social studies teachers graduated from social studies education departments working at schools in Eskisehir. The data were gathered through semi-structured interviews and analysed using thematic analysis technique. The findings revealed that the social studies teachers described tolerance as respecting ideas, values, beliefs and behaviours, accepting differences such as gender, race and developmental characteristics, being considerate, accepting one's faults, caring about people and being objective. They described the limits of tolerance as damaging freedom, country and individuals. They also asserted that families, age, experience and reading habits were effective in their children's tolerance development. The teachers asserted that prejudices, pressure and technological devices such as television and Internet inhibited tolerance. Most of the teachers emphasized that tolerance could be gained through education, educated people were more tolerant, and teachers should be tolerant. The teachers stated that for tolerance, values and different cultures should be taught and tolerance education should be conducted using methods such as drama and theatre. According to the teachers, after receiving tolerance education, the students should have empathy, be respectful for diversities, considerate, confident, patient, obey the rules, have communication skills and a broad perspective. With regard to tolerance, they reported to talk mostly about events emerging in the classroom during their lessons. As the guidance teachers, they talked about tolerance, and organized book activities and competitions towards tolerance. About the problems encountered in tolerance education, they reported that the students had egocentric behaviours, prejudices, behaviours prone to violence, were not considerate towards inclusive students, and all these were a problem for tolerance; the families with low levels of education and making pressure on their children was another problem; above all, they had problems due to the intense contents, lack of enough class time, and bureaucratic difficulties. To develop tolerance and tolerance education, the social studies teachers offered suggestions including starting tolerance education at an early age, making additions to the course syllabuses and books about tolerance, organizing seminars for families, students and teachers, teachers being democratic and model while talking about tolerance in classes, families acting consciously and being a model for their children, and using public service ads and movies. Key Words: Social Studies, Citizenship, Value, Tolerance.