Perceptions and opinions of social studies teachers towards global citizenship education in global citizenship and social studies lesson

on global citizenship education and their views about global citizenship education in Social Studies lesson. In the 2016-2017 academic year, 20 Social Studies teachers working in official secondary schools of Kütahya Provincial Directorate of National Education constituted the participants of the study, which used the basic qualitative research model. Data were collected through semi-structured interviews and analyzed using the "thematic analysis method". The following results were reached in the research: -The majority of teachers defined global citizenship as having universal values. According to the teachers, respect for differences and environmental sensitivity are the most important competences that a global citizen should have. -According to teachers' opinions, dimensions of effective global citizenship education are school, family, mass media-media, local governments, non-governmental organizations and society. -It was determined that some teachers considered the primary school period and some teachers considered the secondary school period more important in gaining effective global citizenship. -According to teachers' opinions, it was determined that routine citizenship, extracurricular activities, social-club activities, and specific days and weeks were conducted for global citizenship education in schools. -According to teachers, the most important role in global citizenship education is Social Studies lesson. Other effective lessons are Turkish, English, Physical Sciences, Religious Culture and Moral Knowledge, Visual Arts, Music, Mathematics, Human Rights, Citizenship and Democracy, Game and Physical Activities, Guidance, Technology and Design and some elective lessons. In addition, some teachers stated that global citizenship education can be provided in all lessons. -It has been determined that the global citizenship education process in Social Studies lessons takes place in four dimensions as routine behaviors, methods-techniques and activities used, special studies and tools and materials used. -Teachers think that the curriculum of Social Studies lesson includes methods and techniques suitable for global citizenship education. However, their teachers stated that especially related learning is given by interspersing certain topics in the field of Global Connections. According to teachers; low level of global awareness and sensitivity of families and different socio-economic levels, students being unconscious, reluctant and indifferent about global citizenship, teachers' lesson loadings being high and practical studies being difficult, schools being inadequate in terms of infrastructure / physics, the program is very intense. and inadequate and related issues at the end of the program, short hours, negative behaviors in the environment outside the school and the lack of support from managers for the studies to be carried out are frequently encountered problems in global citizenship education. -Social Studies teachers should support the work of the administrators in schools for effective global citizenship education, increase the responsibility of the media and non-governmental organizations in the non-school environment, carry out activities aimed at raising the awareness of students and parents, providing relevant education in schools at an early age, to do more, to increase the learning by doing, to make more frequent trips, to include the global citizenship competencies in all lessons, to increase the lesson hours, the content of the program for the global citizenship