Civic participation strategies of social studies teachers within the context of social identity

In this thesis, it is tried to put forward what are the civil participation strategies of social studies teachers within the context of social identity. The study was conducted by applying semi-structured interview and document analysis techniques which are one of the qualitative research methods. The study group consisted of 9 participants from the social studies teachers working in the central districts of Van province (İpekyolu ve Edremit) during the 2018-2019 academic year. The data of the study were obtained through semi-structured interview forms and document scanning (4, 5, 6 and 7th grade social studies textbooks). Descriptive and content analysis was used in the analysis. In order to create social identities of their students, it was seen that the social studies teachers followed strategies like; social, cultural, sportive, public assistance, student club activities, and out-of-school activities. It has been found that the teachers who perform these activities face some difficulties such as time, money, curriculum and transportation. Furthermore, when the social studies textbooks were examined, it was concluded that the concept of 'participation' was included in the 6th and 7th grade social studies textbooks rather than the 4th and 5th grade social studies textbooks, mostly. Keywords: social studies teachers, social identity, civil participation, teaching strategies