Are social studies teachers ready for legal literacy education?
Gulbahar Ozkaya 1 , Kerem Colak 2 *
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1 Department of Social Studies Teacher Education, Graduate Education Institute, Trabzon University, Trabzon, TÜRKİYE2 Department of Turkish and Social Sciences Education, Social Studies Teaching, Fatih Faculty of Education, Trabzon University, Trabzon, TÜRKİYE* Corresponding Author

Abstract

This study aimed to assess social studies teachers’ legal literacy levels and their perspectives on legal literacy education. The study was conducted with 160 social studies teachers in the first stage and 10 selected teachers in the second. Instruments were the legal literacy scale and a semi-structured interview form. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were analyzed using content analysis. The results indicated that teachers generally possess a high level of legal literacy. However, a notable portion of them do not perceive themselves as legally literate, citing insufficient education, knowledge, experience, and interest in law as reasons. Furthermore, challenges related to the abstract nature of the subject and difficulties in effectively teaching it to students were identified. To address these issues, teachers suggested real-life applications, making the lessons more tangible, developing teaching materials, and enhancing professional development.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

PEDAGOGICAL RES, Volume 9, Issue 3, July 2024, Article No: em0203

https://doi.org/10.29333/pr/14424

Publication date: 01 Jul 2024

Online publication date: 27 Mar 2024

Article Views: 892

Article Downloads: 730

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