Akademik Veri Yönetim Sistemi
7 th International Conference on Lifelong Education and Leadership for All ICLEL 2021, Sarajevo, Bosna-Hersek, 24 - 26 Ağustos 2021, ss.71
In our globalizing world, individuals are not only expected to fulfill their personal responsibilities, but also to act with a sense of social responsibility. Social responsibility; it is defined as “work done for the welfare of other people and the benefit of the whole world”. Social responsibility requires the individual to help the society he lives in, to adopt useful values for the society, to set a good example and to take social actions. It can be said that the concepts of “awareness, sensitivity and volunteerism” form the basis of social responsibility. Being open to their stakeholders and interacting with the environment play an important role in the effectiveness of universities that train teacher candidates who will shape the future by teaching new generations. For this reason, in order for the university to be sensitive to the environment it is in and to contribute to the creation of a livable society, it is necessary to shape their management, education and research approaches within this framework. Therefore, it can be said that it is important for teacher candidates to take part in social responsibility projects and research that increase and facilitate their interaction with the environment, school and students. This research is based on the results of a series of social responsibility activities for teacher candidates within the scope of the "Future Teachers Project". In the project, which lasted for nine months, teacher candidates carried out four social responsibility activities with secondary and high school students, and participated in a regular education-related book reading/analysis program. Social responsibility projects implemented in this context; it can be summarized as carrying out educational activities for the disadvantaged, recording the good examples experienced by experienced teachers throughout their professional lives, informing secondary and high school students about the universities and departments they are currently studying, and getting together with them in social activities. The research, in which the mixed method was applied, was conducted with 174 teacher candidates studying in different departments of universities in the Turkish Republic of Northern Cyprus in 2021. In the quantitative part of the research, the “Scale of the Effect of Social and Cultural Activities on the Gain of Spiritual Values” and the “The Impact of Social and Cultural Activities on Gaining National Values Measure”, both developed by Koç and Budak (2021), were used as data collection tools. In the qualitative part, a semi-structured interview form was used. According to the results of the research, it has been determined that teacher candidates have achieved significant gains in values that are thought to be related to social responsibility as a result of the social responsibility projects they participated in. These values are honesty, responsibility, patience, respect, helpfulness, unity, solidarity, patriotic awareness, and the importance of family. In the context of these results, it can be suggested that teacher candidates participate in informal trainings, social responsibility projects and value-oriented activities in addition to the formal education they receive at the university. In addition, it can be suggested that especially teacher training departments in universities should carry out more joint projects with other educational institutions and non-governmental organizations providing services related to education, and even include these activities in their training programs.