Citizenship Education‐Based Political Thinking Skills: Thinking About the Refugee Issue

Abstract

ABSTRACT This study employs action research, a qualitative research design, to enhance political thinking skills (PTS) of social studies teacher candidates studying at Ege University in Türkiye. In this context, a needs analysis was conducted, leading to the redesign of the political literacy course. Data were collected through 2N form, interviews, observations, and student reflective diaries and were analyzed in a cyclical manner. It has been concluded that a significant development has occurred in the PTS of teacher candidates. The results indicate that they have more clearly defined their PTS and that there has been a change in their prejudices regarding the refugee issue. Furthermore, they question the causes and consequences of the refugee issue more critically and more fairly. Additionally, they increasingly emphasize that world leaders should wield their power in a fairer and democratic way to solve this problem. Teacher candidates believe that the designed activities help them become citizens who use better their political thinking (PT), empathy, and questioning skills and help them raise politically thinking students while practicing their teaching profession. Modifying analogous studies for other teacher training programs could contribute to the cultivation of 21st‐century teachers and citizens capable of effectively addressing and resolving current political issues.