Abstract:

The aim of this action research study is to improve the legal literacy skills of social studies teacher candidates. The participants were 20 teacher candidates studying social studies education at a Turkish state university. Data were collected through pre- and post-intervention perception forms, focus group interviews, semi-structured interviews, students’ activity forms, a researcher diary, and students’ diaries. Qualitative content analysis was performed for data analysis. As a result of the study, important changes were observed in the teacher candidates’ level of awareness regarding legal literacy. In the knowledge dimension, there was an improvement in their knowledge and awareness about law, the concept of legal literacy and the legally literate individual. In the skill dimension, they gained legal literacy skills. The opinions of the teacher candidates who had stated before the intervention that they did not have sufficient knowledge and skills about legal literacy and that the activities would be boring changed positively after the process. Consequently, the teacher candidates enhanced their knowledge and skills on legal literacy, and they showed personal and professional development. In this context, pre-service and in-service training seminars on legal literacy should be given to social studies teacher candidates, similar studies should be carried out for teacher candidates with other majors, and there should be more practice-based studies aimed at improving legal literacy competencies.

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