Early Childhood Teachers’ Perception Shifts on Social Studies After Taking a Teacher Education Course From a Critical Perspective

Objectives This study explores early childhood teachers’ perception shifts on social studies after taking a teacher education course called ‘social studies in early childhood’ designed from a critical perspective. Specifically, it attempts to identify effective teaching methods for transformative learning. The study utilizes critical theory and transformative learning theory as theoretical frameworks. Methods A survey consisting of seven open-ended questions was distributed to the teachers enrolled in class. Results The study found that the teachers have changed their perspectives in two ways. First, the teachers redefined the meaning of social studies and expanded their understanding of the subject. Second, they learned the importance of maintaining critical perspectives when perceiving the subject and society. Conclusions Based on the findings, the study stresses the importance of holding critical perspectives as teacher educators and suggests ways to incorporate their perspectives into instructional practices in teacher education.