This research aims to determine and compare the views of classroom teachers regarding the instruction of current and political issues in primary education classes and the practices for the instruction of current and political issues in primary education classes. In the study where mixed pattern model was used, the quantitative dimention was structured with survey while the qualitative dimension was conducted with observations. Out of purposeful sample types, easily accessible sample type was selected. 87 classroom teachers participated in the qualitative part of the study while classroom practices of seven teachers were observed in the qualitative part. It has been determined that inadequacy of information regarding political processes and inadequacy of their implementation in daily life are parallel. It has been concluded that teachers refrain from discussing political concepts, definitions and processes and do not reflect them on classroom practices. The views stating that national and international economic, social and political events are reflected on the classroom environment are not consistent with the classroom practices. While democratic processes and values are not reflected on the classroom practices, discussion environments supporting these practices have not been encountered. Findings show that teachers shy away from parents, students and administrators in the instruction of political issues, but teachers’ statements concerning this are controversial.
Political education, political socialization, primary education, social studies