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The aim of this study is to examine the preservice social studies teachers' evaluations on the effect of the oral history method in value education. The research was conducted by using the phenomenological method, and in the research, a descriptive transcendental phenomenological approach was adopted. The participants of the study consisted of 10 students studying in the social studies teaching department in the 2017-2018 academic year. 6 of the participants were male and 4 were female. The criteria used in the study, in which the participants were determined by the criterion sampling technique, were to be a student of the department of social studies teaching, to have successfully completed “the courses of values education” and “oral history practices in the teaching of social studies” and to volunteer to participate. In the study conducted with semi-structured interview technique, the obtained data were analysed by thematic analysis technique. NVivo 9 program was used to present the obtained data with graphs and figures. As a result of the thematic analysis of the data, the evaluations of the participants were gathered under two themes as “Empathy Development” and “Responsibility”. Regarding “Empathy Development”, ‘savings’, ‘sensitivity to cultural heritage’, ‘patriotism’, ‘helpfulness’, ‘giving importance to family unity’, ‘solidarity’, ‘sensitivity to natural environment’, ‘respect: professional respect’, ‘professional ethics’ codes have formed it. According to the findings, the oral history method has a positive effect on value education. According to the results of the research, preservice teachers, especially in terms of responsibility and empathy development, made improvements with the effect of oral history practices in the values of ‘savings’, ‘sensitivity to cultural heritage’, ‘patriotism’, ‘helpfulness’, ‘giving importance to family unity’, ‘solidarity’, ‘sensitivity to natural environment’, ‘respect: professional respect’, ‘professional ethics’.

Oral history, value education, phenomenology.

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