scholarly journals The Efficacy Beliefs of Turkish Social Studies Teacher Candidates Regarding the Teaching-Learning Process

2015 ◽  
Vol 5 (12) ◽  
Author(s):  
Ali Altıkulaç ◽  
Salih Uslu
Keyword(s):  
Social Studies ◽  
Learning Process ◽  
Teacher Candidates ◽  
Efficacy Beliefs ◽  
Social Studies Teacher ◽  
Teaching Learning

scholarly journals Social Studies Teacher Candidates’ Self-Efficacy Beliefs for Technological Pedagogical Content Knowledge (TPACK)

2021 ◽  
Vol 9 (3) ◽  
pp. 169
Author(s):  
Hayati Adalar
Keyword(s):  
Social Studies ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Self Efficacy ◽  
Teacher Candidates ◽  
Technological Pedagogical Content Knowledge ◽  
Efficacy Beliefs ◽  
Pedagogical Content ◽  
Social Studies Teacher ◽  
Multiple Variables

This study aims at examining social studies teacher candidates’ self-efficacy beliefs for technological pedagogical content knowledge through multiple variables and presenting new perspectives for researchers and practitioners. A causal-comparative research design was adopted for this study. Among non-random sampling methods, convenience sampling was used to select participants. The sample of the study consists of 349 3rd and 4th year college students (teacher candidates) studying at three state universities in Turkey’s Central Anatolia Region in the 2018–2019 academic year. The Technological Pedagogical Content Knowledge (TPACK) scale was used for collecting data in this study. T-test and one-way analysis of variance (ANOVA) was employed to analyze data. According to the obtained results, the social studies teacher candidates’ self-efficacy beliefs for technological pedagogical content knowledge can be considered above average. No significant differences were found between participants’ self-efficacy beliefs for TPACK and some independent variables such as gender, year in college, GPA score, personal computer ownership, and Instructional Technology and Material Development course score. On the other hand, it was determined that perceived technology competency and the use of content sharing platforms for professional purposes were important predictors for social studies teacher candidates’ self-efficacy beliefs about TPACK.

scholarly journals Investigating Prospective Social Studies Teachers’ Perceptions of European Union through Metaphor Analysis

2017 ◽  
Vol 5 (3) ◽  
pp. 34
Author(s):  
İsmail Hakan Akgün
Keyword(s):  
European Union ◽  
Social Studies ◽  
Teacher Candidates ◽  
Phenomenological Study ◽  
Religious Community ◽  
The European Union ◽  
Metaphor Analysis ◽  
Teachers Perceptions ◽  
Social Studies Teacher ◽  
The Eu

The purpose of this study is to investigate metaphors developed by social studies teacher candidates about the European Union. 185 second, third and fourth year social studies teacher candidates participated in the study. This study was designed as a phenomenological study and matephor analysis was conducted. At the end of the study, the students developed 168 metaphors about the European Union. The metaphors developed by the students were grouped into 4 categories after coding and extracting phases. The categories were (1) a religious community, (2) a seemingly powerful but decadent formation, (3) a powerful formation and (4) does anything for its own interest. It was determined in the study that the students perceived the EU mostly as a powerful formation (36.14%), followed by a religious community (34.33%), does anything for its own interest (20.48%) and a seemingly powerful but decadent formation (8.43%).

scholarly journals Teacher Candidates’ Opinions about the Use of Museums as Educational Environments in Social Studies Lessons

2021 ◽  
Vol 9 (1) ◽  
pp. 33
Author(s):  
Salih Uslu
Keyword(s):  
Data Collection ◽  
Social Studies ◽  
Teacher Candidates ◽  
Personal Information ◽  
Educational Environment ◽  
Study Group ◽  
Educational Environments ◽  
Content Analysis Method ◽  
Social Studies Teacher ◽  
Question Form

The aim of this study is to determine the opinions of teacher candidates regarding the use of museums in social studies lessons as an educational environment. The study group of the research was determined through purposeful sampling method. The study group consists of 114 teacher candidates studying in the social sciences teaching department at the education faculty of a public university during the 2019-2020 academic year. In this case study, a personal information form and an open-ended question form developed by the researcher were used as data collection tools. The data obtained from the answers given by teacher candidates to the data collection tools were analysed by using content analysis method. When the research results were examined in general, it was seen that Social Studies Teacher Candidates mostly explained the benefits that using museums as an educational environment were “ensuring permanent learning”, “enabling students to learn better by seeing/living” and “providing information about the past”. According to another result obtained from the research, Social Studies Teacher Candidates based the problems that they might face while using museums as an educational environment on “the possibility that students may give harm to historical documents and objects”, “financial impossibilities” and “difficult to control the classroom”.

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