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The purpose of this study is to determine the Technological Pedagogical Field Knowledge (TPFK) levels of social sciences teacher candidates, and examine their competencies in integrating their technological pedagogical field knowledge with their classes in a multiple manner. The "Technological Pedagogical Field Knowledge (TPFK) Scale of Social Sciences Teachers", which consisted of 7 factors and 37 items in the form of 5-Point Likert Scale, and the Interview Form were used in the study as data collection tools. The participants of this study, in which the Combined Research Model was used, were the senior class teacher candidates of Social Sciences Education Department in 2015/2016 academic year. In the analysis of the data, the statistical values which included percentages, frequencies, arithmetic average values were investigated; the relation between the sub-dimensions of the TPFK were examined, and the ttest was used for paired comparisons. In qualitative analysis, semi-structured interview forms were used to interview the teacher candidates in accordance with the sub-dimensions of TPFK. According to the data obtained in the study, there was a low-level relation was found between technological knowledge and pedagogical knowledge of the social sciences teacher candidates; a medium-level relation was found between technological knowledge and field knowledge; and a high-level relation was found between field knowledge and pedagogical knowledge. When the technological pedagogy and field knowledge dimensions of the social sciences teacher candidates were examined, it was observed that no significant differences were detected between the variables like gender, active computer use, active internet use, and the school graduated from. The results of the analyses obtained in the interviews also support the statistical data.

In this study, in which the use of historical novels by Social Studies teacher candidates was examined over lesson plans, the ability of teacher candidates in preparing lesson plans with various sources was also observed. The study was designed by using the Case Study Design, which is one of the Qualitative Research Methods. The Document Review Technique was also used in the study. The data collected in the study were examined with the Descriptive Analysis Technique. 12 female and 18 male teacher candidates were included in the study, which made a total of 30 participants. 10 of the historical novels which were read by the teacher candidates were used in the study. The data collected in the study showed that teacher candidates preferred to use historical novels mostly in teaching history topics in the social studies classes. They also used Visual Reading Technique as well as Individual and Group Treading Techniques in associating the historical novels with the classes. They also included Creative Writing (letter, story formation, story completion, poems, drawings, and compositions) to reinforce reading activities. It was also determined in the study that historical novels affected the methods and techniques that were selected for teaching the acquisitions of the lesson. It was also observed that teacher candidates made quotations from historical novels in teaching the values process; however, they did not use any other value teaching methods besides Suggestopedia. Some mistakes that stemmed from the lack of pedagogical field knowledge of the teacher candidates were also observed in the lesson plans that were prepared by them by making use of historical novels. In this context, Action Research may be conducted to improve the skills of teacher candidates in using sources and materials aside from the course books.

Öz: Sosyal bilgiler lisans programlarında yer alan uygulama dersleri, öğretmen adaylarının bilişsel ve devinişsel gelişimini temele alan derslerdir. Bu dersler öğretmen adaylarının mesleki yeterlilik gelişimine katkı sağladığı gibi, alan bilgisi yeterliliği üzerinde de oldukça etkili olduğu söylenebilir. Bu yüzden farklı alan uzmanları tarafından bu dersler yürütülmektedir. Bu çalışma, sosyal bilgiler dersi öğretmen adaylarının görüşlerine göre sosyal bilgiler lisans programında uygulamalı derslerde yaşanan sorunların tespiti ve bu sorunların mesleki yeterlik üzerine etkilerini araştırmayı amaçlamaktadır. Çalışma nitel araştırma yönteminin, durum çalışması deseni kullanılarak dizayn edilmiştir. Araştırmaya sosyal bilgiler öğretmenliği lisans programında öğrenim gören 10 öğretmen adayı katılmıştır. Amaçlı örnekleme yönteminin kullanıldığı araştırmada veriler odak grup görüşmesi tekniğiyle elde edilmiştir. Veriler içerik analizi yolu kullanılarak bulgulara dönüştürülmüştür. Elde edilen bulgulara göre öğretmen adaylarının uygulamalı derslerle ilgili kredi uyumsuzluğu, uygulamalı derslerin içeriği, programın yapısı ve öğretim üyesinden kaynaklanan sorunlar yaşadığı görülmüştür. Öğretmen adayları bu sorunların giderilebilmesi için çözüm önerilerinde bulunmuşlardır.Anahtar sözcükler: Sosyal Bilgiler, Uygulama Dersleri, Mesleki Yeterlik, Sorun Abstract: The practical courses within the social studies undergraduate program are based upon the cognitive and behavioural development of the candidate teachers. As well as contributing to the candidate teachers' professional competency, these courses are powerful instruments for competency in content knowledge, which is why these courses are conducted by experts in different areas. The aim of this study was to determine the issues in the practical courses in the social studies education program, and to discover according to the social studies education candidate teachers' opinion, the effects of these problems upon professional competencies. This qualitative study was designed as a case study. A total of 10 teacher candidates from the social studies education program participated in the study, selected in accordance with purposive sampling. The collected data was analyzed by content analysis. From the results obtained, the candidate teachers' reported they encountered problems relating to credit incompatibility, in the content of the practical courses, the structure of the program, and issues relating to the faculty staff. It was found that these problems played a role in the candidate teachers' professional competencies. Moreover, the candidate teachers' provided some recommendations to remove these problems.

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