Öğretmen Adaylarının Sosyal Beceri Öğretimine İlişkin Bilgi Düzeylerinin İncelenmesi

Abstract

In this study, the purpose is to examine the senior preservice teachers' level of knowledge related to the teaching of social skills. In line with this purpose, the study group consisted of 398 senior preservice teachers who were studying at different types of programs at Kafkas University Dede Korkut Faculty of Education during the 2018-2019 academic year. In this study, in which the survey model was used, the "Personal Data Sheet (PDS)" created by the researcher and the "Social Skill Teaching Knowledge Test (SSTKT)" developed by Sazak Pınar (2009) were used in order to collect the data. Descriptive and inferential statistics were utilized to analyze the data. Within this scope, while the frequency distribution, central tendency, and variation measures constitute the descriptive statistical processes used in the research, first of all, the preanalyses requiring to examine the normality of the distribution of each variable were conducted when determining the appropriate inferential statistical method in order to define the impact of the demographic properties of the preservice teachers on their level of knowledge related to the teaching of social skills. As a result of the review of Shapiro-Wilk, Kolmogrov-Smirnov, and Skewness-Kurtosis values, it was observed that the data sets did not display any normal distribution, and therefore, non-parametric tests were used. In the analysis of the data, it was found out that the preservice teachers' level of knowledge related to the teaching of social skills was low. In addition, it was concluded that the preservice teachers' level of knowledge related to the teaching of social skills did not show any meaningful difference in terms of the variables of age and alma mater, but showed a meaningful difference in terms of the variables of gender and program type. In the light of these findings, since the majority of social skills developing in time and throughout life improves between 0 and 18 ages, social skills should be taught in the preservice and in-service training programs regardless of their study programs at the point of teaching social skills to children with or without special education needs and with different potential, physical, and/or mental qualities during especially early childhood, middle childhood, and adolescence.