Sosyal Bi̇lgi̇ler Öğretmen Adaylarinin Sosyal Bi̇lgi̇ler Li̇sans Programi Üzeri̇ne Düş

Pre-Service Social Studies Teachers’ Views About Teacher Training (Focus Group Interviews)

“…As a result of their studies, Beldağ and Yaylacı (2014) concluded that pre-service teachers gained experience from the applied courses like training practice. In addition, Akhan (2015) concluded that there was not a problem with the teachers' lecturing but they were incompetent about how to tell the subject. Those who think negatively about this question mentioned reasons resulting from the types of examinations, lack of training practices, teaching based on memorization, and lack of applied courses.…”

“…According to the data obtained from the focus interviews, nearly all of the pre-service teachers stated that the courses in the program should be revised considering their functionality. Akhan (2015) and Kaymakçı (2012) in their study emphasized that the courses in the program must be redesigned. According to pre-service teachers, such courses as diction, effective communication, rhetoric, and use of smart board must be included in the program.…”

“…Beldağ and Yaylacı (2014) in their study determined that the pre-service teachers' applied courses were quite effective in terms of introduction to teaching, communication with students and developing class management skills, and applying institutional knowledge. Tonga (2012) stated that the terms of the "School Experience" and "Teaching Practice" must be increased, Kaymakçı (2012) asserted that the program and the content must be revised after examining the social studies course programs between 1998 and 2006, and Akhan (2015) revealed that the pre-service teachers had positive attitudes towards the program. The purpose of this study is to reveal the pre-service social studies teachers' opinions about teacher training.…”

Social Studies Education Undergraduate Programs in Turkey Over the Last Twenty Years

“…Katılımcıların bir bölümü bu dersleri gereksiz görmektedir. Öğretim elemanlarının ders anlatım tarzına göre öğretmen adaylarının özellikle düz anlatımdan dolayı bu dersleri gereksiz gördükleri sonucuna ulaşan çalışmalar bulunmaktadır (Akhan, 2015;Demircioğlu, 2006;Karasu Avcı, 2017;Şahin & Güvercin Çetinoğlu, 2016;Yılmaz, 2009). Demircioğlu'na göre (2006) bu durumun sebebi, bu derslerin üretimden uzak, ezbere dayalı ve yaşamla bağlantısız bir şekilde işlenmesidir.…”

“…İlgili literatür incelendiğinde sosyal bilgiler lisans eğitimine ilişkin, öğretmen adaylarının sosyal bilgiler öğretmenliği lisans programına ilişkin görüşlerini içeren çalışmalar (Akhan, 2015;Karasu Avcı, 2017;Şahin & Güvercin Çetinoğlu, 2006;Tonga, 2016;Ünlü vd., 2015;Yılmaz, 2009), sosyal bilgiler öğretmenliği lisans programlarını değerlendirmeyi amaçlayan çalışmalar (Özav, 2001;Tonga, 2012) ve farklı yıllarda yapılan, sosyal bilgiler öğretmenliği lisans programlarını çeşitli açılardan karşılaştıran çalışmalar bulunmaktadır (Kaymakçı, 2012;Sağdıç, 2018 (Yıldırım, 1999).…”