The Efficacy Beliefs of Social Studies Teachers Candidates Regarding the Teaching-Learning Process

Abstract

The aim of this study was to examine special field efficacy beliefs of social studies teacher candidates related to the teaching-learning process. It was focused on the areas of sub-competence of their own field who had been studying in social studies education section of education faculties at the final year; in addition, to determine whether these levels were changed in terms of variables of gender and type of education and what were the expectations of them. 360 volunteer social studies teacher candidates continuing education in final year selected from five universities, were the study group. To analyze the gathered data, descriptive statistics, correlations and t-tests were performed. Besides, content analysis was made to analyze the qualitative data. The findings indicated that there was a highly significant positive relation among the areas of sub-competence, besides female Social Studies Teacher Candidates (SSTC) and SSTC in evening education had significantly higher efficacy beliefs regarding the teaching-learning process. It was also found that SSTC who wanted some modifications towards the teacher training program that they received.



Author Information
Ali Altikulac, Çukurova Universiy, Turkey
Salih Uslu, Nide University, Turkey

Paper Information
Conference: ACE2015
Stream: Higher education

This paper is part of the ACE2015 Conference Proceedings (View)
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