Opinions of Social Studies Teacher Candidates Regarding Professional Acceptance within the Scope of Teaching Practice Course

Ali Meydan; Tahsin Yıldırım; Güven Kemerkaya

Makale detayları

Opinions of Social Studies Teacher Candidates Regarding Professional Acceptance within the Scope of Teaching Practice Course

Yazarlar:

Ali Meydan | Tahsin Yıldırım | Güven Kemerkaya

Yayıncı:

Necmettin Erbakan University

Ana Başlıklar:

Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi

Dergi:

Ahmet Keleşoğlu Eğitim Fakültesi Dergisi Vol.7 Issue 2, pp.174-197

Belge Tipi:

Makale

Yayın Tarihi:

9/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001359743

pISSN:

2687-1750

Anahtar kelimeler:

Özet:

 This study aims to examine the views of social studies teacher candidates regarding professional acceptance in the teaching practice course. The research was conducted using the phenomenology design, one of the qualitative research methods. The data for the study were obtained through focus group interviews. The study group of the research consists of 15 teacher candidates who are studying in the social studies teaching department of the education faculty at two state universities located in the Central Anatolia Region, and who were selected through criterion sampling, one of the purposive sampling methods. The obtained data were analyzed using content analysis method and presented in the form of themes, codes, frequencies, and direct quotations. The research results revealed that teacher candidates gained positive experiences during the teaching practice process, such as communicating with students, maintaining lesson and classroom control, getting to know students, and gaining teaching experience. It was found that teacher candidates felt like teachers in some situations but not in others. It was determined that teacher candidates tried methods such as communicating with students, being prepared for lessons, communicating with parents, maintaining classroom management, addressing students by their names, and conducting lessons with activities to reflect their teaching role and gain acceptance. Teacher candidates expressed that their professional acceptance status affected their self-confidence, teaching methods, and motivation towards the teaching profession. According to the study findings, it is suggested that the teaching practice process should be developed as an application model that includes not only in-class experiences but also interactions with school culture, school administration, and student parents. It can be said that considering these aspects in teacher training programs will positively affect the professional acceptance status of teacher candidates.

 This study aims to examine the views of social studies teacher candidates regarding professional acceptance in the teaching practice course. The research was conducted using the phenomenology design, one of the qualitative research methods. The data for the study were obtained through focus group interviews. The study group of the research consists of 15 teacher candidates who are studying in the social studies teaching department of the education faculty at two state universities located in the Central Anatolia Region, and who were selected through criterion sampling, one of the purposive sampling methods. The obtained data were analyzed using content analysis method and presented in the form of themes, codes, frequencies, and direct quotations. The research results revealed that teacher candidates gained positive experiences during the teaching practice process, such as communicating with students, maintaining lesson and classroom control, getting to know students, and gaining teaching experience. It was found that teacher candidates felt like teachers in some situations but not in others. It was determined that teacher candidates tried methods such as communicating with students, being prepared for lessons, communicating with parents, maintaining classroom management, addressing students by their names, and conducting lessons with activities to reflect their teaching role and gain acceptance. Teacher candidates expressed that their professional acceptance status affected their self-confidence, teaching methods, and motivation towards the teaching profession. According to the study findings, it is suggested that the teaching practice process should be developed as an application model that includes not only in-class experiences but also interactions with school culture, school administration, and student parents. It can be said that considering these aspects in teacher training programs will positively affect the professional acceptance status of teacher candidates.

 This study aims to examine the views of social studies teacher candidates regarding professional acceptance in the teaching practice course. The research was conducted using the phenomenology design, one of the qualitative research methods. The data for the study were obtained through focus group interviews. The study group of the research consists of 15 teacher candidates who are studying in the social studies teaching department of the education faculty at two state universities located in the Central Anatolia Region, and who were selected through criterion sampling, one of the purposive sampling methods. The obtained data were analyzed using content analysis method and presented in the form of themes, codes, frequencies, and direct quotations. The research results revealed that teacher candidates gained positive experiences during the teaching practice process, such as communicating with students, maintaining lesson and classroom control, getting to know students, and gaining teaching experience. It was found that teacher candidates felt like teachers in some situations but not in others. It was determined that teacher candidates tried methods such as communicating with students, being prepared for lessons, communicating with parents, maintaining classroom management, addressing students by their names, and conducting lessons with activities to reflect their teaching role and gain acceptance. Teacher candidates expressed that their professional acceptance status affected their self-confidence, teaching methods, and motivation towards the teaching profession. According to the study findings, it is suggested that the teaching practice process should be developed as an application model that includes not only in-class experiences but also interactions with school culture, school administration, and student parents. It can be said that considering these aspects in teacher training programs will positively affect the professional acceptance status of teacher candidates.

 Bu araştırmada, sosyal bilgiler öğretmen adaylarının öğretmenlik uygulaması dersinde mesleki kabul görmeye yönelik görüşlerinin incelenmesi amaçlanmıştır. Araştırma nitel araştırma yöntemlerinden olgu bilim deseniyle gerçekleştirilmiştir. Araştırmanın verileri odak grup görüşmesiyle elde edilmiştir. Araştırmanın çalışma grubunu İç Anadolu Bölgesinde bulunan iki devlet üniversitesinin eğitim fakültesi sosyal bilgiler öğretmenliği anabilim dalında öğrenim görmekte olan ve amaçlı örnekleme yöntemlerinden ölçüt örnekleme yolu ile belirlenmiş 15 öğretmen adayı oluşturmaktadır.Elde edilen veriler içerik analizi yöntemi ile çözümlenmiş ve tema, kod, frekans ve doğrudan alıntılar şeklinde sunulmuştur. Araştırma sonucunda öğretmen adaylarının öğretmenlik uygulaması sürecinde öğrenci ile iletişim kurma, ders ve sınıf hâkimiyeti sağlama, öğrenciyi tanıma ve öğretmenlik deneyimi kazanma gibi olumlu deneyimler elde ettikleri ortaya konmuştur. Öğretmen adaylarının kendilerini bazı durumlarda öğretmen olarak hissettikleri ancak bazı zamanlarda öğretmen olarak hissetmedikleri bulgusuna ulaşılmıştır. Öğretmen adaylarının öğretmenlik rolünü yansıtma ve kabul görme noktasında öğrencilerle iletişim kurmak, derslere hazırlıklı gitmek, velilerle iletişim kurmak, sınıf yönetimini sağlamak, öğrencilere isimleri ile hitap etmek, dersleri etkinliklerle işlemek gibi yöntemler denedikleri belirlenmiştir. Öğretmen adayları mesleki kabul görme durumlarının özgüvenlerini, dersleri işleyiş şekillerini, öğretmenlik mesleğine yönelik motivasyonlarını etkilediğini ifade etmişlerdir. Çalışma bulgularına göre öğretmenlik uygulaması sürecinin sadece sınıf içi deneyimlerle değil, aynı zamanda okul kültürü, okul yönetimi, öğrenci velileri ile etkileşimin sağlanabileceği bir uygulama modeli olarak geliştirilmesi önerilmektedir. Öğretmen yetiştirme programlarında bu hususların dikkate alınmasının öğretmen adaylarının mesleki kabul görme durumlarını olumlu yönde etkileyeceği söylenebilir.

Makale detayları

Opinions of Social Studies Teacher Candidates Regarding Professional Acceptance within the Scope of Teaching Practice Course

Yazarlar:

Ali Meydan | Tahsin Yıldırım | Güven Kemerkaya

Yayıncı:

Necmettin Erbakan University

Ana Başlıklar:

Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi

Dergi:

Ahmet Keleşoğlu Eğitim Fakültesi Dergisi Vol.7 Issue 2, pp.174-197

Belge Tipi:

Makale

Yayın Tarihi:

9/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001359743

pISSN:

2687-1750

Social Studies Education

Teacher Candidate

Teaching Practice

Professional Acceptance.Sosyal Bilgiler Eğitimi

Öğretmen Adayı

Öğretmenlik Uygulaması

Mesleki Kabul.

Sayı

Makale detayları

Yazarlar: Ali Meydan | Tahsin Yıldırım | Güven Kemerkaya

Yayıncı: Necmettin Erbakan University

Ana Başlıklar: Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi

Dergi: Ahmet Keleşoğlu Eğitim Fakültesi Dergisi Vol.7 Issue 2, pp.174-197

Belge Tipi: Makale

Yayın Tarihi: 9/2025

Belge Dili: İngilizce

Document ID (Org No.): 2001359743

pISSN: 2687-1750

Sayı

Yazarlar:

Ali Meydan | Tahsin Yıldırım | Güven Kemerkaya

Yayıncı:

Necmettin Erbakan University

Ana Başlıklar:

Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi

Dergi:

Ahmet Keleşoğlu Eğitim Fakültesi Dergisi Vol.7 Issue 2, pp.174-197

Belge Tipi:

Makale

Yayın Tarihi:

9/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001359743

pISSN:

2687-1750