Özet:

Nowadays, participating in an educational system that takes into account individual differences is the most natural right of each individual. Under individual differences, the coaching practices in our schools are unfortunately still necessary for the interest they deserve. The practice of coaching is perceived as the field of special education teachers in our country, but in fact it falls on important tasks to everyone in society. One of the important stakeholders that support the coaching practices in schools is the branch teachers. In the branch teachers, social knowledge teachers are the most important contribution to the coaching practices, with the aim of "training individuals who recognized, accepted and respected individual differences in our democratic society". In this regard, the purpose of the research is to study the beliefs of self-capacity towards the training of social information teachers candidates. The research study group formed 76 Social Information teachers candidates who studied in the final class of the Mediterranean University School of Education during the 2017-2018 educational teaching period. The research has used a screening model. Social information in the study group has been developed by Hollender (2011) to identify the levels of self-capacity for teaching candidates, the "Teacher Efficacy For Inclusion Scale (TEI)" scale, adapted by Meral and Knowledge (2012) to Turkey, the "Teacher Capacity Scale (KÖYÖ)" has been used to identify the levels of self-capacity for teaching candidates. The study also used the "Teachers' Sense of ElTicacy Scale" scale, developed by Tschannen-Moran and Woolfolk Hoy (2001) and the "Teachers' Self-Qualification Scale" adapted to Turkish by Çapa, Çakıroğlu and Sarıkaya (2005). When we look at the results obtained from the data of the study, the Social Information in the working group found that the teachers candidates’ coaching qualifications levels and the teachers’ self-qualifications levels were medium, the coaching qualifications levels did not differ according to variants, there was no meaningful relationship between coaching teacher qualifications and the teachers’ self-qualifications. It is possible to link these research results to the fact that the working group did not benefit sufficiently from the Special Education course they received in their undergraduate training.

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