Özet:

The aim of this research is to examine the beliefs and experiences of social studies teacher candidates in inquiry-based social studies teaching in depth. The research was designed according to the phenomenological design with multiple case studies, which is one of the qualitative research types. The participant of the research consists of five pre-service Social Studies teacher candidates selected through purposive sampling, who are attending a Social Studies teaching undergraduate program in one of the western provinces of Turkey. As a data collection tool in the research; semi-structured interview, two lesson plans prepared by the pre-service teachers for inquiry-based social studies teaching, a reminder interview about the implementation of the plans prepared by the pre-service teachers, and finally a semi-structured interview about the process were used. In the study, data diversity was used by using more than one data collection method together. inquiry-based lesson plans developed by prospective teachers within the scope of the research were evaluated according to the steps in the inquiry-based Social Studies lesson plan. These steps are: identifying the intriguing question, deepening the discovery by using the concepts and research methods of social science disciplines, evaluating the sources and using the evidence, reaching the results, and making informed decision in the dimension of active citizenship. When the inquiry-based lesson plans developed by the teacher candidates within the scope of the research were examined, it was seen that they had the most difficulty in asking questions and active citizenship while preparing the plan. As a result of this research, it was understood that the beliefs of the pre-service teachers about the ideal classroom environment, their concerns about preparing students for national exams, the school climate in which they had teaching experience, and the emotions they experienced during inquiry-based teaching also affected this process. Finally, it has been concluded that teaching practices have a great impact on the change and development of pre-service teachers' beliefs, and suggestions regarding this area are presented. Finally, it has been concluded that teaching practices have a great impact on the change and development of pre-service teachers' beliefs, and suggestions regarding this area are presented.

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