Abstract:

In the undergraduate programs implemented in Turkey, there are two types of courses: compulsories electives. Elective courses are included in the programs in order to support the interdisciplinary approach and to raise individuals who can improve themselves and solve problems. Social studies teacher candidates have to take standardized tests in order to be employed in their schools. This reality may also affect the strategies that teacher candidates apply when choosing elective courses. Therefore, in this study, it is aimed to determine the social studies teacher candidates’ strategies in the elective course preferences and to discuss the emerging pattern with social cognitive, reasoned action and planned behavior theories. The study was carried out in accordance with the phenomenology design, and interviews and focus group interviews were conducted with the participants who preferred elective courses at least ten times before. In the analysis of the data, the inductive approach was preferred and content analysis was used. As a result of the analysis of the data, the categories were combined under the headings of selection strategy, the purpose of elective courses and the effect of KPSS on course preference strategies. In addition, based on the themes and participant expressions, the patterns that the participants followed during their choice of elective courses were also determined. Based on the research findings, it was understood that pre-service teachers developed strategies for the purpose of passing the course effortlessly and easily, not for the purpose of contributing to their personal development or gaining an interdisciplinary approach.

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