Abstract:

In this study, which examines the use of the historical novels of the teacher candidates through the curriculum, the ability of the teacher candidates to prepare the curriculum with different sources has also been observed. The study is designed using the situation study design in the framework of the quality research method. In the study, the document examination technique was used. The data obtained was studied using the visual analysis technique. The study included 12 women, 18 men and a total of 30 students. It was used in the 10 historical novels that the teachers candidates read. The data obtained; the historical novels of the teacher candidates often preferred to be used in the teaching of historical subjects in the Social Information course. In the process of linking historical novels to the lesson, they have also used the visual reading technique in addition to individual and group reading techniques. In order to strengthen their reading activities, they participated in creative writing activities (letters, story creation, story completion, poetry, painting, composition). It has also been found that historical novels have influenced the methods and techniques chosen for teaching the achievement of the course. The teachers’ candidates have been quoted from historical novels in the value teaching process but have not used a value teaching method other than the telkin method. Social Information Teachers candidates have also observed errors caused by lack of knowledge of the pedagogical field in their curriculum plans, taking advantage of historical novels. The main reason for this type of lack of skills may be the failure to take part in sufficient practice in the pre-service training. In this context, action research can be carried out to improve the teaching candidates’ skills in the use of resources and materials outside the curriculum.

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