Özet:

As the world particular teaching methods also in the process of teacher education in Turkey, teaching methods and techniques, instructional technology and material design, etc. lectures are given. These courses are mostly applied in practice. Also, pre-service teachers attend classes in the practice of teaching and participate in classes with the guidance of teachers. When the trainees are thrown into professional life, they transfer their teacher education gains to their courses. The purpose of this research in Turkey in the Ministry of National Education (MEB), depending on the state and working in private educational institutions to determine their preferred teaching methods and practices, and to evaluate their courses in social studies teachers. The sample of the research for this purpose, constitutes the 2018-2019 academic year, serving in various cities of Turkey 631 social studies teacher. Survey method was used in the study. The data of the study were collected with the “Personal Information Form” and the 30-point Likert type “Social Studies Teaching Methods and Practices” scale developed by İlter (2018). The data were analyzed by the reliability test, normality test (Kolmogorov Smirnov), independent sample (t-test), and one-way variance (ANOVA) test. When calculating the effect sizes of the obtained values, Cohen d formula for independent groups t-test; Cohen 𝑓 formula was used for one-way analysis of variance. According to the results of the analysis, the reliability coefficient (Cronbach Alfa) of the scale was .92. The teaching methods and applications preferred by social studies teachers are examined in terms of the dimensions of “Passive learning methods”, “Student-centered applications”, and “Cognitive strategy teaching.” According to the findings of the study; Although the teaching methods and practices preferred by social studies teachers do not differ significantly according to educational status, duty area, weekly course load, and professional seniority variables; gender, graduated faculty, graduated branch, according to the types of school types of duty showed significant differences. The significant differences obtained from the study are as follows; social studies teachers use “Passive learning methods” most in teaching methods and applications. Female social studies teachers use active learning methods such as “Student-centered practices” and “Cognitive strategy teaching” more than male social studies teachers. social studies teachers who are graduates of faculty of arts and science use active teaching methods more than social studies teachers. Social studies teachers working in private education institutions use active teaching methods more than social studies teachers working in public schools.You need to insert an English abstract into this section by taking into account exactly the same format. The abstract should be between 150-200 words.  If your translation does exceed the given limitation, you should arrange your wording to keep within the limits. You need to insert an English abstract into this section by taking into account exactly the same format. The abstract should be between 150-200 words.  If your translation does exceed the given limitation, you should arrange your wording to keep within the limits. 

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