Özet:

This study aims to examine the views of pre-service social studies teachers about the factors affecting their special field competences. The research adopts a qualitative approach and was conducted in accordance with the principles of scientific ethics. The study group of the research consists of pre-service social studies teachers studying at the faculty of education of a state university located in the Black Sea Region. The study group was determined according to criterion sampling, which is one of the purposeful sampling methods. In the study, in order for the participant students to evaluate their undergraduate education processes well, the condition of being in the graduation process and taking the eighth semester courses was determined as a criterion. According to this criterion, a total of 8 students, 5 female and 3 male, participated in the study. Interview was used as the data collection method in the study. Content analysis was used to analyze the data obtained from the interviews. According to the results of the research; pre-service teachers stated that they were able to gain some special field competences during their undergraduate education, but there were deficiencies in other competences. With the research, the strongest competence area of pre-service teachers was determined as Using Content Knowledge in the Learning-Teaching Process (LTSK). The weakest competence area was determined as Collaborating with School, Family and Community (SCF and CTS). In addition, it was emphasized that the most effective undergraduate courses in gaining special field competencies were applied courses such as teaching practice, special teaching methods and school experience. However, courses such as assessment and evaluation, community service practices and communication were evaluated as ineffective.

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