The relationship between teaching practice courses and the self-efficacy perceptions of in-service social studies teachers and social studies teacher candidates

The aim of this research is to examine the relationship between the Teaching Practice course and the self-efficacy perceptions of social studies teachers and teacher candidates. This study, conducted based on the quantitative research method, utilized a Personal Information Form to determine participants' demographic characteristics and the Teacher Self-Efficacy Scale to measure their self-efficacy perceptions. The study investigated whether there were significant differences in self-efficacy perceptions among in-service teachers who had completed the Teaching Practice course, fourth-year teacher candidates currently taking the course, and first-, second-, and third-year teacher candidates who had not yet taken the course. The differentiation of self-efficacy perceptions according to the gender variable was also evaluated. According to the research findings, the self-efficacy perceptions of in-service teachers who had completed the Teaching Practice course were higher than those of teacher candidates who had not yet taken the course, and were at a similar level to those of fourth-year teacher candidates. In terms of the gender variable, no significant differences were found in self-efficacy perceptions among either in-service teachers or teacher candidates. The results indicate that the Teaching Practice course plays a critical role in the professional development of teacher candidates and that the quality of this course needs to be enhanced. Furthermore, implementing the course in the early stages of the teacher education program and supporting it through structured mentorship will be one of the key steps in strengthening teacher candidates' self-efficacy perceptions.