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Journals / EĞİTİM VE İNSANİ BİLİMLER DERGİSİ: TEORİ VE UYGULAMA / 2026 / Cilt: 16 Sayı: 31

Readiness of Social Studies Teacher Candidates for Differentiated Instruction

Sosyal Bilgiler Öğretmen Adaylarının Farklılaştırılmış Öğretime Hazır Olma Durumlarının İncelenmesi

Esra Uçarkuş0000-0001-6786-4805
Pages
113–138
Publication Date
2025-07-16
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

From the analysis of the interview forms and instructional plans, it was concluded that teacher candidates had superficial knowledge of differentiation and held misconceptions about it.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study aimed to investigate the readiness of social studies teacher candidates for differentiated instruction.
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Key Findings & Data:In this context, the teacher candidates' ability to prepare differentiated instruction plans and their thoughts on differentiated instruction were examined using qualitative research methods.
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Conclusion & Impact:From the analysis of the interview forms and instructional plans, it was concluded that teacher candidates had superficial knowledge of differentiation and held misconceptions about it.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:Farklılaştırılmış öğretim · sosyal bilgiler · öğretmen adayları

Abstract

This study aimed to investigate the readiness of social studies teacher candidates for differentiated instruction. In this context, the teacher candidates' ability to prepare differentiated instruction plans and their thoughts on differentiated instruction were examined using qualitative research methods. The data for the study were collected through a semi-structured instruction plan template and a semi-structured interview form. The instructional plans were analyzed using descriptive analysis, while the interview forms were analyzed using content analysis. The analysis of the instructional plans revealed that social studies teacher candidates lacked the ability to differentiate instruction. The analysis of the interview forms revealed themes related to the first research question, including the necessity of differentiating instruction due to individual differences, misconceptions about differentiated instruction, and the challenges of differentiated instruction. In the scope of the second research question, themes related to applying differentiated instruction according to individual differences, adapting differentiated instruction to circumstances, and misconceptions about differentiated instruction were identified. From the analysis of the interview forms and instructional plans, it was concluded that teacher candidates had superficial knowledge of differentiation and held misconceptions about it. Based on the results of the study, it is suggested that training on differentiation should be provided.

Özet

Bu çalışmada sosyal bilgiler öğretmen adaylarının farklılaştırılmış öğretime hazır olma durumlarının araştırılması amaçlanmıştır. Bu amaç doğrultusunda öğretmen adaylarının farklılaştırılmış öğretim planı hazırlayabilme durumları ve farklılaştırılmış öğretime yönelik düşünceleri nitel araştırma yöntemiyle incelenmiştir. Çalışmanın verileri yarı yapılandırılmış öğretim planı şablonu ve yarı yapılandırılmış görüş formu ile toplanmıştır. Öğretim planları betimsel analiz yöntemi ile görüş formları da içerik analizi metodu ile çözümlenmiştir. Öğretim planlarının analizi sonucunda sosyal bilgiler öğretmen adaylarının farklılaştırma yapabilme yeterliğine sahip olmadıkları tespit edilmiştir. Görüş formlarının analizi sonucunda birinci araştırma sorusu kapsamında bireysel farklılıklar öğretimi farklılaştırmayı gerektirir, farklılaştırılmış öğretime dair yanılgılar ve farklılaştırılmış öğretimin zorlukları temalarına ulaşılmıştır. İkinci araştırma sorusu kapsamında bireysel farklılıklar gereği uygularım, farklılaştırılmış öğretimi koşullara göre uygularım ve farklılaştırılmış öğretime dair yanlış uygulamalar temalarına ulaşılmıştır. Görüş formlarının ve öğretim planlarının analiz sonuçlarından öğretmen adaylarının farklılaştırmaya dair yüzeysel bir bilgiye sahip oldukları ve yanlış inançlarının olduğu tespit edilmiştir. Çalışmanın sonuçlarından hareketle farklılaştırmaya dair eğitimlerin verilmesi önerilmiştir.

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Cite This Article

Uçarkuş, E. (2025). Readiness of Social Studies Teacher Candidates for Differentiated Instruction. EĞİTİM VE İNSANİ BİLİMLER DERGİSİ: TEORİ VE UYGULAMA, Cilt: 16 Sayı: 31, 113–138. https://doi.org/10.58689/eibd.1638799

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