Determining the Effect of Accreditation Status on the Functionality of the Teaching Practice Course (Example of a Social Studies Teacher Education Program)

Today, teacher training is taken into consideration in determining the quality standards of education. For this purpose, accreditation studies are carried out to increase the quality and ensure its continuity. In the accreditation studies of a teaching program, one of the most important issues is teaching practice. In this framework, the aim of this study is to evaluate the views of pre-service teachers studying in the last year of Social Studies Teacher Education programs of accredited and non-accredited universities on the functionality of the Teaching Practice course., it is aimed to reveal the effect of accreditation status on the functionality of the Teaching Practice course. The sample of the study consists of 421 pre-service teachers studying in the Social Studies Teacher Education program in 11 universities, 6 of which were accredited, in the Spring semester of the 2023-2024 Academic Year. Survey model, , was adopted in the study. As a data collection tool, the measurement tool developed by Kasap (2015) was used. SPSS 20.0 was used to analyze the data. Percentage, frequency, Mann-Whitney U Test were used in the analysis., it was found that pre-service teachers considered themselves adequate in the context of the Teaching Practice course and there was no significant difference between the accreditation status and the views on the functionality of the Teaching Practice.