A Comparative Analysis of the Social Studies Curriculum and the Undergraduate Teacher Training Program in Terms of Lifelong Learning Competencies and Basic Skills

Abstract

This research aims to comparatively examine the social studies course curriculum and the teacher training undergraduate program apropos of lifelong learning competencies and basic skills. Document analysis method was utilized in the research process. Descriptive and content analysis were adopted with a view to analyzing the research data. The findings were first classified and then presented with the help of tables. During the research process, sample codings were made by the researcher and two different evaluators, and these codings were later compared. As a result of the research, it was determined that all lifelong learning competencies were included in the social studies course curriculum. When it comes to foreign languages, communication and digital competencies they were adequately included. The social studies teacher training program results were also found to have similar qualities. When the results of basic skills were examined, it was identified that basic skills were adequately included in both programs.