@article{2019,title={ANALYZING THE SELF-EFFICACY BELIEFS OF PRE-SERVICE SOCIAL STUDIES TEACHERS ON INCLUSIVE EDUCATION},abstractNode={Nowadays, every individual has the right to take part in an educational system that takes individual differences into consideration. However, the inclusive education practices at schools to deal with the individual differences are still insufficient. In our country it is thought that only the special education teachers should take care of the inclusive education practices but actually, everybody in the society has important duties about this issue. The subject matter teachers are also important shareholders that are supposed to support the inclusive education practices at schools. Among the subject matter teachers, those who are supposed to make great contribution to the inclusive education practices are the social studies teachers whose important aim is “to bring up the individuals who can recognise and adopt individual differences and be respectful to others in our democratic society”. Therefore, the aim of the study was to analyse the self-efficacy beliefs of pre-service social studies teachers on inclusive education. The study group of the research consisted of 76 pre-service Social Studies teachers in their last year at Akdeniz University Faculty of Education in the academic year of 2017-2018. The survey model was used in the research. In order to analyse the self-efficacy levels of the pre-service social studies teachers in the study group on inclusive education, “Teacher Efficacy Scale in Inclusive Education” was used in the research. It was adapted into Turkish by Meral and Bilgiç (2012) from the scale titled “Teacher Efficacy for Inclusion Scale (TEI)”, which was developed by Hollender (2011). In addition, “Teacher Self-Efficacy Scale” was also used in the research. It was adapted into Turkish by Çapa, Çakıroğlu and Sarıkaya (2005) from “Teachers’ Sense of Efficacy Scale (TSES)”, which was developed by Tschannen-Moran and Woolfolk Hoy (2001). According to the results of the research, it was indicated that the inclusion efficacy levels and the teacher self-efficacy levels of the pre-service social studies teachers in the study group were at a medium level, that there was no difference in their inclusion efficacy levels based on the variables and that no significant correlation was discovered between teacher efficacy on inclusion and teacher self-efficacy. Thus, it would be safe to say that the results of this research show the fact that the study group was not able to adequately benefit from the course of Special Education provided during the undergraduate program.},author={Nadire Emel AKHAN-Rahime Canan ATEŞ},year={2019},journal={Turkish Studies-Educational Sciences}}