Self-efficacy is one of the important concepts of the social cognitive theory, and can be defined as individual's perception of his or her own capabilities for organizing and successfully executing the courses of action required to attain designated types of performance. Teachers with high self-efficacy perception can contribute to creation of a more efficient education and teaching life compared to those with low level of self-efficacy perception. Although the self-efficacy perception of teachers is important for each individual course, it has a distinct importance in courses such as history, where problems are experienced in achieving student motivation. Based on this fact, the aim of this study is to determine the self-efficacy perceptions of the prospective social studies teachers in relation to history teaching. To this end, an answer is sought for the following question: What are the self-efficacy perceptions of the prospective social studies teachers in terms of history knowledge, selection and application of strategy, method and technique, material design and use, in-class communication and classroom management, effective measurement and evaluation applications in relation to history teaching? The mixed approach within the scope of survey method was used in the study. Self-efficacy determination questionnaire form developed by the researchers was used in collection of data. The questionnaire form consisted of two sections. The first section was of Likert-type consisting of 26 questions, and the second section was composed of 5 open-ended questions. The population of the study consisted of students studying at the Faculties of Education providing social studies education in Turkey, and the sample consisted of senior students selected randomly from among the population at the social studies teaching departments of six universities. The SPSS 15.0 software package was used in analysis of the first section of the questionnaire used as data-collection tool, and the descriptive analysis technique for the analysis of the second section. According to the results of the study, it can be stated that the prospective social studies teachers' self-efficacy perceptions in relation to history teaching are high. (Contains 6 tables.)

Descriptors: Classroom Techniques, Self Efficacy, Questionnaires, Foreign Countries, Epistemology, Social Studies, Teaching Methods, History Instruction, Preservice Teachers, Student Motivation, Pedagogical Content Knowledge, Knowledge Base for Teaching, Educational Strategies, Instructional Materials, Material Development, Teacher Student Relationship, Educational Assessment, Likert Scales, Teacher Attitudes, Teacher Education