Evaluation of Social Studies teachers in terms of their ability to make daily lesson plans
DOI:
https://doi.org/10.22633/rpge.v30iesp2.21383Keywords:
Social Studies, Teacher skills, Daily lesson plan, SufficiencyAbstract
This study evaluates the competence of Social Studies teachers in preparing daily lesson plans. Grounded in discussions on instructional planning as a core dimension of teaching practice, the research used qualitative document analysis. Daily lesson plans prepared by 25 Social Studies teachers working in a metropolitan province in Eastern Anatolia, Turkey, were examined through content and descriptive analysis with the support of the Social Studies Daily Lesson Plan Evaluation Form. The findings indicate that teachers generally included basic components such as course title, learning outcomes, instructional activities, materials, and assessment. However, values and skills, curriculum alignment, methodological diversity, visual materials, feedback, and end-of-lesson evaluation were insufficiently addressed. The study concludes that, although teachers are familiar with the general structure of lesson plans, further professional development is needed to strengthen coherence, pedagogical detail, and the functional use of planning in classroom practice.
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