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This is a Quantitative Study study.

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

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Survey analysis reveals views of pre-service teachers on course functionality in accredited vs non-accredited programs.

No significant difference was found in functionality perceptions between accredited and non-accredited universities.
A total of 421 pre-service teachers participated from 11 universities, 6 of which were accredited.
The study used a survey model with SPSS software for data analysis, employing percentage and frequency measures.
The findings suggest that pre-service teachers felt adequately prepared for the Teaching Practice course.

Kaya et al. (2025) studied this question.

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