Evaluation of Social Studies Classroom Learning Climate in Colleges of Education from Trainee Teachers' Point of View

Abstract

This paper reports on a study that investigated the type of learning climate that exists in Social Studies classrooms in Colleges of Education from the perspective of trainee teachers. Questionnaires were administered to 231 trainee teachers from three selected Colleges of Education, who completed them using a convenience sampling technique. The quantitative data generated from closed-ended five-point Likert scale items were analyzed using descriptive statistics, specifically means and standard deviations. The study found that Social Studies tutors do not create an effective classroom climate where trainee teachers actively participate. Considering responses from trainee teachers on all 13 items, the mean response was less than 3, indicating that a large majority of respondents perceive their Social Studies classroom climate as unfavorable. Most responses ranged from "Rare" to "Never," highlighting a serious problem with the classroom environment in Social Studies. Based on these findings, it is important that Social Studies tutors create an enabling learning environment to support trainee teachers' active engagement.