The main aim of this study is to determine the teaching-learning conception of social studies teachers. This study has been designed as a case study from qualitative research methods. The interview technique was used as a data collection tool. The data collected using the semi-structured interview form were analyzed with the content analysis method. The teaching-learning conceptions of the social studies teachers who participated in the study were examined in the dimensions of teaching, learning, evaluation, and professional development. In learning and professional development dimensions teaching-learning conceptions of participant social studies teachers are constructivist conception yet in the assessment dimension they adopt traditional conception in aspects of deciding what to teach, understanding that learning is happening, understanding whether the students learned the subject or not. It is seen that social studies teachers adopt the constructivist conception, however, they do not apply this conception sufficiently in the teaching process.

Social studies teacher, teaching-learning conception, constructivist conception, traditional conception