Özet:

The purpose of this research is to study the attitudes of teachers candidates towards teaching professional courses and their views on critical pedagogics. To this objective; the teaching candidates' "attitudes towards teaching professional courses" and "opinions about critical pedagogics"; their gender, branches, the type of high school they graduate, the mother and father's educational levels, the mother and father's profession, the teacher's profession in preferred order, the classes they are learning, and whether there is a relationship between the teaching candidates' opinions about teaching professional courses and the opinions about critical pedagogics. In the research, a relative scanning model from the visual research types was used. The universe of research; 2017-2018 educational year teachers candidates studying at the MAKU Education Faculty, and the sample; from these teachers candidates, a total of 669 teachers candidates, including 363 third and 306 fourth classes, formed students. As data collection tools; for the personal information of the participants; "Personal Information Form", to determine the attitudes of teachers' candidates towards teaching professional courses, "Teacher's Professional Information Course Scale" and "Teacher's Critical Pedagogy Principles Scale" are also used to determine the views of teachers' candidates on critical pedagogics. The data obtained was analyzed with a computer program and statistical analysis, such as (%) percentage, standard deviation, arithmetic average, K-S value, Mann Whitney-U, Kruskall Wallis-H. As a result of the research; in the attitudes of teachers candidates towards teaching professional knowledge courses, the most positive attitude according to the departments they are learning, the PDR department belongs to the teachers candidates, the most negative attitude belongs to the teachers candidates of the Turkish teaching department. The teachers who see themselves as a democratic person have also found a positive attitude towards teaching professional knowledge classes. The most positive views of the teaching candidates on educational issues have come to the conclusion that the educational system has a conservative view over the course of the day and that the educational policies have a view over the course of the day, that the central exam results in the educational system do not show the student’s success, that the school has a view over the individual and society. When the relationship between the subdimensions of both scales used in the study is studied; the subdimensions of the scale of the teaching professional courses are the subdimensions of the "Teaching field knowledge requirement" and the subdimensions of the critical pedagogical scale of the "School affairs" are the subdimensions of the "Low-level positive relationship", the "Low-level positive relationship in the "Low-level positive relationship in the "Low-level positive relationship in the "Low-level positive relationship in the "Low-level positive relationship in the "Low-level positive relationship in the "Low-level positive relationship in the "Low-level positive relationship in the "Low-level positive relationship in the "Low-level positive relationship in the "Low-level positive relationship in the "Low-level

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