Abstract:

The purpose of this research is to thoroughly examine the views of the fourth-class teachers candidates on the problems they experience in the research project course and to reveal some solutions to overcome these problems. In the context of this goal, the researchers throughout the research "1. What are the views of pre-school teachers candidates on the Research Project course?“2” What are the views of pre-school teachers candidates on the teaching of the Research Project course through distance learning?“Three” What are the problems that pre-school teacher candidates face when choosing the subject for the Research Project lesson?” and “4. What are the suggestions of the pre-school teachers candidates to solve the problems encountered in the Research Project course?" They tried to find answers to their questions. The research was carried out by using the phenomenological design of the research patterns. The work group was selected using the easy-to-access sample technique according to the purpose sampling method. The research group consists of 12 pre-school teachers candidates. Participants are coded in K1, K2, K3, K4... and K12. The data is collected in a semi-configured interview form. The data collected is analyzed by visual analysis method. In this regard, pre-school teaching fourth-class teachers candidates have their views on the research project course; 1. They expressed their emotional thoughts in both positive and negative ways. 2nd The courses have ranked their achievements as a scientific perspective, encouraging active learning, experience in the academic field, permanent learning and practicality. The research project has ranked its views on the teaching of the course through distance learning in the form of failure to get out of the course, communication problems, resource and target audience failure and failure to adapt to the course. The problems they encounter when choosing the subject for the research project course; the original subject, limited resources, group problems, analysis, correct information, literature scan, scope width and field in the subject selection. Finally, the number of participants in the 1st study group, 2nd subject selection, 3rd academic support and turnover, 4. The book read a number of recommendations, such as the time of attendance in the 5th class curriculum. According to the findings, the researchers have found a series of conclusive suggestions that the place of the course in the program should not be in the last class, that the interest of the student in the subject choice should be taken into account, that the work group should be done with as individual as possible or at least persons, that an applied study in the form of pre-class preparation should be practically taught gradually to the students under academic guidance, that the guidance should be made for them to read the resources for the purpose of the course, that the continuity of academic-student communication should be made.

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