Özet:

The aim of the study is to examine the use of experienced teachers’ practices in pre-service education according to the views of classroom pre-service teachers. The research was designed as a phenomenological pattern. In the research, semi-structured interview technique was used as data collection tool. The data obtained from the interviews were analyzed with content analysis. The study group was chosen according to the criterion sampling technique. The study group of the research consists of 12 primary school pre-service teachers who take the Alternative Education Practices Course in the classroom teaching department of education faculty at Siirt University. The findings of the study reveal that it is beneficial for experienced teachers to share their practices with pre-service teachers in pre-service education. According to the results of the study, the pre-service teachers consider it as pleasing, encouraging and educative that experienced teachers who have worked in villages share their practices with prospective teachers. The practices shared by experienced teachers develop pre-service teachers, raise their awareness and contribute to their motivation. However, the same practices cause some prospective teachers to worry. Pre-service teachers are influenced by the practices of experienced teachers who have worked in villages related to education, school and parents. In order for prospective teachers to be better prepared to teach in villages, it can be ensured that they interact with teachers who have experience of working in villages in at least one lesson in pre-service education.

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