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Araştırmanın amacı öğretmenlik uygulaması dersine ilişkin okul öncesi öğretmen adaylarının görüşlerinin ortaya konmasıdır. Bu amaç doğrultusunda araştırmada nitel araştırma yöntemlerinden yarı yapılandırılmış görüşme formu kullanılmıştır. Görüşme sorularının kapsam geçerliliğini sağlamak için 3 uzmanın görüşü alınmış ve sorular yeniden düzenlenmiştir. Araştırmanın çalışma grubunu 2018–2019 eğitim öğretim yılında Eskişehir Osmangazi ve Uşak Üniversiteleri Eğitim Fakültesi Okul Öncesi Öğretmenliği son sınıf öğrencilerinden Öğretmenlik Uygulaması I ve Öğretmenlik Uygulaması II derslerini alan 42 öğretmen adayı oluşturmaktadır. Öğretmen adaylarına öğretmenlik uygulaması dersinin sürecini değerlendirecekleri 5 soru ve bu derse yönelik önerilerde bulunacakları bir soru sorulmuştur. Verilerin analizinde betimsel analiz yöntemi kullanılmıştır. Elde edilen veriler doküman haline getirilmiş, temalar ve alt temalar halinde her bir araştırmacı tarafından ayrı ayrı kodlanmıştır. Yapılan kodlamalar karşılaştırılarak uzlaşılmıştır. Veriler katılımcıların doğrudan ifadelerine de yer verilerek yorumlamıştır. Araştırma sonucunda öğretmen adaylarının öğretmenlik uygulaması sürecinde çocuklar açısından kendilerini onlarla en fazla bağ kurabilen ve onların eğitimi üzerinde etkili olarak ifade ettikleri görüldü. Ayrıca, öğretmen adaylarının kendilerini program açısından çoğunlukla başarılı; kişisel özellikleri açısından en çok iletişimi iyi ve mesleğe yönelik kaygı duyan kişiler olarak gördükleri bulgusuna ulaşılmıştır. Öğretmen adayları uygulama yaptıkları okul çalışanlarına yönelik çoğunlukla sorun yaşamadıklarını, en fazla yaşadıkları sorunun ise öğretmenlerin müdahalesi olduğunu ve öğretmenlik uygulaması sonrasında mesleki gelişim açısından çoğunlukla kendilerini yeterli olarak gördükleri belirlendi. Öğretmen adaylarının öğretmenlik uygulaması dersine yönelik 22 farklı öneride bulunduğu görülmüştür. Araştırma sonuçları değerlendirildiğinde, öğretmenlik uygulaması dersinin öğretmen adaylarına önemli katkılarının olduğu, ancak mesleki gelişim açısından yeterli düzeye gelebilmeleri için bu dersin nitelik ve niceliğinin iyileştirilmesi gerektiği söylenebilir.
The aim of the study is to reveal the opinions of the pre-service preschool teachers about the teaching practice course. For this purpose, semi-structured interview form, one of the qualitative research methods, was used in the study. In order to ensure the content validity of the interview questions, the opinions of 3 experts were received and the questions were rearranged. The study group consists of 42 pre-service teachers who took the Teaching Practice I and Teaching Practice II courses from the pre-school teachers of EskişehirOsmangazi and Uşak University Faculty of Education in 2018-2019 academic year. Pre-service teachers were asked 5 questions to evaluate the process of teaching practice and a question to bring forward suggestions for this course. Descriptive analysis method was used for data analysis. The data obtained were documented and coded separately by each researcher as themes and sub-themes. The encodings were compared bring forward and compromise was reached. The data was interpreted by including the direct statements of the participants. As a result of the research, it was found that the pre-service teachers perceived themselves as those who had the most connection with children and influenced their education during the teaching process from the point of children, mostly as successful with regard to the program, the ones who are good in communicating mostly but who are concerned about the professionfrom the point of personal characteristics. In addition, it was found that they did not have considerable problems for the school employees but the problem they experienced most was the intervention of the teachers and after teaching, it was found that they consider themselves proficient in terms of professional development. It was seen that the pre-service teachers brought forward 22 different suggestions for the teaching practice course. When the results of the research are evaluated, it can be said that the teaching practice course has important contributions to the prospective teachers, but it is necessary to improve the quality and quantity of this course in order for them to reach a sufficient level in terms of professional development.
The aim of the study is to reveal the opinions of the pre-service preschool teachers about the teaching practice course. For this purpose, semi-structured interview form, one of the qualitative research methods, was used in the study. In order to ensure the content validity of the interview questions, the opinions of 3 experts were received and the questions were rearranged. The study group consists of 42 pre-service teachers who took the Teaching Practice I and Teaching Practice II courses from the preschool teachers of EskişehirOsmangazi and Uşak University Faculty of Education in 2018-2019 academic year. Pre-service teachers were asked 5 questions to evaluate the process of teaching practice and a question to bring forward suggestions for this course. Descriptive analysis method was used for data analysis. The data obtained were documented and coded separately by each researcher as themes and sub-themes. The encodings were compared bring forward and compromise was reached. The data was interpreted by including the direct statements of the participants. As a result of the research, it was found that the pre-service teachers perceived themselves as the ones who had the most connection with children and influenced their education during the teaching process from the point of children, mostly as successful with regard to the program, the ones who are good at communicating mostly but who are concerned about the professionfrom the point of personal characteristics. In addition, it was found that they did not have considerable problems for the school employees but the problem they experienced most was theintervention of the teachers and after teaching, it was found that they consider themselves proficient in terms of professional development. It was seen that the pre-service teachers brought forward 22 different suggestions for the teaching practice course. When the results of the research are evaluated, it can be said that the teaching practice course has important contributions to the prospective teachers, but it is necessary to improve the quality and quantity of this course in order for them to reach a sufficient level in terms of professional development.
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