Abstract:

In this research, it is aimed that preservice teachers studying in primary school teaching program evaluate primary school teaching undergraduate program constituted in 2006. This research is a descriptive study and descriptive survey model has been used. 88 prospective teachers who studied in 2014-2015 spring term as final year undergraduate students at the department of primary school teaching in the Faculty of Education, Kafkas University and participated in the research voluntarily has constituted the target population of the study. The research data was collected by interview and standardized open-ended interview out of interview types was preferred. Descriptive analysis approach was used in the analysis of interviews conducted in accordance with the aim of the study. In this study, interview questions addressed to prospective teachers were determined as theme of the research and sub-theme codes were built according to responses. Sub-theme codes were put into code separately by both researchers conducting the reserach and a concensus was reached for data analysis by comparing these acquired independent codes. For the determination of coding reliability of the research, Reliability= Consensus/ Consensus+ Dissensus formula was used and reliability level was ascertained as %93. It has been identified after this research that %56,9 of prospective teachers’, participating in this study, content of branch and branch training lessons is not sufficient for cognitive equipments that a classroom teacher needs to have, %72,7 of whose content of professional teaching knowledge lessons is not sufficient for the solution of pedagogic problems that a classroom teacher confront in practice, %75 of whose lessons’ theory and application significance is insufficient and %60,2 of whose course contents do not contribute to development of high-level thinking skills. Also, it has been determined that %54,5 of prospective teachers express an opinion that content of general culture courses contribute to development of classroom teacher’s communication skills.

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