Abstract:

The purpose of this study is to examine the opinions of candidate teachers about the contributions of the sixteen-week classroom observation activities, teacher training practices (internship practice) and the eight-week in-service training (face-to-face training activities) that the candidate teachers involved during candidate teacher training to their teaching practices. The study group of the study is ten teachers who worked as candidate teachers and completed twenty-four-week compliance training during the candidate teacher training in the Kahramanmaraş city center during the 2016-2017 academic year. The research data were collected by interview method. Semi-structured interview form developed by the researchers was used in the interviews and the data were analyzed with descriptive analysis method. As a result of the research, it was found out that the training taken during the candidate teacher training contributed to the teaching practices, and particularly the internship practice helped to gained the experience by candidate teachers in the areas related to teaching, especially classroom management, teaching principles and methods, measurement and evaluation and student-teacher relations. It has been seen that these trainings also provide self-confidence to the candidate teachers, but the teachers have the opinion that the duration of in-service training is too long and should be shortened. At the end of the research it is suggested that the candidate teacher trainings can be continued in the process following the appointment of the candidate teachers and before the candidate teachers independently start teaching in the classes. it is also suggested that the stationary burden can be reduced by making necessary refinements about the many forms required by the candidate teachers during the training period. Additionally, it is suggested that counselor teachers can show a more guidance approach and the intensity and duration of program contents of in-service training activities can be reduced.

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