Abstract:

The purpose of this study is to examine the intentions of the classroom teachers for their influence on the professional development of the courses in the class education undergraduate program. In line with this aim, it was requested that classroom teachers use the information they gained from their vocational and field knowledge courses in their undergraduate programs in their professional lives, their opinions about the course processing methods in the program and they were asked to suggest course proposals related to the undergraduate program. The "Case Science" method, which is one of the qualitative research methods, was used in the research. working group of the research working in different provinces in Turkey's Southeastern Anatolia Region and tasks with a maximum of 5 years of experience in 30 (15 male, 15 female) constitute classroom teachers. The research data were obtained by semi-structured and non-directive interview technique. The obtained data are analyzed by two data encoders and the codes and themes are separated. The obtained data was also modeled by the NVivo qualitative data analysis program. As a result of the research, it was determined that the class teachers found that the courses they had taken in the undergraduate program were inadequate and that the methods of the courses were theoretically weighted. It has emerged that class teachers have expressed views on both the positive and negative aspects of the adequacy of the courses of field knowledge. Opinions about vocational knowledge courses are negative. Class teachers have suggested different types and types of courses that they think should be included in the Bachelor's Degree Program. It was found that the reasons for the course proposals they gave were parallel to the problems they lived in predominantly the places where they worked.

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