Özet:

The primary aim of this study is to examine the effect of preschool teacher candidates' pedagogical beliefs and their pedagogical content knowledge on their teaching practices. a total of 109 preschool teacher candidates studying at a foundation university in Istanbul participated in the study. The data in the research conducted through sequential transformational mixed method, have been collected through the Lesson Plan Structuring Form (LPSF), the Pedagogical Belief Systems Scale (PBSS), and the Pedagogical Content Knowledge Evaluation Form (PCKEF). The teaching practices of the participants have been evaluated with the help of the Reform-Based Observation Rubric (RBOR). Qualitative data collected through LPSF and PCKEF were evaluated and quantified with the help of analytical rubrics. After that, descriptive statistics, normality tests, Mann Whitney-U test, and Multiple Linear Regression analysis were performed on the quantitative data. The results showed that preschool teacher candidates' lesson plans and teaching practices were in line with reform-based qualifications. In addition, the participants both have child-centered pedagogical beliefs and have a high level of pedagogical content knowledge. Finally, it is determined that the predictor variables predict the quality of teaching practices. These results are discussed on the basis of the literature and essential suggestions are given in this direction.

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