Abstract:

In this study, the aim is to reveal the opinions of teachers candidates on the learning environment at the university. In this regard, the opinion of 20 teachers candidates who studied in the Computer and Teaching Technologies Education Department was requested. The opinions of the teacher candidates were analyzed using the content analysis method. The results of the analysis found that the participants’ answers were gathered under 4 categories, including “class processing, teaching attitude, interaction and cooperation, physical environment”. The course processing theme covers 4 sub-themes, including "compatibility with the purpose of the course, distance from annoyance, encouraging student participation and adaptation to individual differences". Under the theme of the teaching attitude there are 3 sub-themes, including "doing pressure on the class, being intimate and ensuring discipline". Under the theme "Interaction and Cooperation" are defined 3 sub-themes, including "learning-learning, learning-learning and non-school cooperation". Under the theme of the physical environment, 6 subthemes are defined, including "individual number, structural characteristics of the space, class order and material, environmental noise, cleaning and access to information". As a result, it has been determined that the factor on which students give more responses in the category of physical environment, at least, is their teaching attitudes. It is also revealed that participants’ expectations from the learning environment in the university are matched with structural understanding. In the organization of the learning environment in the universities, it is believed that the views and expectations of the teacher candidates are important and that this study will be a guide in the organization of the different dimensions of the learning environment in the university.

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