Abstract:

In order for learners to achieve the achievements of curriculum, they need not only the education that takes place in these education levels, but also out-of-school education. Therefore, it is important that teachers, and teacher candidates have sufficient knowledge and skill about out-of-school education. The aim of this study is to determine the views and efficacy perceptions of pre-school and primary school teacher candidates about out-of-school learning environments and activities. The research is a descriptive study. The study group consists of 214 teacher candidates. The data were collected using a questionnaire developed by the researcher. Descriptive analysis was used in the analysis of quantitative data, and descriptive method was used in the analysis of qualitative data. As a result of the research, the following information was obtained: teacher candidates believe in the importance of out-of-school education, they think that learners make positive contributions to the learning process. The participant teacher candidates have sufficient knowledge about out-of-school learning environments and generally have a high level of efficacy perception in conducting out-of-school learning activities. However, while planning, implementing and evaluating these activities, they have low perceptions of efficacy in managing time, providing discipline, and evaluating student success, and they need training on these issues. In order to meet the identified educational needs of teacher candidates, it is recommended that they receive practical training on out-of-school learning activities while their education-teaching process continues, and that case studies are created by improving their problem-solving skills in the face of the problems to be encountered.

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