Özet:

The purpose of this research is to determine the views of teacher candidates on the Double Major Program by the learning process model. While examining the views of teacher candidates with the learning process model, six stages of the model were taken into account such as unaware of the model, awareness, understanding, commitment, practice and reflection. The study group of the research based on the phenomenology design consists of 35 teacher candidates studying at the Faculty of Education in Siirt University. In the study, in which an open-ended questionnaire form was used, the data were analyzed through a qualitative program. Content analysis method was used in the analysis. As a result of the research; It was observed that the participants of the Double Major Program expressed their opinions by using the learning process model stages. It has been concluded that the participants with these views do not have knowledge about the Double Major Program and do not seem willing to learn about the different departments. Afterwards, they stated that their awareness improved when they enrolled in the Double Major Program and they were willing to learn. At the same time, the participants questioned the course contents of other departments with a sense of curiosity and discovery and explained the opportunities provided by the two diplomas. Participants who approached the Double Major Program from a positive point of view, on the other hand, mentioned the negative aspects of the evaluation process. In the last step of the learning process model, they emphasized contributions of self-evaluation in evaluation more. In general, if the results are summarized, the participants do not have the readiness for the Double Major Program at the stage of ignorance of the learning process model. The participants see that there is a diversity due to the course contents in the program at the stage of awareness. The participants approach the program from a multidimensional perspective at the stage of understanding. In the stage of commitment, the participants talk about the difficulties of process and outcome evaluation. During the stage of enactment, they talk about the benefits of being educated in different departments and evaluate themselves on time management. At this stage, especially the participants critically approach the positive and negative aspects of themselves by using their introspective intelligence. At the stage of reflection, the participants refer to the measurement and evaluation possibilities.

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