Özet:

Professional teaching knowledge courses that pre-service teachers take during their undergraduate education are the courses which prepare them to teaching profession and which contribute to their professional development. It is important to evaluate those courses from the aspect of professional development so that the current situation in the courses could be identified and that the process could continue effectively. This study aims to evaluate pre-service teachers’ views on professional teaching knowledge courses from the aspect of their professional development. A single case embedded design, which is one of the qualitative research methods was utilised. The study group was composed of ten pre-service teachers who attended the mathematics and chemistry teaching programmes in a state university and who were chosen in criterion sampling and convenience sampling methods. The research data were collected with the interview form developed by the researchers and were analyzed by content analysis. The participants’ views on professional teaching knowledge courses from the aspect of their professional development were analyzed under five themes labelled as “contributions to teaching knowledge and skills, contributions to communication and relation skills, contributions to understanding individual differences or to discovering potentials, contributions to perspective on education and to understanding of learning-teaching and contributions to individuals’ self-actualising and to making social change possible through education”. Finally, the results were interpreted.

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