Özet:

Pre-vocational education received by the teachers affects the quality of their practices. Teacher candidates, who received sample practices in the undergraduate education in terms of effective teaching skills, encounter teaching planning, establishing positive communication with the families and students, classroom management, providing teaching effectively, making evaluations taking individual differences into account skills. Besides, effective cooperation between the faculty, school, teacher candidate, and classroom teacher in the institutions where the teacher candidates do practices and observations during their undergraduate education is significant. The study, designed with focus group discussion method in qualitative research method, examines the perception of teacher candidates regarding their cooperation experiences. The study, conducted with 10 teacher candidates in the fall term of the 2019-2020 academic year, was based on the experiences of the participants in effective teaching skills and cooperation concepts regarding the education of the students with special needs in the classrooms where they do practices. The data obtained from the focus group discussion were analyzed with descriptive analysis and turned into findings in “Opinions about the Program, about Professional development, about Faculty-school cooperation, about Qualified personnel” themes. The participants emphasized the fact that diversity must be provided in the school type and level to practice, and the significance of practice teacher training.

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