Özet:

Education systems consist of many different dynamics. One of these dynamics is the teacher factor, which is in the middle of this system. A qualified education can only be possible thanks to qualified and well-trained teachers. The last step of teacher training in terms of education faculties and the first step in terms of professional life is undoubtedly the teaching practice course. As a matter of fact, through this course, pre-service teachers gain experience in real educational environments and have the chance to put the theoretical knowledge they have acquired during their undergraduate years into practice. In this study, it is aimed to evaluate the Teaching Practice I-II, which was previously named School Experience and Teaching Practice, together with the Turkish Education Undergraduate Program, which has been put into practice since the 2018-2019 academic year, according to the views of the practice teachers. The research, in which the phenomenological design, one of the qualitative research methods, was used, was carried out with 33 Turkish teachers working in secondary schools affiliated to the Ministry of National Education in Erzurum and Ağrı city centers and actively conducting the teaching practice course. In the study, in which descriptive analysis technique was used in the analysis of the obtained data, four themes were obtained. The themes obtained are: academic development, classroom management, duration and scope of the course, and practical views. As a result of the study, it was concluded that the teaching practice course is a useful course in general, and it contributes to the academic development and classroom management skills of teacher candidates. In addition, the duration and scope of the course are insufficient. Depending on the results, it can be suggested to expand the scope of the teaching practice course, extend the duration of the course, and conduct it in different socio-cultural schools and village schools.

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