Abstract:

The purpose of this research is to identify the characteristics of the learning processes of the U.S. teacher training programs by creating a model and revealing the reinforcing practices used in courses on the basis of classroom observations. Research is the type of research methods. In this study, the situation was thoroughly studied and detailed in the real environment. In this study, appropriate and purposeful sampling methods have been used. The research was conducted in the spring semester 2017-2018 with 3 teachers at a faculty in the United States in February, March and April and 36 teachers candidates in the class of these teachers. In the study, the data was collected by the participant observation that corresponds to the nature of the situation study. The data obtained in the study was analyzed through the content analysis of the tubular quality. Research findings have found that the most material use and effective participation is provided while the classroom is managed in the learning process. It appears that in all categories of reinforcements that teachers and classmates give to each other, mostly positive behaviors are reinforced. It is also confirmed by neglecting in negative behaviors. The most commonly used reinforcer is the good reinforcer that the good reinforcer follows. These reinforcers have been shown to be interesting, thankful, false communication, bingo, perfect, definitely, and my favorite reinforcers followed. Research findings can say that the ability of teachers to develop awareness of the reinforcers and effects will increase the quality of teachers candidates.