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Öğretmenlik uygulaması dersi, öğretmen yetiştirme sürecinin önemli bir parçasıdır. Süreç, başta uygulama öğrencileri ve öğretmenleri olmak üzere farklı kurumların işbirliği esası ile yürütülmektedir. Bu araştırma, uygulama sürecine dair öğrenci ve öğretmenlerin görüşlerini ortaya koymayı amaçlamaktadır. 2018-2019 öğretim yılında Ankara Üniversitesi İlahiyat Fakültesinde öğretmenlik uygulaması sürecine 248 öğrenci ve 62 uygulama öğretmeni katılmıştır. Araştırmanın çalışma grubu, bu öğrenci ve öğretmenler arasından gönüllülük ve maksimum çeşitlilik esasına dayalı olarak seçilen 31 öğrenci ve 13 öğretmenden oluşmuştur. Çalışma grubu ile uygulama öncesi ve sonrasında görüşmeler yapılmıştır. Araştırma sonuçları İlahiyat son sınıf öğrenci ve uygulama öğretmenlerinin, uygulama öncesindeki beklentilerinin iyi iletişim kurma, teorik bilgilerin pratikte kullanımına imkan sunulması, eleştiri ve değerlendirmelere açık olma, sorumlulukların yerine getirilmesi hususları üzerinde yoğunlaştığını göstermektedir. Uygulama sonucunda, beklentilerin karşılıklı olarak büyük oranda gerçekleştiği, sürecin öğrenciler kadar öğretmenler tarafından da verimli bir öğrenme ortamı olarak değerlendirildiği görülmüştür. İyi planlanmış, iletişimin bizzat kurulduğu ve tüm paydaşların sürece bizzat katıldığı daha uzun süreli bir uygulamanın gerekliliği vurgulanmıştır.
The teaching practice course is an important part of the teacher’s training process. The process is carried out primarily by the cooperation of different institutions, including students and teachers. This research aims to reveal the opinions of students and teachers about the application process. In the 2018-2019 academic year, 248 students and 62 teachers of practice participated in the teaching practice process at the Faculty of Theology of the University of Ankara. The study’s work group consisted of 31 students and 13 teachers selected based on the essence of volunteering and maximum diversity between these students and teachers. Meetings were held before and after the application with the work group. The results of the research show that the students of the latter class of theology and the teachers of practice are focused on the aspects of communicating their expectations before application, enabling theoretical knowledge to be used in practice, being open to criticism and assessment, and fulfilling responsibilities. As a result of the application, it has been shown that expectations are mutually significantly fulfilled, and that the process is considered by teachers as well as by students as an efficient learning environment. It has been emphasized the need for a well-planned, longer-term application where communication is established personally and where all stakeholders participate personally.
The Teaching Practice course, which offers prospective teachers the opportunity to apply their theoretical knowledge in a real school environment, is an important part of the teacher training process. This course is among the elective pedagogical formation courses lectured in the Faculty of Theology since the 2017-2018 academic year, lasts for 12 weeks in the 8th semester of the last period. The research aims to identify students’ and teachers’ expectations, problems, and suggestions to their solutions at the end of the teaching practice course at Ankara University, Faculty of Divinity. For this purpose, phenomenological method has been adopted within the scope of qualitative research. In the study, 31 students and 13 teachers have been interviewed in the process who are selected on the basis of voluntarism and maximum variation sampling among 248 students studying in the last year in Ankara University Divinity of Faculty in the 2018-2019 academic year and 62 teachers who are assigned as practice teachers. Separate focus group discussions have been conducted with 6 teachers and 6 students in the study group before and after the practice. Semi-structured interview form has been used in the interviews. The results of the research shows that the expectations of the senior students and teachers before the practice mostly focused on establishing good communication, enabling the use of theoretical knowledge in practice, being open to criticism and evaluations, and fulfilling their responsibilities. As a result of the research, it is seen that the expectations are realized to a great extent, and the process is evaluated as an efficient learning environment by teachers as well as students. As a result, necessity of good communication and cooperation is emphasized; it is stated that a longer term practice is required, in which all stakeholders personally participate and contribute to the process.
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