Özet:

Within the scope of this study, it is aimed to explain how teacher education programs are experienced from the perspective of teacher candidates. The data of the study, which was designed as a case study, were collected through semi-structured interviews and document analysis conducted with 44 teacher candidates who received education based on teacher training programs implemented in 1997, 2006 and 2018. As a result of the study, it was found that similar problems were experienced in the implementation of three different programs. Among these problems were conducting the courses theoretically and including relatively little place for practice, ineffectiveness of the methods-techniques used in the courses, crowded classrooms, and inability to associate the courses with the specific field. On the other hand, it was seen that positive opinions about the teaching profession courses increased and that the positive and supportive attitudes of the instructors were especially effective for the lessons to be considered important. Professional knowledge courses are the courses that are expected to make the candidates acquire knowledge and skills about the teaching profession and gain positive attitudes and values as well. In this respect, it is thought that taking into account the experiences and expectations of teacher candidates in the arrangements for the learning-teaching process of the courses will increase the quality and function of the courses.

Anahtar Kelimeler: