Abstract:

This study aims to study the academic and ALES (academic staff and postgraduate education entry exam) success points of teachers candidates. For this purpose, it has been studied whether the academic success score of the teachers candidates and the ALES score types differ by gender, whether there is a relationship between the ALES score types and the Bachelor's academic success score and whether the Bachelor's academic success score does not match the ALES score types. Since the teaching candidates are intended to represent academic and ALES success, it has been decided that the best method for this research is the visual scan method. The work group of this research consists of 401 teachers candidates who graduated from the various departments of the Kazim Karabekir Education Faculty of Atatürk University in 2014. According to the sub-problems of the study, the arithmetic average, the t test for independent groups, the Pearson Moments Collapse Correlation Analysis and the simple linear regression analysis were used. According to the data obtained, there is no significant difference between the ALES score types and the gender variable. There has been a significant difference between the graduate academic achievement scores of teachers and the gender variation in favor of the female teachers candidates. It has been determined that the teacher candidates have a positive and meaningful relationship between the verbal weight ALES scores and the bachelor's academic success scores. It has been found that there is no meaningful relationship between the Bachelor’s academic achievement scores and other types of ALES scores (Digital Weight ALES and Equal Weight ALES). It has been determined that the Bachelor’s academic achievement scores of teachers are low in the type of oral weight ALES score. It has been shown that the Bachelor’s academic success scores of teachers are unable to match the types of numerical weight ALES and equal weight ALES scores.

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