Özet:

This study aims to identify the impact of teaching practice on class teacher candidates’ self-qualification resources. The research is the research of the internal mixed patterns in which the single-group predest-sontest pattern is used. During the research period 2013-2014, the Faculty of Education of the Republic University, the Department of Primary Education class teaching program was carried out with the participation of 36 (30 girls, 6 boys) teachers candidates who studied in the last class and continued the teaching application course. As a data collection tool developed by Kieffer and Henson (2000) for teachers, the "Self Qualification Resources Scale" adapted to Turkish by Çapa-Aydın, Uzuntiryaki-Kondakçı, Temli and Tarkın (2013) and the "Self Qualification Resources Interview Form" prepared by the researcher has been used. In the analysis of the quantitative data of the study, the T-Test for Related Groups and Mann Whitney U-Test were used. In the analysis of the quality data obtained from the interview forms, content analysis was made. According to the findings achieved in the study, teaching practice has not been significantly influenced on the social conviction, while the direct experiences, indirect experiences, physiological and emotional conditions of the teacher candidates from self-capacity sources have not been significantly influenced. Teacher candidates' self-qualification sources pre-test final-test scores did not differ according to gender. The teachers’ candidates have found that the teaching practice improves their own skills. Teacher candidates find their receiving guidelines, their direct experiences, the observation of teachers, their support and guidance and their successful experiences effective in developing their self-capacity perceptions. The findings obtained in the study were discussed with other research findings and recommendations were presented.

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