Özet:

Faculties of education aims to train qualified teachers. Beyond doubt, the training of a qualified teacher will have numerous positive outcomes on the education system. In this regard, this research ceters upon the examination of the classroom management and classroom measurement and evaluation of internship teachers by prospective teachers as observers who have taken both classroom management and classroom measurement and evaluation courses. The present study is a quantitative research with relational survey design. The data were collected from the fourth year students studying in the faculties of education and taking teaching practice courses. Within the scope of the research, a questionnaire contaning demographic data of teacher candidates applied online, classroom measurement and evaluation scale and classroom management competency perception scale were used. The data were analyzed through MARS analysis method. Besides, during the analysis process, classroom measurement and management variables were included as model-dependent variables. For the MARS analysis, the earth package program on the R platform was utilized. The findings showed that the variables that are effective according to the importance levels of the classroom measurement and evaluation and classroom management competency perceptions of prospective teachers are age, classroom management course passing grade, choice of profession again, measurement and evaluation course passing grade and school type. It is understood that the achievements and skills of teacher candidates plays a key role in the perception of both classroom management and classroom measurement and evaluation competencies of teachers. Notably, prospective teachers who are older (22 years old), those with a high course passing grades, those who receive professional guidance before university education and those who willingly chose the teaching profession perceive teachers’ classroom management and classroom measurement and evaluation competencies more strongly.

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