SOSYAL BİLGİLER ÖĞRETMEN ADAYLARININ ‘OKUL DENEYİMİ’ VE ‘ÖĞRETMENLİK UYGULAMASI’ DERSLERİNE YÖNELİK GÖRÜŞ VE DEĞERLENDİRMELERİ
SOCIAL STUDIES TEACHER CANDIDATES’ THOUGHTS ABOUT AND EVALUATIONS OF ‘SCHOOL EXPERIENCE’ AND ‘TEACHING PRACTICUM’ COURSES

Summary/Abstract: This study has been undertaken to document social studies teacher candidates’ evaluations of ‘School Experience’ and ‘Teaching Practicum’ courses. The study is based on qualitative research design. Purposeful sampling method has been used to select the research participants. A semi-structured interview protocol has been employed to gather data. The collected data have been analyzed via the techniques of inductive descriptive analysis. The study results reveal that the participants judge ‘School Experience’ and ‘Teaching Practicum’ courses as beneficial on the grounds that these courses help them put their theoretical knowledge into practice, gain first-hand experiences as to profession, promote their teaching skills, and construct a more realistic view of what teaching means as a profession. From the participants’ perspectives, practical courses help teacher candidates gain insight into real school contexts, understand the skills of the profession, see their shortcomings or weaknesses in teaching, and do self evaluation. The participants have also made some criticisms as to the place of these courses in the undergraduate program and their implementation processes in the school. According to their views, since teacher candidates prepare for KPSS in their final year they neglect ‘School Experience’ and ‘Teaching Practicum’ courses. The study results show that KPSS is instrumental in leading teacher candidates to develop a distorted view of teaching and profession as well. Some teacher candidates embody the conception of teaching according to KPSS rather than pedagogical principals. The participants have made unfavorable comments on the physical condition and technical capabilities of the schools, teachers’ approaches to teaching, and school administrators’ attitudes. The participants’ suggestions about how to make these courses more efficient and useful for teacher candidates have been also explained.

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