Okul Öncesi Öğretmen Adaylarının ve Uygulama Öğretmenlerinin Öğretmenlik Uygulaması Dersine İlişkin Görüşlerinin İncelenmesi

This study intended to examine the views of pre-service and in-service early childhood teachers regarding Practice Teaching coursework. A phenomenological study utilizing qualitative research methods was conducted with 41 pre-service and 31 in-service early childhood teachers. Data collected through an open-ended feedback form was examined using content analysis. According to the participants, they faced some problems during the practice teaching process, such as disputes between pre-service and in-service teachers or difficulties in classroom management. Participants suggested some solutions for these problems, like ensuring communication between pre-service and in-service teachers and using interesting methods to facilitate classroom management. In the individual responsibilities section, it was mentioned that professors should be included in the process as much as pre-service and in-service teachers. In line with these findings, it is thought that the research will support the development and improvement Practice Teaching courses in teacher training programs.