Analyze of entry features of first grade students in education faculty

In this research, it was aimed to analyze the entrance features which are defined as self introduction, language and speech skills, socialization and having hobbies, general culture knowledge and attitudes towards the profession for the freshman students of the Faculty of Education. Furthermore, the relationship between entry features and freshman year first semester academic success was also examined. In this research mixed method was used which is a combination of qualitative and quantitative data. The study group consisted of 45 students selected from among the freshman students of Gaziantep Faculty of Education in 2014-2015 academic year. They were selected based on their LYS exam scores which were grouped as low, medium and high scores. During the research process, face to face interviews with students were conducted and "Attitudes towards Teaching Profession Scale" was applied to the participants. According to the findings of the research, there was not a significant relationship between students' attitudes towards the profession with their central university exam scores. Moreover, there was not a significant relationship between students' language skills and general culture knowledge levels with their central university exam scores. As a result, teacher candidates' attitudes towards profession was found to be high, socialization levels and language skills were decent and their general culture knowledge levels were found to be low. In line with research findings, it can be suggested that the use of central university exam score as the sole criterion in the selection of the Faculty of Education students may prevent the enrollment of well-qualified candidates. Based on research data, it is suggested that oral interviews used in the acceptance of music and physical education teacher candidates can be applied in other branches.