Examination of teaching practice in primary schools during the classroom teacher training process

The aim of this research was to determine the teaching practices in primary schools in the fourth year of the classroom teacher education undergraduate program; teaching- learning process, professional studies and teacher candidate-practice teacher-university lecturer cooperation dimension in line with the views of classroom teacher candidates and practice teachers. The research group of this study in the descriptive survey model consisted of 73 teacher candidates studying in the fourth grade of Bolu Abant Izzet Baysal University Education Faculty Classroom Teacher Education Program and 42 teacher candidates studying in the fourth grade of Düzce University Education Faculty Classroom Teacher Education Program. 33 practice teachers working in primary schools in Bolu province and 16 practice teachers working in primary schools in Düzce province were also included in the research group. In the study, data were collected from a total of 164 people,115 of whom are classroom teacher candidates and 49 practice teachers. The "Teaching Practice Teacher Candidate Survey" and the "Practice Teacher Survey" prepared by the researcher were used to collect the data. Survey forms were converted into online survey via Google forms. The surveys were sent to the e-mails of the participants. Data collection was carried out in the spring term of the 2019-2020 academic year. Percentage and frequency values were used in the analysis of the data. According to the results of the research; it was revealed that more than half of the prospective teachers found the teaching practice, which was done for 12 weeks in two terms, insufficient and they wanted it to be every term starting from the 3rd grade. It was determined that almost all of the teacher candidates used the Primary Curriculum while planning the lesson. More than half of the candidates prefer Eba the most among the mobile learning applications in their teaching processes. It was determined that practice teachers mostly guide prospective teachers in communicating with students, using tone voice effectively and classroom management. It was found that the biggest problem that negatively affects teacher candidates in the teaching practice process was the KPSS preparation process.