An analysis of candi̇date teacher's assessment process

candidate teachers, counselors, school principals, education inspectors / branch managers) involved in the candidate teacher training and evaluation process on the candidate teacher training program evaluation process. In order to determine the study group, purposive sampling method and maximum diversity and criterion sampling techniques were used. In this context, the study group of the study is based on volunteerism, 5 candidate teachers participating in the Candidate Teacher Training Program assigned to Şanlıurfa Province, and 5 advisory teachers, 5 school principals and 5 education supervisors / branch managers who are assigned to provide counseling to prospective teachers. total of 20 participants. The data collection tool of the study was obtained by using the semi-structured interview form, data related to the opinions and suggestions of the study group on the candidate teacher evaluation process. In the analysis of the data obtained from the interview questions, the content analysis method which is one of the qualitative research methods is used. According to the findings of the study and the views of the candidate teacher evaluation process, it is seen that the weaknesses of the process are more than the strengths. It has also emerged that the performance evaluation criteria\model in the process remains in theory (such as filling documents just for formality, Ministry of Education's sample book list or a summary of the film list), but problems in practice (such as the reluctancy and lack of sufficient knowledge of consultants, overload paperwork, lack of time, issues in planning) because of the lack of effectiveness of the training program of candidate teachers.