The investigation of the primary school teacher candidates' competences of the knowledge of mathematics field education

In this study, it is aimed to determine the self-efficacy concerning the field knowledge in Mathematics, the field training knowledge and general vocational education of the pre-service teachers. Teachers that lecture in Turkey and pre-service teachers form the target population of the study. 100 primary school teacher candidates and 42 primary school teachers that work in Elazig and in the different areas of Turkey, 142 people in total, form the sampling of the study. The findings obtained can be summarized in this way. When the self-efficacy concerning the field knowledge and the field training knowledge of the teachers is analyzed, they mostly state as "I'm considerably qualified." However, when their qualification on "Knowing the law regulations and rules about their profession" and "Following the activities about teaching profession" of their self-efficacy concerning the professional general knowledge is analyzed; it is determined that at the rate of (24.3%) and (19.4%) the pre-service teachers go towards "I'm barely qualified." This finding can be paraphrased as the lack of professional experience because of not starting their professional career in the field, not to be informed on professional personal rights and not to make information transfer like seminar, activity, conference about professional development. In regard to the findings obtained from the research conducted, the foundations that train teachers in accordance with the fields that the pre-service teachers think themselves as inadequate based on their perceptions must review their programs. The contents of the lessons that are lectured in the foundations that train teachers must be organized according to the qualifications of a teacher. During their pre-service training, the applications that promote taking part in social and cultural activities, conferences and seminar must be performed. Key Words: The Approach of Constructivism, Field Knowledge in Mathematics, Knowledge of Field Education in Mathematics, Vocational General Knowledge