Perceptions and opinions of primary school teacher candidates on their competencies to choose teaching techniques

In this research, it was aimed to investigate the perceptions and opinions of prospective classroom teachers about their competence to choose teaching techniques. In the research, mixed research model was used. Descriptive sequential design was used from the mixed research designs. In the research, first quantitative data were collected and then qualitative data were collected. The universe of the research is composed of 227 candidate teachers from the 2nd, 3rd and 4th grades of 2018-2019, Fırat University, Faculty of Education, Classroom Teaching Department. The sample in the quantitative step of the research were included total of 176 candidate teachers who has taken the class of "Teaching Principles and Methods" from the 2nd, 3rd and 4th grades of the Faculty of Education in Firat University, 2018-2019 academic year. The sample of the qualitative step of the study consisted of 24 candidate teachers selected from these candidate teachers. In the study, firstly, "Perception Scale Regarding the Competence of Teacher Candidates to Choose Teaching Techniques", developed by Durdukoca, Yardımcıel, Beşeren and Özbek (2017), was applied. In the qualitative part of the study, semi-structured interview form was used. In the analysis of scale data; skewness, kurtosis value, standard error, mean (x), standard deviation (ss), frequency, percentage distributions, independent group t test and Single factor ANOVA were used. In the analysis of interview data, content analysis was conducted. According to the findings of the research; According to gender, grade point average and grade level variable, there was no significant difference between the candidate teachers' ability to choose teaching techniques. According to the findings obtained from the semi-structured interview, it was determined that candidate teachers paid maximum attention to student characteristics and their own competencies, environmental conditions and teaching process themes, respectively. The most preferred techniques for effective classroom management by classroom teacher candidates are; brainstorming, question and answer, six-hat thinking technique, educational game and station techniques. Emphasis has been placed on providing the most active participation code in relation to these reasons. The most preferred techniques for candidate primary school teachers are to attract students; role-playing, six-hat thinking and station techniques. The most active participation code is emphasized in relation to the reason of these. The candidate primary school teachers stated that not every technique can be applied in terms of the application of different techniques, considering the environmental conditions in the institution they will work. They stated that this was mostly due to village schools, combined classes and environmental conditions. Most of the candidate primary school teachers stated that they would not give up an effective technique for the cost and would benefit from their own opportunities and volunteers at the most. The candidate primary school teachers stated the factors that would limit themselves when using the techniques in the teaching process. The main factor is the student parent and the school administration. Candidate teachers' theoretical knowledge about method-techniques can be transformed into practice through Teaching Practice courses and their thoughts about techniques can be improved.