Evaluation of primary education teacher candidates' consturctivist learning beliefs and preparedness to teach with regard to several variables

Purpose of this study was to examine teacher candidates' constructivist learning beliefs and their preparedness to teach with regard to variables of sex, class level and university. Mixed methods are used in this study. Sample of this research were 3rd and 4th class primary education students in 2017-2018 academic year from Fırat, Erciyes, Cumhuriyet and Nevşehir Hacı Bektaş Veli Universities. In this study, triangulation design a mixed model, in which both qualitative and quantitative methods, was used together. In quantitative dimension of this study, "Preparedness to Teach Scale" and "Constructivist Learning Belief Scale" which were carried on 410 teacher candidates chosen as data collection tools. In qualitative dimension of the study, "Constructivist Learning and Preparedness to Teach Interview Form" (composed of 12 quesions) was used. Data collected from these forms were analysed by SPSS 22.0 and QSR N-VIVO 12 programs. In quantitative dimension of the study, it was examined that teacher candidates' constructive learning belief level is "high". In qualitative dimension, it was found that they focus on setting goals, creating learning environment, choosing methods and technics and determining the test status appropriate for constructivist learning. It is also seen that they use appropriate methods and technics for evaluating students' prior knowledge, executing the education process, determining students understanding levels and it is found that they pay attention to process evaluaiton.