The effect of how the school experience course reflects theteaching profession according to social studies teachercandidates

The purpose of this study is to determine how the school experience course reflects the teaching profession, according to the opinions of the social studies teachers candidates. The study was carried out in the 2016-2017 academic year with the fourth grade students who attended Amasya University Faculty of Education Social Sciences Teaching Department. Participants, 6 female and 10 male constitute a total of 16 teacher candidates, were selected from the Social Studies Teaching Department of Amasya University in the fall semester of 2016-2017. In the study, case study method was used from qualitative research designs. Interview technique was used as data collection tool. Descriptive analysis was performed in the study. In the study, the answers obtained from the interviews were themed and interpreted on the way out of the results. In addition, the findings were supported by activity reports of teacher candidates. In the study, prospective teachers generally stated that they had recognized and understood the school experience and the teaching profession and had gained professional experience. In addition, prospective teachers have witnessed teachers who continue to interact with the student, who are using student-centered courses, technology, and on-going schooling. Teacher candidates who have witnessed these situations have said that their perspective on the teaching profession has changed and they will also try to have these qualities. As a result, according to the opinions of the teacher candidates participating in the research, it is seen that the school experience lesson is important and more comprehensive and realistic experiences are obtained about the teaching profession. In addition, it was emphasized that the number of hours should be increased and spread over periods. It is thought that it would be more beneficial to increase the effectiveness of the school experience lesson by increasing the efficiency of the teacher education. Key Words: School Experience, Teacher Candidates, Teacher Profession