An Examination of the effects of enriched and interaction based teaching activities on teaching practice

Teaching practice in Turkey is carried out with the lessons that School Experience and Teaching Practice taught in the last year of the undergraduate education. Radical changes made in 1997 and some amendments in 2007, have regulated the teaching practice and also has increased the duration of the application. In this study, it is aimed to provide an affective dimension with invisible, physical and cognitive features and increase the efficiency of teaching practise to primary education teachers. In this direction, considering the current teaching practice, and a nine weeks program covering 11 additional enriched and interaction based practices were implemented. Study uses a mixed model using both quantitative and qualitative methods and was designed as a case study. The study covers a group consisting of senior students from Faculty of Teacher Education Primay Education program in Usak University (n = 9). In the study, as a source of quantitative data collection, a scale of attitude towards the teaching profession and teacher efficacy scale were used. As a qualitative data collection tools, focus group discussion, interview, lecture-event-video recordings, weekly reports, evaluation reports and lesson observation form developed by the researcher were used. According to the results obtained from the analysis of quantitative data; it was found that enriched and interaction based activities positively contributed attitudes towards the development of the profession and increased efficacy According to the results obtained from the qualitative data; it has been concluded that the model which has been developed, contributed prospective teachers to their belonging to profession, to feel as if they were teachers and to gain responsibility. In addition, the applied activities in terms of prospective teachers contributes the recognition of the learner / student, overcoming the parents phobia to gain the professional aspect of affective characteristics, to build teaching style, to shape perceptions of the evaluation, acquisition of effective teaching skills and acquisition of extraordinary skills of teachers. Keywords: Prospective teachers, teacher training, teaching practice lectures, classroom teaching, enriched model