Akademik Veri Yönetim Sistemi
International Online Journal of Educational Sciences(iojes), cilt.9, sa.1, ss.91-100, 2017 (Hakemli Dergi)
All education systems need qualified teachers who have high knowledge and skills to gain them
operability and character traits that are compatible with the profession. The aim of “Teaching and
School Practicum” in Turkey is to employ this opportunity. While the professional compatibility of
the teacher candidate students are being constituted with the Teaching and School Practicum classes,
their professional development is endeavoured to be ensured. In this study, what classroom
management skills and teaching strategies are, the attitudes of practicum teachers towards teacher
candidates, and the contribution of school practicum to the development of teacher candidates in
terms of teacher qualifications are elaborately discussed. Mixed methods have been used in the
study. Although the main research question has been investigated in a quantitative fashion,
phenomenology from qualitative paradigm has been used for other sub research questions. For this
purpose, convenience sampling, which is a type of purposive sampling, has been used and 41
teacher candidate students, who attend to Teaching and School Practicum internship in two different
high schools in European part of İstanbul, have been determined as the participants. In data
collection process, first literature reviewed and expert opinion was taken to determine the classroom
management skills and teaching strategies for teachers, then data related to the third and fourth sub
questions has been gathered via open ended questions. When the findings were analysed, it was
understood that the classroom management skills, the used teaching strategies of teacher candidate
students and the practicum teachers resembled each other, but the practicum teachers have a lack of
knowledge in both classroom management skills and teaching strategies. The attitudes of school
administration and practicum teachers towards candidate students have been found as positive.
Therefore the opinion that Teaching and School Practicum courses have contributed to their
professional development has been supported