Abstract
<p style="text-align:justify">A variety of teacher training system was implemented in Turkey until today. One of these systems is pedagogical formation training. The aim of this study was to determine the strengths and weaknesses of the pedagogical formation training according to the opinions of pre-service teachers and the experiences during the pedagogical formation training, to gather information about whether these experiences contributed to their teaching, and to evaluate the place of the pedagogical formation training in teacher employment in the light of this information. The research was carried out using an interview technique of qualitative analysis methods. The study group comprised of 20 pre-service teachers from different undergraduate programs, and they participated in a 14-weekinternship program at a high school in Ankara during the 2017-2018 academic year as a requirement for a training course. Content analysis method was used for data analysis. As a result of the research, the pre-service teachers stated that they found the internship training in practice schools as useful for future teaching lives, but they did not find the theoretical training given in the classes useful for various reasons. They considered that there are some weak points of the program: the duration of the formation course is short, lessons are late in the evening, classes are crowded, and the teaching staff have negative effects on the students: they are indifferent, and there are almost the same topics in each lesson. This means that they were mostly not satisfied with its overall quality, and so its operability was enough. Like some of the suggestions, it is recommended that duration of the program should be extended to a long period, and the instructors should be selected from those who can give energy to the class, have communication skills, can create discipline in the classroom, and have experience in traditional classroom teaching.</p>
Highlights
The research focused on the weaknesses and strengths of the courses in the pedagogical formation training provided by Faculty of Education and Faculty of Arts and Science, the achievements which pre-service teachers experienced during their student teaching internship, and the reflections of pre-service teachers' knowledge and experience provided by the pedagogical formation training on handling the difficulties in the process of induction into the education system that they might encounter after being appointed as a teacher
According to the findings obtained from these views, some results and suggestions were reached regarding the positive ways in the pedagogical formation training program and the measures to eliminate problems encountered in this pedagogic formation training program
The pre-service teachers mentioned regarding weaknesses of the pedagogical formation training that the theoretical knowledge was very much involved in the contents of the courses they took, there was not much time for teaching practice and they wanted to experience more by seeing the teaching practices, the content of the most of the courses they took was similar, and they were not satisfied with the program in general
Summary
The tools for disseminating information are renewed with new forms. It is the science and art to accumulate new knowledge in various disciplines through ongoing research, inventions, and discoveries. This knowledge results in new important upgrade technology that needs to be learned (Akbasli & Durnali, 2017). In this respect, with constant development in technology and knowledge, it is a fact that the educational bodies in which the teachers take main responsibilities play a very important role in the development and growth of a society. It is the case that new teachers are provided with training to help them achieve right and complete induction skills into the existing education systems
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