Pedagogical Formation Education Research Articles

Vocational Music Education Institutions and Music Teacher Training in Turkey in the 21st Century

In this study, the process of training music teachers working in primary, middle, and high schools affiliated with the Ministry of National Education in Turkey is examined. Within this scope, Higher Education Programs related to Music Education, Pedagogical Formation Education Certificate Program (PFECP) and Student Profile/Quality of Music Education Institutions were investigated to answer three fundamental questions. According to the findings obtained, it has been determined that there is a structure of music education in 16 different faculties with various names, apart from the Music Education program in the Faculty of Education, and students studying in these institutions have the right to be appointed as music teachers by completing the (PFECP). Furthermore, it was determined that the scores of the TYT (Basic Skills Test) determined for admission to 16 different faculties outside the Faculty of Education were very low/insufficient. The education process of the Pedagogical Formation Education Certificate Program does not meet the expected “competencies of the music teaching profession” in training music teachers. In our country, which has a tradition, experience, and accumulation of training music teachers for 100 years, there is a need to re-think and re-imagine the structure and policies of music teacher training in the 21st century. The Ministry of National Education (MONE), the Council of Higher Education (COHE), universities, academicians, civil society organizations, and all stakeholders in music education should take steps to correct the deficiencies, inconsistencies, and contradictions in teacher/music teacher training practices.

Investigation into Pre-service Teachers' Perceptions of Distance Education in the Context of Their Future Profession

The objective of this research is to assess whether the distance education experiences of pre-service teachers currently undergoing higher education differ according to specific variables. These variables relate to the distance education processes instituted following the COVID-19 pandemic and the earthquakes that took place in Maraş and Elbistan on February 6, 2023. The study also endeavors to discern the impact of distance education on pre-service teachers' attitudes toward the teaching profession. Employing a mixed methodology, the research engaged a sample of 300 students from varying departments at Kırşehir Ahi Evran University during the 2022–2023 academic year, all of whom were participating in pedagogical formation courses via distance education. The quantitative data for the research was compiled using the "Pre-service Teachers' Perception of Distance Education Scale" developed by Gündüz (2013). Additionally, qualitative data was gathered from 50 volunteer pre-service teacher students engaged in pedagogical formation education using a semi-structured interview form designed by the researcher. An analysis of pre-service teachers' attitudes toward distance education and their chosen profession was conducted based on data derived from the scale. Quantitative data was processed with SPSS 25, while qualitative data was analyzed via the MAXQDA 2020 program. Quantitative analysis revealed that pre-service teachers' perceptions of distance education did not significantly differ in relation to gender, personal computer ownership, or field of study. However, differences were observed in relation to their internet connection status. Qualitative analysis generated sub-themes under the Distance Education theme, such as the Student in Distance Education and the Features of Distance Education.

Öğretmen Adaylarının Etkili Vatandaşlık Yeterliklerinin İncelenmesi

The aim of this study is to examine the effective citizenship competencies of prospective teachers in terms of various variables. The study is a descriptive study and survey model is used in this context. The study group of the study consists of undergraduate students attending the last year of education faculty and students who continue pedagogical formation education in the 2018-2019 academic year at Inonu University, Adıyaman University and Fırat University. In this context, 584 pedagogical formation students and 293 last year students of education faculties were reached. Effective Citizenship Competence Scale developed by Sağlam (2011) was used to collect quantitative data. This scale is a 5 choices likert type scale consisting of a total of 23 items and includes two sub-dimensions. The first 12 items measure the “Citizenship Values” sub-dimension and the remaining 11 items measure the “Knowledge and Skills of the Citizenship ”sub-dimension. Package program was used to analyse the data obtained from prospective teachers. Frequency (f), percentage (%), t test and One-way ANOVA tests were applied. Comments were made based on the findings of the study. As a result of the analyses, it was differentiated in favour of men according to the gender variable in the “Citizenship Knowledge and Skill” sub-dimension of the mean scores obtained from the prospective teachers' effective citizenship competence scale. As a result of the analyses, it was seen that the average scores of the prospective teachers' scores on effective citizenship competence scale differed in favour of graduated students according to their graduation status in the ”Citizenship Knowledge and Skills” sub-dimension. There was no significant difference for the other independent variables of the study Keywords: Effective Citizenship, Citizenship Qualifications, Citizenship Knowledge, Pedagogic Formation, Teacher Candidates

Evaluation of Professional Commitment Levels of Teacher Candidates

In this study, it is aimed to determine the commitment level of commitment to the teaching profession of teacher candidates enrolled in the 2021-2022 academic year pedagogical formation education certificate program. Moreover, it is also aimed to examine the situations of difference in the levels of commitment to the teaching profession of teacher candidates according to variables such as gender, field (social sciences, natural sciences, health sciences), university, high school, income level, family residence, mother’s/father’s profession, and mother’s/father’s education status. The study was designed according to the survey model. For this reason, data were obtained from a large population. While the population consists of 267 teacher candidates enrolled in the pedagogical formation program in 2022 at a university in the east of Turkey, the sample consists of 216 teacher candidates determined by the simple random sampling method. The data collection tool used in the study is the “Teaching Profession Engagement Scale-TPES”. The study concludes that the professional commitment levels of pre-service teachers registered in the pedagogical formation program were high. Additionally, it is also revealed that the professional commitment of teacher candidates differs according to the variables (field, high school, mother's education level and mother's profession).

The Effect of Pre-service Teachers' Readiness for Online Learning on their Social Anxiety in E-Learning Environments

The purpose of this research is to examine the effect of pre-service teachers' readiness for online learning on their social anxiety in e-learning environments. For this purpose, opinions of 409 students who continue their pedagogical formation education at a university in Turkey were taken, the answers of 369 students were included in the research, and the data of 341 students with standardized scores were analyzed. In the study, readiness for online learning was considered as the independent variable and social anxiety of the pre-service teachers in e-learning environments as the dependent variable, and the data of the dependent and independent variables were obtained from the Online Learning Readiness Scale and the Social Anxiety Scale for E-Learning Environments. In the findings section, correlation analysis was made between the online learning readiness and social anxiety variables in e-learning environments, and then simple linear regression modeling was applied to determine how much the online learning readiness variable had on social anxiety in e-learning environments. As a result of the correlation analysis, a moderate negative significant relationship was found between readiness for online learning and social anxiety in e-learning environments. In addition, with the regression analysis, it was revealed that as the readiness for online learning increased, social anxiety decreased in e-learning environments. As a result, various suggestions were made to other researchers in line with these findings.

An investigation of Prospective Teachers’ Reasons for Preferring Teaching as a Progression: Turkish Context

This study aimed to reveal the reasons for choosing the teaching profession of pedagogical formation education certificate program students and to examine the differences in the reasons for choosing teaching according to gender, place of residence, high school, monthly income of the family, parental education level and order of preference variables. The survey model was used. The universe consisted of approximately 250 pedagogical formation education certificate program students studying at a University in Eastern Anatolia in Turkey in 2022. The sample consists of 158 randomly selected pedagogical formation education certificate program students. The “Reasons for Choosing Teaching as a Career Scale”, which was developped by Lai, Chan, Ko, and So in 2005 and adapted into Turkish by Balyer and Özcan in 2014, was used as a data collection tool. As a result of the study, it was seen that the level of choosing to teach for internal reasons of pedagogical formation education certificate program students was higher than the level of choice for external reasons and the level of being affected by (others). In addition, it was concluded that the reasons for choosing the teaching profession of pedagogical formation education certificate program students differed according to gender, place of residence, income, order of preference, and education level of parents.

The Role of Self-Esteem in Predicting Pedagogical Formation Students’ Career Adaptabilities

The rapid changes in life standards and technology affect the social lives of individuals as well as world of work, job finding, work environments and career development. This rapid change also affects individuals' career adaptabilities, professional success and competences. Teaching profession is also affected by these changes. The aim of this study is to investigate the relationship between pedagogical formation students’ career adaptability and self-esteem. A total of 235 volunteering pedagogical formation students who graduated from different faculties and received pedagogical formation education, including 190 females and 45 males, participated in this study. In order to collect data in the study, Personal Information Form (PIF), Career Adapt-Abilities Scale (CAAS) and Self-Liking/Self-Competence Scale (SLSC) were applied to the participants. The findings of the analyses show that there is a significant and positive relationship between career adaptabilities, self-liking and self-competence. Additionally, in the analysis conducted in order to test the predictability of the career adaptabilities by self-liking and self-competence, they were found to be significant predictors of the pedagogical formation students’ career adaptabilities (R2= .37, p < .01). The findings of the research revealed the need for career counseling once again.

Teacher Candidates’ Metaphorical Perceptions About Pedagogical Formation Education Certificate Program

In this study, it is aimed to reveal teacher candidates’ perceptions about pedagogical formation education certificate program through metaphors. The study group consists of 675 teacher candidates taking that program at a state university in the Western Black Sea Region of Turkey in the 2021-2022 academic year. Phenomenology design was used to determine teacher candidates’ metaphorical perceptions about the program. The content analysis, a technique that helps to systematically summarize any text with smaller content with canonical coding was used. The data were collected through the form prepared by the researcher. Each of the teacher candidates was asked to compare the sentences “pedagogical formation education certificate program is like (1)…………/similar because (2)……….……” to an object, a shape, an animal, or a living thing (metaphor / mental image) (1) and state the reason (reason / logical basis) (2) for their analogies. These compositions were used as the main data source. Metaphors produced by the pre-service teachers are divided into 12 categories as pathfinder, lighting, raw fruit, gift, mediator, fast train, life, nature, waste, half of an apple, innovator and contradiction. According to this result, the participants mostly expressed their satisfaction with the program, but they complained about the duration and registration fee of it as well. In a program that received such praise, it is recommended to provide longer-term training based on more practice, rather than accelerated training, which is the most criticized situation.

THE RELATIONSHIP BETWEEN MIND MAPS AND LEARNING APPROACHES OF MATHEMATICS AND ACCOUNTING TEACHERS TAKING PEDAGOGICAL FORMATION EDUCATION

Learning approaches are thought to be related to the attitude of individuals towards learning. Mind maps, on the other hand, can be considered as visual tools that enable learning when looking at the definitions in the literature. The problem of this research is whether the methods preferred by individuals while creating mind maps and the quality of the mind maps they create are shaped according to their learning approaches. In the research, it was aimed to reveal the relationships between the learning approaches of pre-service mathematics and accounting teachers who received pedagogical formation education and the department they study in, and some variables (mind map score, mind map construction method) based on the mind maps they prepared. The research was carried out in a survey design, which is one of the quantitative research methods. The study group of the research consists of 59 (21 mathematics, 38 accounting) teacher candidates who took the "Special Teaching Methods" course in the pedagogical formation education program. For the content of the course, an explanation was given to the teacher candidates about how to prepare mind maps and what to consider when preparing mind maps. The first of the two measurement tools used in the research is the mind maps prepared by the pre-service teachers about special teaching methods. The second one is the "Learning Approaches Scale" developed by Biggs et al. (2001) and adapted to Turkish by Batı et al. (2010) and ensured its validity and reliability. The scale was applied online to 59 pre-service teachers who constituted the study group of the research. Analysis of the obtained data was carried out with Independent T-Test and One-Way Analysis of Variance (ANOVA). In the findings of the analysis, it was revealed that both mathematics and accounting teacher candidates were inclined to the deep learning approach. At the same time, no significant difference was found between the learning approaches of the pre-service teachers and the department they studied, their mind map scores and mind map making methods. Finally, a general evaluation was made for the findings and suggestions were made for the studies to be done in this field.

Investigation of Relative Opinions of Teacher Candidates in Pedagogical Formation Education

Public institutions staff recruitment exam center in Turkey for the first time in 1999 Typewriting State Examination (DMS) has been tested with an exam. The name of this exam was later changed to the Public Personnel Selection Examination (KPSS). This examination was used as a criterion in the teacher appointments of the Ministry of National Education as in other public institutions. In 2013, it was decided that KPSS exam should not be sufficient in the purchase of teachers and it was decided that the students should take the exam in some branches of Teaching Area Knowledge (ÖABS) tests. This study was carried out in order to determine the opinions of physical education teacher candidates who received pedagogical formation training about meni KPSS eğitim exam. The open-ended questions developed by the researcher as a data collection tool were presented to the candidates of physical education teachers who received pedagogical formation training. Using the interview method which is one of the qualitative research methods, the data obtained from physical education teacher candidates who received 50 pedagogical formation education from different universities were analyzed by content analysis method. As a result of the study, it was concluded that the majority of physical education teacher candidates who received pedagogical formation education did not have enough created by “KPSS” exam for teacher assignment and selection; It has been reached.

The Metaphoric Perceptions of the Prospective Turkish Language and Literature Teachers, Taking Pedagogical Formation Education about “Bilingualism”

The concept of bilingualism is gaining prominence in our daily lives due to political and social reasons. The fact that bilingualism has become an undeniable fact requires investigation of it in educational sciences. How prospective teachers perceive the concept of bilingualism will fill a gap in the literature in terms of understanding educational practices. In this context, the purpose of this study is to determine the perceptions of the Turkish language and literature teacher candidates who have received formation education about the concept of "bilingualism" through metaphors. About 92 Turkish language and literature teacher candidates, studying at Çukurova University, form the research group of the study, for which qualitative research design is adopted. As a data collection tool, each student was given a guidance note with the expression of “bilingualism is like… because…” and the blanks in this guidance note were asked to be filled in. The metaphors obtained in the study were collected in different categories. Content analysis technique was used to analyze the data. According to the results of the research, it was determined that Turkish language and literature teacher candidates who received formation education had positive perceptions about the concept of bilingualism in a total of 12 concept categories.

Anxiety of Not to be Appointed as a Predictor of Pre-service Teachers' Motivation to Teach

It is necessary to have a good teacher training policy so that education and training activities can achieve their goals. Well-trained teachers will also lead to an increase in the quality of education. A well-trained teacher is expected to have a high motivation on many issues. The motivation to teach is one of the types of motivation that a teacher should have in the education and training process. Interest and aptitude to teach are among the determining factors of the motivation to teach. There are many variables associated with the motivation to teach. One of them is the anxiety of not to be appointed which can be described as the anxiety about not being employed as a result of the education received. The aim of this study was to determine the effect of pre-service teachers’ anxiety of not to be appointed on their motivation to teach. To this end, this study was conducted in the relational screening model with pre-service teachers studying in the final year of Fırat University Faculty of Education and in the pedagogical formation education program of the same faculty. As a result of the study, it was determined that pre-service teachers’ motivation to teach and anxiety of not to be appointed were high. Another result was that pre-service teachers’ motivation to teach decreased as their anxiety of not to be appointed increased.

The examination of pedagogical formation education certificate program students’ perceptions regarding education and ideal education through metaphors

The aim of this research is to reveal the perceptions of pedagogical formation certificate program students about education and ideal education concepts through metaphors. In this research, the phenomenology design, one of the qualitative research designs, was used. The study group consisted of 98 pedagogical formation certificate program students studying at Nizip Education Faculty of Gaziantep University in 2018-2019 academic year. The data of the study was collected through a structured interview form prepared by the researchers. The data obtained was transferred to computer media and analyzed by content analysis. The participants presented 69 different metaphors about the concept of education. Among these metaphors; tree, book, life and horse racing metaphors were used the most. Metaphors for the concept of education are grouped under 11 conceptual categories. Eight of these categories have positive features, while three have negative features. 74 different metaphors were put forward by the participants about the ideal education. Among these metaphors; life, sapling, book and playground metaphors were used the most, respectively. Metaphors for the concept of ideal education were gathered under 11 conceptual categories.

INVESTIGATION OF RELATIONSHIP BETWEEN PSYCHOLOGICAL WELL-BEING, SELF ESTEEM, PERCEIVED GENERAL SELF-EFFICACY, LEVEL OF HOPE AND COGNITIVE EMOTION REGULATION STRATEGIES

<p>In this study, the relationship between pre-service teachers' psychological well-being levels and self-esteem, perceived general self-efficacy, cognitive emotion regulation strategies and hope variables were investigated together with how these variables predicted pre-service teachers' psychological well-being. The research was conducted via relational screening model. The research group consists of a total of 403 participants including 206 females and 197 males, who received pedagogical formation education at a university located in Turkey’s Marmara Region, and participants were selected using a simple random sampling method. In the research, Psychological Well-Being Scale (short form), Rosenberg Self-Esteem Scale, General Self-Efficacy Scale, Cognitive Emotion Regulation Scale, the Beck Hopelessness Scale, and Personal Information Form were used as data collection tools. The data obtained were analyzed by multiple linear regression analysis. According to the findings, self-esteem, general self-efficacy, level of hope, positive reappraisal from cognitive emotion regulation strategies, accusing and accepting others significantly predicted psychological well-being.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0526/a.php" alt="Hit counter" /></p>

Curriculum Design Approaches of Pre-Service Teachers Receiving Pedagogical Formation Training

The purpose of this study is to determine the curriculum design approach preferences of pre-service teachers who have been receiving pedagogical training. The sample of the study consists of 138 pre-services teachers who took the curriculum development course in pedagogical formation education. In the study, “Teachers’ Curriculum Design Orientations Preference Scale” developed by Baş (2013) was used to determine the pre-service teachers' curriculum design approach preferences. The scale consists of 30 items and 3 factors: subject-centered design, problem-centered design and student-centered design. Research data have been analysed via arithmetic mean, independent samples t-test. As a result of the analyses related to the three sub-dimensions of the scale, the teacher candidates responded to the learner-centered and problem-centered curriculum design approaches at the level of “agree”. The sub-dimension called subject-centered curriculum design approach was found to be at the “undecided” level. According to these results, it can be put forward that the prospective teachers prefer learner-centered and problem-centered curriculum design approaches. In the study, whether the pre-service teachers' curriculum design approach preferences differed according to gender and department was investigated. As a result of the analysis, it was found that teacher candidates’ gender and department were not significant variables in their curriculum design approach preferences.

"What concerns pre-service teachers the most?" A quantitative research for concurrent and consecutive teacher training models

In the Republic of Turkey, as in many other countries, there are primarily two types of teacher preparation. One is the concurrent model, where a student spends four to five years at university in an Education faculty, learning to become a school teacher. The second is the consecutive model, where university seniors and/or graduates of the Arts & Sciences faculty attend a one-year pedagogical formation certification programme to become qualified as a teacher. Only authorized Education faculties are eligible to provide these types of pedagogical formation education. Students attending an Education faculty through the concurrent model, take several pedagogical and practicum courses over a four-year period, while the students in the consecutive model only take a portion of the pedagogical courses and then complete a teaching practicum during the second semester of the year-long programme. This current study is based on the idea that along with professional competencies, psychological readiness for teaching is also affected by teacher education and training. Thus, in this study, the pre-service teachers’ concerns about teaching were analyzed as well as whether their concerns differed according to programme type, gender, and/or field of study. Data from a Teacher Concerns Checklist (TCC) completed by 545 pre-service teachers was analysed through descriptive statistics as well as multivariate analysis of variance (MANOVA) and one-way analysis of variance (one-way ANOVA). It was revealed in the analysis results that students from the concurrent model of teacher education were most concerned about the lack of public support for schools, insufficient clerical help for teachers, and the large number of administrative interruptions. While, the students from the consecutive teacher education model were most concerned about having too many students in class, lack of public support for schools, and too many standards and regulations for teachers to follow. Overall, the students from the concurrent model had significantly fewer concerns about teaching than students from the consecutive model. The field of study did have a significant effect on the concerns of preservice teachers; whereas, gender had no effect.

İlahiyat Alanında Pedagojik Formasyon Eğitimi Alan Öğretmen Adaylarının Gözüyle Din Dersi Öğretmenleri

Pedagojik formasyon eğitimi alan öğretmen adaylarının uygulama öğretmenlerine dair değerlendirmeleri, uygulama derslerinin verimliliği bakımından bize fikir verebilecek türdendir. Bu araştırma kapsamında da Amasya Üniversitesinde ilahiyat alanında pedagojik formasyon eğitimi alan öğretmen adaylarının, örgün eğitimde görev yapan din dersi öğretmenlerinin mesleki yeterlikleriyle ilgili algıları ve uygulama öğretmenleri rehberliğindeki bu uygulamadan ne kadar istifade edebildikleri öğrenilmeye çalışılmıştır. Tarama yönteminin kullanıldığı araştırmada, araştırmacı tarafından geliştirilmiş olan anket formu, öğretmenlik uygulaması yapmış olan pedagojik formasyon öğrencilerine yüz yüze eğitim aldıkları sırada uygulanmış, dağıtılan 395 anketten 332’si değerlendirmeye alınabilmiştir. Sonuçta, öğretmen adaylarının din dersi öğretmenlerini alan bilgisi ve öğrencilerle iletişim konusunda büyük oranda yeterli gördükleri, ancak derse hazırlıklı gelme bakımından önemli bir kısmını yetersiz buldukları tespit edilmiştir. Ayrıca, öğrenciyi aktif hale getirmeye ve kalıcı öğrenmeler sağlamaya önemli katkısı olan birçok öğretim yöntem ve tekniği olmasına rağmen din dersi öğretmenlerinin büyük bir bölümü genellikle anlatım, soru-cevap ve tartışma yöntemleriyle dersi işlemeye devam etmektedir. Bu düşünceler ışığında, öğretmen adayları genel itibariyle öğretmenlik uygulamasını faydalı bulmakla birlikte uygulama öğretmeninden kaynaklanan sebeplerden dolayı hiç istifade edemediğini belirtenler de vardır

The Relationship Between Possible Self of the Social Studies and History Teacher Candidates and the Attitudes Towards Teaching Profession

This study was conducted to determine to what extent the attitudes of pre-service teachers of social studies and history towards the teaching profession may predict possible teacher selves. Participants of the research are senior social studies teacher candidates studying at a public university in the spring semester of 2018-2019 academic year and history teacher candidates registered in the pedagogical formation program. Relational survey model, one of the survey models, was used in the research. The data was collected through Teacher Candidates Possible Selves Questionnaire and Attitude Scale towards Teaching Profession. The data obtained from the study were analyzed by Independent samples t test and simple linear regression analysis techniques. According to the results obtained from the research, there was no difference between the attitudes of social studies teacher candidates and history teacher candidates who received pedagogical formation education towards the teaching profession. While the department of teacher candidates was not effective on the expected teacher selves, it was determined that it was effective on the feared teacher selves. It has been understood that the attitude towards teaching profession is effective in predicting expected possible selves, but it is ineffective in predicting feared possible selves that are feared. Suggestions were made in line with the results obtained from the research.

The Perspective off Pedagogical Formation Education Geography Department Students on the “Special Teaching Methods” Course

Bu araştırmanın amacı Coğrafya pedogojik formasyon eğitimi alan öğrencilerin “Özel Öğretim Yöntemleri” dersine yönelik görüşlerini almaktır. Araştırma nitel yaklaşımla dizayn edilmiştir ve betimsel tarama modelindedir. Çalışmanın araştırma grubunu Pedagojik Formasyon Eğitimi Programı Coğrafya Öğretmenliği alanında öğrenim gören 52 öğrenci oluşturmaktadır. Çalışmada “Özel Öğretim Yöntemleri” dersine ilişkin görüş alınmıştır. Veri toplama aracı olarak kişisel bilgi formu ve yarı yapılandırılmış sorulardan oluşan bir form kullanılmıştır. Elde edilen veriler içerik analizi ile çözümlenmiştir ve N Vivo 9 programı ile çıktılara ait tema ve kodların ön plana çıktığı bir şema oluşturulmuştur. Öğretmen adayları “Özel Öğretim Yöntemleri” dersinin; öğrenciye, mesleğe ve kendilerine yönelik kazanımlar sağladığını düşünmektedir. Öğrenciye yönelik kazanımlar; duyuşsal, bilişsel ve kişilik gelişi açısından değerlendirilmiştir. Dersin mesleğe ilişkin katkıları eğitim öğretim ortamı tasarlama, öğrenciler ve sınıf yönetimine dairdir. Önyargılardan kurtulma ve olumlu tutum geliştirme kendine sağladığı katkılar açısından öne çıkan kodlardandır. Araştırma sonuçlarından hareketle eğitim fakültesinde öğrenim gören coğrafya öğretmen adayları ile pedagojik formasyon eğitimi alan coğrafya öğretmen adaylarının “özel öğretim yöntemleri” dersine ilişkin görüş ve kazanımlarının gözlem formuyla desteklenerek karşılaştırılması araştırmanın önerileri arasındadır.

Matematik Öğretmen Adaylarının Matematik Öğretmeye Yönelik Kaygılarının İncelenmesi

The aim of this research is to determine prospective mathematics teachers’ mathematics teaching anxiety level who continue Pedagogical Formation Program aiming at acquiring the skills to the teachers who graduated in the Science Department and who studied in Mathematics Education Department at the Faculty of Education. Besides, it is aimed to examine whether the difference is significant in accordance with the program from which teacher education is received and gender variables. The sample of the research consists of 301 prospective math teachers who is studying at Math Education Department at Faculty of Education and receiving Pedagogical Formation Education. The study is a descriptive study which is made in accordance with the general survey model and is also a comparative study in which teaching anxiety mean levels of prospective math teachers about mathematics are examined. “The Mathematics Teaching Anxiety Scale” is used to examine the anxiety levels about teaching math of prospective math teachers. Descriptive statistics are used for the mathematics teaching anxieties of prospective math teachers who are studying at Math Education Department and Pedagogical Formation Program. As a result of the research, mathematics teaching anxiety mean scores of the prospective math teachers who continue Pedagogical Formation Program and who are studying in Mathematics Education Department at the Faculty of Education are found very close to each other. It is obtained that the prospective math teachers’ anxieties for teaching mathematics in two groups have a significant difference in accordance with gender in favor of female ones.