Teacher Candidates In Terms Research Articles

Computational Thinking Analysis of 21st Century Professional Teacher Candidates In Solving Math Problems Viewed from The Four Foundations of CT

Computational Thinking (CT) is a further development which is the latest innovation in mathematical problem-solving skills. Four foundations of CT make it easier for someone to solve problems effectively, efficiently, and optimally. This mixed methods research with an embedded design. Quantitative data were collected using tests and qualitative data through written interviews and an overview of the prospective teacher's thought processes in answering tests. The sample that became the research subject was selected using the purposive sampling method by selecting 28 pre-service teacher's mathematics in Professional Teacher Education (PTE) who attended CT lectures. The object of this research is the 4 CT foundations of prospective teachers in solving math problems. This study describes how CT skills solve problems. The test results show that the percentage of correct answers for each of the four CT foundations is more than 80%. It can be concluded that the knowledge and understanding of Computational Thinking for 21st-century professional teacher candidates in terms of 4 CT foundations are categorized as "very high". Based on the description of the student's answers, it was also concluded that the CT foundation is indeed the basis for thought processes in solving problems. It is the advantage of Computational Thinking.

Examining the Learning Styles of Teacher Candidates in Terms of Different Variables

Every individual is different from each other, and learning processes can also differ from each other. Therefore, individuals' learning styles may differ from other individual to individual. The purpose of this research is to investigate the learning styles of pre-service teachers in terms of gender, department and class level variables. The survey model, one of the non-experimental research designs, was used in the research. “Kolb Learning Style Inventory” was used as the data collection tool in the research. The sample of the research consists of 328 pre-service teachers who are studying in the 1st, 2nd, 3th and 4th classs of elemantary school teaching (n = 172) and mathematics teaching (n = 156). The data obtained by the Kolb Learning Style Inventory were analyzed using descriptive statistics and chi-square test. As a result of the findings, it was observed that the differentiation of pre-service teachers' learning styles according to their departments, genders and class levels was not statistically significant.

Analysis of Turkish language teacher candidates' speech anxiety in terms of various variables in the context of 21st century skills

The requirements of the 21st century encompass not only grammar and vocabulary but also effective communication through oral, written, and ICT-mediated processes. The teaching profession should be embraced as an art of addressing the student's soul and nurturing individuals. Speech anxiety is a common condition encountered in communication, language learning, and teaching processes, which can negatively affect students' language skills. The aim of this article is to analyze the speech anxiety of Turkish language teacher candidates in terms of various variables. The research was conducted using a survey model where the 'Speech Anxiety Scale,' a 5-point Likert-type scale, was employed. The sample of the study consisted of 200 voluntary Turkish language teacher candidates continuing their education at two different universities in the Eastern Anatolia and Central Anatolia regions in 2023. Descriptive statistics (% and f), independent samples t-test to determine changes in scores based on participants' gender, one-way ANOVA for class levels, and one-way ANOVA analyses to determine score differences based on the grade variable were used in the data analysis. After ANOVA, Dunnett C test was used for determining the differences that emerged. The research examined the levels of speech anxiety of teacher candidates and found that this anxiety was especially prevalent in items such as 'Fear of speaking in front of an audience,' 'Feeling embarrassed when talking about myself to people,' and 'Getting excited when talking to someone of the opposite sex' with 'Always' responses. While no significant differences were found between gender and class levels, factor analysis results revealed that the FF and DC groups had lower environmental-focused anxiety and overall speech anxiety compared to the BA group.

Examining the Digital Addiction Levels of Turkish Teacher Candidates in Terms of Different Variables

Bu araştırmada Türkçe öğretmen adaylarının dijital bağımlılık düzeylerinin farklı değişkenler açısından incelenmesi amaçlanmıştır. Araştırmada nicel araştırma yöntemlerden ilişkisel tarama modeli kullanılmıştır. Araştırmanın örneklem grubunu Türkiye’nin batısındaki bir devlet üniversitesinde öğrenimine devam eden 98 Türkçe öğretmen adayı oluşturmaktadır. Araştırmanın verileri, Kesici ve Tunç (2018) tarafından üniversite öğrencilerine yönelik olarak geliştirilen, geçerlik ve güvenirlik analizleri yapılan “Dijital Bağımlılık Ölçeği” kullanılarak elde edilmiştir. Elde edilen verilerin analizi SPSS 21.0 programı vasıtasıyla tanımlayıcı istatistik analizi, t-Testi, tek yönlü varyans analizi (ANOVA) ve Tukey çoklu karşılaştırma testi kullanılarak yapılmıştır. Araştırma sonucunda Türkçe öğretmen adaylarının dijital bağımlılıklarının orta düzeyde olduğu, dijital bağımlılık düzeylerinin yaşa ve günlük sosyal medya kullanım süresine göre anlamlı farklılık gösterdiği; cinsiyete, sınıf düzeyine, not ortalamasına, yaşamın büyük çoğunluğunun geçirildiği yere, sahip olunan dijital araçlara ve günlük internet kullanım süresine göre ise anlamlı farklılık göstermediği tespit edilmiştir.

Examining the Political Literacy Skills Levels of Teacher Candidates in Terms of Various Variables

Öğretim programlarında “okuryazarlık” kavramı kapsamında becerilere yer verilmektedir. Bu becerilerden biri de sosyal bilgiler dersi öğretim programında yer verilen politik okuryazarlık becerisidir. Politik okuryazarlık becerisi temelde bireylerin topluma aktif katılımını sağlamayı, kendilerini özgürce ifade etmelerini, haklarını bilmelerini ve savunmalarını amaçlayan bir beceridir. İnsan sosyal bir varlık olup, çevresiyle sürekli etkileşim halinde olduğundan politik okuryazarlık becerisinin gerektirdiği niteliklere sahip olmalıdır. Bu araştırmada da bireylerin politik okuryazarlık kapsamındaki niteliklere ne ölçüde sahip olduğu tespit edilmeye çalışılmıştır. Araştırma, öğretmen adaylarının politik okuryazarlık becerilerini ölçmek amacıyla yapılmış olan betimsel bir araştırmadır. Çalışmanın araştırma grubunu 2021-2022 yılı eğitim - öğretim döneminde bir üniversitede öğrenim gören sekiz farklı bölümdeki toplam 279 dördüncü sınıf öğretmen adayı oluşturmuştur. Araştırmanın kapsamına uygun olarak “Politik Okuryazarlık Ölçeği” veri toplama aracı olarak kullanılmış ve öğretmen adaylarına çevrimiçi olarak uygulanmıştır. Araştırmadan elde edilen veriler doğrultusunda öğretmen adaylarının politik okuryazarlık becerilerinin “katılıyorum” düzeyinde olduğu sonucuna ulaşılmıştır. Öğretmen adaylarının bölümlerine, medyadan siyasetçi paylaşımlarına ve siyasi haberleri takip etme durumlarına göre politik okuryazarlık beceri düzeyleri arasında anlamlı farklılıklar olduğu sonucuna ulaşılmıştır.

READINESS OF EDUCATIONAL INSTITUTIONS AND EDUCATION PERSONNEL (LPTK) STUDENTS IN THE UNRAM PROGRAM TO BECOME ELEMENTARY TEACHERS

The purpose of this study is to describe the readiness of higher education LPTK students in Prodi PGSD Unram to become professional SD teacher candidates in terms of knowledge, practice, and attitude, as well as to describe the dominant factors that hinder the readiness to become professional SD teacher candidates. This type of research is quantitative survey method. Instruments for collecting test data, questionnaires, and observation sheets. This study aims to obtain an overview of the characteristics of the population related to the readiness of students to become professional SD teacher candidates. The population in this research is Mataram University. The sampling technique used is area sampling. The results of this study indicate in terms of knowledge about students and how to learn the results of the analysis show an average value of 25.74 in the high category. This shows that students are ready to become SD professional teachers. While the questionnaire on the ability to carry out learning when viewed from the average value, which is 136.24 in the high category. In the aspect of perception of being an SD teacher, the average score is 103.60 with the agree category. Furthermore, on the confidence data to become a professional SD teacher, the data analysis results obtained an average of 140.04 with the agree category

Evaluation of extracurricular activities in education according to pre-school teacher candidates’ views

The extracurricular activities course in education is important for both teacher candidates and the implementation of extracurricular activities. So, the study was designed according to the case study, which is one of the qualitative research methods. The interview data, which was held in line with the data obtained after the evaluation of the planned activities of the teacher candidates, was analyzed via content analysis and descriptive analysis. As a result, it was concluded that the theoretical content of the extra-curricular activities in the education course contributed to the teacher candidates in terms of both professional and personal experience gained in the study.

Kesiapan Mahasiswa Lembaga Pendidikan dan Tenaga Kependidikan (LPTK) di Lombok Menjadi Guru MI/SD

The purpose of this study is to describe the readiness of higher education LPTK students in Lombok to become professional MI/SD teacher candidates in terms of knowledge, practice, and attitude, as well as to describe the dominant factors that hinder the readiness to become professional MI/SD teacher candidates. This type of research is quantitative survey method. Instruments for collecting test data, questionnaires, and observation sheets. This study aims to obtain an overview of the characteristics of the population related to the readiness of students to become professional MI/SD teacher candidates. The population in this research is Mataram State Islamic University and Mataram University. The sampling technique used is area sampling. The results of this study indicate in terms of knowledge about students and how to learn the results of the analysis show an average value of 25.74 in the high category. This shows that students are ready to become MI/D professional teachers. While the questionnaire on the ability to carry out learning when viewed from the average value, which is 136.24 in the high category. In the aspect of perception of being an MI/SD teacher, the average score is 103.60 with the agree category. Furthermore, on the confidence data to become a professional MI/SD teacher, the data analysis results obtained an average of 140.04 with the agree category

Implementing Project-Based Learning in a Hybrid Setting: The Effectuality of the EFL Students’ Reading Comprehension

Moving face-to-face reading class to a hybrid learning during the COVID-19 pandemic constructs challenges for EFL teachers. The EFL teachers must apply appropriate learning models in a hybrid setting. This current study aimed to examine the effectuality of project-based learning in a hybrid setting on the EFL teacher candidates’ reading comprehension. A quasi-experimental study was conducted for seven weeks to deal with the purpose. The participants were 50 students selected from an English Language Education Study Program at a public university in eastern Indonesia where the researchers had been working as a lecturer. Twenty-five participants joined the experimental class, and the rest entered the control class. The students in the experimental group were taught reading comprehension using project-based learning in the form of hybrid learning. In contrast, the conventional method in a hybrid setting was applied to teach the students reading comprehension in the control group. The reading comprehension test was distributed to both groups as pre-test and post-test. Based on the result of inferential analysis through SPSS, it was found that the implementation of project-based learning in a hybrid setting benefited the EFL teacher candidates in terms of improving their achievement in reading comprehension

A Research about Mathematical Visualization Perceptions of Mathematics Teacher Candidates in Terms of Some Variables

This study was conducted to examine mathematical visualization perceptions of mathematics teacher candidates in terms of gender, grade level, and parental educational status. Survey model was used. The population of the research consisted of mathematics teacher candidates who studied at the faculty of education of a university in the east Anatolia part of Turkey in 2018-2019 spring semester. The sample of the study consisted of 231 mathematics teacher candidates (168 Female, 63 Male) chosen by simple random sampling method from this population. In the study, Mathematical Visualization Perception Scale was used for getting data. The data were analyzed using SPSS. The descriptive analysis, study variable; average, percentage, and standard deviation were used. In addition, unpaired t-test for analyzing variation about gender variable, ANOVA, and LSD tests were preferred for analyzing variation about grade level and parental education status. As a result of the study findings, it was determined that the level of mathematical visualization perceptions of mathematics teacher candidates was no significant difference in terms of gender, but it was a significant difference in terms of grade level. Furthermore, math visualization perception level significantly differed according to parental education status.

STEM ACTİVİTİES MADE WİTH 3D PRİNTER; THE EFFECT ON AWARENESS OF TEACHER CANDİDATES REGARDİNG ITS USE İN SCİENCE LESSONS

The inclusion of integrated structures and interdisciplinary relations in education and inclusion in course curricula in the world has become even more important with the prominence of STEM education in the world. STEM means the inclusion of project-based applications in education within an integrated structure with science, technology, mathematics and engineering activities.
 Motivation/Background: It is noted that the majority of STEM research in our country is focused on science education. The aim of this study is to investigate the effect of 3D printing STEM activities on teacher candidates ' awareness of their use in science course.
 Method: 37 science teacher candidates participated in the 7 week study. Qualitative research method was used in this study. Qualitative data was taken from the field notes and semi-structured interview.
 Results: Thanks to 3D STEM activities, teacher candidates achieved to create a realistic product by using their knowledge in different disciplines such as science, mathematics, technology, and engineering and 21st century skills.
 Conclusions: According to the results of the research, the usage of 3D printer in a science course creates awareness in teacher candidates in terms of three-dimensional thinking and learning experience.

Investigation of 21st Century Learner Skills Usage Levels of Turkish Language Teacher Candidates

In this study, it was aimed to determine the 21st century learner skills usage levels (cognitive skills, autonomous skills, collaboration and flexibility skills, and innovation skills) of Turkish language teacher candidates in terms of some variables (gender, grade level, success status). In this study, singular screening, causal comparison and relational screening models were used together within the framework of quantitative research approaches. The respondents were 259 students studying in Turkish Language Teaching Program of Turkish and Social Sciences Department at Balikesir University Necatibey College of Education in the 2018-2019 academic year. The “21st Century Learner Skills Usage Scale” developed by Orhan Göksün (2016) was used as the data collection tool. The scoring of the five-point Likert-type scale consisting of 31 items was made from never (1) to always (5). The 31 items in the scale were gathered under four factors as cognitive skills, autonomous skills, collaboration and flexibility skills, and innovation skills. In the analysis of the data obtained, mean for descriptive analysis, t-test and analysis of variance techniques for comparisons made by the related variables were used. In the study, it was found that the 21st century learner skills usage levels of Turkish language teacher candidates differed in favor of males only in the innovation skills dimension of the scale. It was concluded that as the grade level and grade point average increased, the level of 21st century learner skills use of the participants also increased.

Examination of General Competencies and Needs of Pre-School and Classroom Teacher Candidates in Terms of Assessment and Evaluation Course

This study examines the general competencies and the requirements of classroom and preschool teacher candidates in terms of assessment and evaluation course. The study group consisted of 140 4th-year teacher candidates randomly selected from a total of 256 teacher candidates studying at Classroom Teaching and Preschool departments of Burdur Mehmet Akif Ersoy University Education Faculty, Turkey. In this study, a mixed research approach and a convergent design, in which quantitative and qualitative studies are used to support each other’s strengths, were used. To collect quantitative data, the “Measurement and Evaluation Common Competency Perception Scale for Teacher Candidates” (MECCPSTC), which was developed by Nartgün (2008), was used. The qualitative data of the study were obtained thorough the open-ended questions that were asked to 13 teacher candidates through focus group interview technique. In the analysis of the quantitative data, descriptive statistics, t-test and one-way ANAVO were used. Content analysis was used in the analysis of the qualitative data. The findings showed that approximately one fourth of the teacher candidates had the opinion that they were “sufficient and very sufficient” in terms of their learning in the assessment and evaluation course. The scores of three quarters of the teacher candidates obtained from the scale were at “moderate and very insufficient” interval. In addition, it was examined whether there was a significant difference between the scores of teacher candidates obtained from Basic concepts” (BC), “Measurement techniques” (MT), “Statistical analysis and Reporting” (SAT) dimensions, and total score of the scale in terms of age, gender, department and belief in appointment variables. The codes obtained from the analysis of qualitative data were grouped under themes. Each theme was arranged and interpreted in a table with the codes within the scope. The results obtained from the analysis of both quantitative and qualitative data were combined and discussed and recommendations were developed.

Examination of compassion levels of special education teacher candidates in terms of some socio-demographic variables

Abstract
 The scope of this study is to examine the relationship between compassion and effective teaching qualities of special education teacher candidates. The working group of the research consists of the special education teacher candidates who are in the Turkish Republic of Northern Cyprus and studying in the special education department of the universities in the spring term of 2019-2020. Since it was aimed to determine the compassion levels and effective teacher qualities of special education teacher candidates in the study, the screening model was used as one of the quantitative research methods. In the study, 315 special education teacher candidates participated. “Demographic information form” and “Compassion Scale”, were applied to special education teacher candidates in the study in question. According to the results of the study, it was observed that female special education teacher candidates had higher levels of compassion compared to male special education teacher candidates. According to the age group, the compassion levels of students/teacher candidates aged 18-20 years were higher than those who are 24 years and older. In the study, it was determined that the difference between the scores obtained by the students from the Disconnection sub-scale of the compassion scale according to the family structure was statistically significant.
 
 Keywords: Compassion, Effective Teacher Skills, Candidate Teacher, Special Education.

Analysis of Problem-Solving Skills of Vocational Teacher Candidates in Terms of Several Variables

The learning strategy applied so far is still not optimal to develop students' thinking skills. Learning that includes problem solving skills to students as teacher candidates have not yet substantially implemented. This research aims to find learning methods that can improve students' thinking skills as teacher candidates, especially problem solving skills. This research was conducted using a descriptive type of general survey method. Using Slovin formula and 5% error, a sample of 340 students was proportionally selected from 2289 students as a population. Data collection using a problem solving skills questionnaire that rearranged based on the concept of the simplexity thinking process Basadur. However, this study shows that there are significant differences (p<0.05) from problem solving skills based on the level of satisfaction of teacher candidates to the learning methods implemented by lecturers. However, there were no significant differences in problem-solving skills based on course, gender, middle school background, and year of admission (p>0.05) after analyzed with one-way ANOVA. This study shows that satisfaction with learning is in line with the problem-solving skills of teacher candidates. Therefore, it is important for institutions that produce vocational teacher candidates to teach problem solving skills and maintain their level of satisfaction in the learning process.

Investigation of the psychological resilience of teacher candidates in terms of sense of humor and life satisfaction

The aim of this study is to examine the psychological resilience in teacher candidates in terms of sense of humor and life satisfaction. Correlational research model was used in the study. The dependent variable of the research is psychological resilience and independent variables are sense of humor and life satisfaction. The research was carried out on 427 teacher candidates between the ages of 18-27, 318 females (74.5%) and 109 males (25.5%). The Resilience Scale for Adults, The Multidimensional Sense of Humor Scale, The Satisfaction with Life Scale and Personal Information Form were used to collect data. Descriptive statistics, independent groups t-test, variance analysis, Pearson correlation coefficient and hierarchical regression analysis were used to analyze the data. When the findings of the study are analyzed, it is seen that psychological resilience in terms of gender differs significantly in favor of female teacher candidates. A positive relationship was found between teacher candidates' psychological resilience and sense of humor. In addition, a positive relationship was found between psychological resilience and life satisfaction. Looking at the findings, it is seen that the variables of sense of humor and life satisfaction predict psychological resilience significantly. The findings were discussed according to the literature and various suggestions were presented.

A STUDY ON DIGITAL CITIZENSHIP: PRESCHOOL TEACHER CANDIDATES VS. COMPUTER EDUCATION AND INSTRUCTIONAL TECHNOLOGY TEACHER CANDIDATES

The main goal of this study is to determine the digital citizenship perceptions and digital citizenship levels of preschool teacher candidates in terms of digital rights and responsibilities, digital security and digital law by comparing them with Computer and Instructional Technologies teacher candidates’ perception. To this end, we worked with 80 teacher candidates in total. Both qualitative and quantitative research methods were employed. To identify participants’ digital citizenship levels, a questionnaire was administered. Also, semi-structured interviews were conducted to understand their digital citizenship perceptions. The results showed that participants’ digital citizenship levels were above average and their digital citizenship perceptions supported this result. In addition, their responses related to digital security, digital rights and responsibilities, and digital law were parallel to their definitions in the literature and they connected them with digital communication and ethics. However, teacher candidates’ misconceptions in terms of digital rights and responsibilities and digital security were observed.

The Relationship Between the Mathematics Images and Achievement, Attitudes of Teacher Candidates in Terms of Teacher Education

Bu araştırmanın amacı; öğretmen adaylarının matematiğe yönelik imajlarını ve bu imajları etkileyen değişkenleri incelemektir. Araştırmada kısmi karma eşzamanlı nicel baskın statülü desen kullanılmıştır. Araştırmaya 424 öğretmen adayı katılmıştır. Verileri toplama sürecinde öğretmen adaylarına yönelik imaj anketi, matematiğe yönelik tutum ölçeği ve temel matematik başarı testi kullanılmıştır. Verilerin içerik analizinde, nitel veriler için temalar ve kodlar belirlenerek yüzde verilmiş; nicel veriler içinse MANOVA, kay-kare ve uyum analizi testleri kullanılmıştır. Araştırmanın bulgularına göre matematik başarısı ve tutum puanları farklı program türlerine göre farklılaşırken, sınıf düzeyine göre anlamlı bir şekilde farklılaşmamaktadır. “Matematik” sözcüğü denildiğinde öğretmen adaylarının ilk akıllarına gelenler matematik konuları olmuştur. Cevaplar karşılaştırıldığında gruplar arasında; farklı program türlerine göre anlamlı bir farklılık çıkmazken, sınıf düzeylerine göre anlamlı bir farklılık çıkmıştır. Matematiğe yönelik tutum ve akademik başarı testi puanları ile verilen cevaplar arasındaki ilişki düzeyi ise anlamlıdır. “Matematik” sözcüğünü neye benzettikleri sorulduğunda ise, öğretmen adayları en çok hayata dair konulara değinmişlerdir. Cevaplar gruplar arasında farklı program türleri ve sınıf düzeylerine göre istatistiksel olarak anlamlı bir farklılık göstermezken matematiğe yönelik tutum ve akademik başarı testi puanları ile de ilişkili çıkmamıştır. Benzetme nedenleri ise en çok matematiğe yönelik duygu durumları ile ifade edilmiştir. Verilen cevaplar istatistiksel olarak; farklı sınıf düzeylerine göre anlamlı bir şekilde farklılaşmazken; farklı program türlerine göre anlamlı bir şekilde farklılık göstermektedir. Aynı zamanda cevaplar ile matematiğe yönelik tutum ve akademik başarı testi puanları arasındaki ilişki anlamlıdır.

Öğretmen Adaylarının Kariyer Kararlarının Algılanan Kariyer Engelleri ve Kariyer Geleceği Açısından İncelenmesi

Günümüzde karmaşıklaşan iş yaşamında seçeneklerin artması ve uzmanlık alanlarının gelişmesiyle beraber kariyer kararı süreci zorlaşmaktadır. Kültür, cinsiyet, eğitim politikaları ve mesleklerin gelişim düzeyleri gibi faktörler toplumdan topluma değişiklik gösterse de genel anlamda kariyer üzerinde etkili olmaktadır. Bunun yanı sıra bireylerin yaşam tarzı, sosyoekonomik düzeyi, değer, yetenek ve ilgileri bir yandan kariyer kararını desteklerken diğer yandan da bazı engeller oluşturabilmektedir. Bütün bu değişkenler bir araya geldiğinde kariyer kararı vermek zor bir hale gelmektedir. Bu çalışmada, öğretmen adaylarının kariyer kararlarının algılanan kariyer engelleri ve kariyer geleceği açısından ele alınması amaçlanmıştır. Verilerin toplanması amacıyla iki devlet üniversitesinin eğitim fakültesinde öğrenim gören 383’ü kadın, 116’sı erkek olmak üzere toplam 499 öğrenciye Kariyer Kararı Ölçeği, Algılanan Kariyer Engelleri Ölçeği ve Kariyer Geleceği Ölçeği uygulanmıştır. Yapılan t testi sonuçlarına göre Kariyer Kararı Ölçeği’nin bilinçsiz kariyer kararı ve çevresel etmenler alt boyutlarında, Algılanan Kariyer Engelleri Ölçeğinin tüm alt boyutlarında ve Kariyer Geleceği Ölçeği’nin bilgi alt boyutunda erkeklerin lehine, iyimserlik alt boyutunda ise kadınların lehine anlamlı düzeyde farklılık bulunmuştur. Pearson korelasyon analizi sonucunda ise kariyer kararı alt ölçek puanları ile algılanan kariyer engelleri ve kariyer geleceği ölçeklerinin alt ölçek puanları arasında anlamlı ilişki tespit edilmiştir. Ayrıca çoklu regresyon analizine göre Algılanan Kariyer Engelleri Ölçeğinde cinsiyet ayrımcılığı, yetenek ve ilgi azlığı ile ilgili etmenler, motivasyon eksikliği ve yetersiz hazırlanma, aile ve çevre etkisi alt ölçek puanları ile kariyer engelleri ölçeğinin kariyer uyumluluğu alt ölçek puanı kariyer kararındaki toplam varyansın %65 yordamaktadır.

Investigating Burnout and Alienation Levels of Preschool Teacher Candidates in terms of Different Variables

Bu araştırmada Okul Öncesi Eğitimi bölümünde öğre-nim görmekte olan son sınıf öğrencilerin okul tükenmişliği ve okula yabancılaşma düzeylerini incelemek amaçlanmış-tır. Örneklemi Okul Öncesi Eğitimi bölümünde öğrenim görmekte olan 300 öğrenci oluşturmaktadır. Araştırmada veriler “Kişisel Bilgi Formu”, “Öğrenci Yabancılaşma Ölçeği” ve “Maslach Tükenmişlik Envanteri Öğrenci For-mu” kullanılarak elde edilmiştir. Son sınıftaki okul öncesi öğretmen adayları “orta” düzeyde okul tükenmişliği ve okula yabancılaşma yaşamaktadır. Sonuçlara bakıldığında, devlet üniversitelerinde öğrenim görmekte olan öğrencilerin özel üniversitelerdekilere göre daha yüksek düzeyde duyar-sızlaşma ve tükenme yaşadıkları görülmüştür. Öğrencilerin okula yabancılaşma düzeyleri üniversite türüne göre farklı-lık göstermemektedir. Mezun olunan lise türü değişkenine ait sonuçlar anadolu öğretmen lisesi mezunlarının genel lise ve meslek lisesi mezunlarına göre daha fazla tükenmiş ol-duklarını; anadolu lisesi mezunlarının genel lise mezunları-na göre daha fazla yabancılaşmış olduklarını göstermekte-dir. Ayrıca anadolu öğretmen lisesi ve anadolu lisesi mezu-nu öğrencilerin yabancılaşmanın alt boyutu olan anlamsız-lık düzeyleri genel lise mezunlarına göre daha yüksek bu-lunmuştur. Eğitim alınan üniversite sayısına göre öğrencile-rin okul tükenmişliği ve okula yabancılaşma düzeyleri fark-lılık göstermemiştir. Öğrencilerin yaşları ile okul tükenmişlik düzeyleri arasında istatistiksel olarak anlamlı bir ilişki bulunmamıştır. Öğrencilerin genel okula yabancılaşma düzeyleri ile yaşları arasında negatif yönlü bir ilişki bulun-muştur.