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This quantitative study examines primary pre-service teachers’ perspectives on teaching practice courses using a five-point Likert-type questionnaire. Participants were 80 pre-service teachers from a public university in northern Turkey. Results show strong appreciation for the courses’ value, but dissatisfaction with time spent in practice schools and mixed evaluations regarding mentors’ and administrators’ attitudes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/examining-primary-pre-service-teachers-perspectives-on-teaching-practice-courses/588089/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/examining-primary-pre-service-teachers-perspectives-on-teaching-practice-courses/588089.png","ImageObject",300,407,{"name":92,"@type":93},"Aditya","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"To examine primary pre-service teachers’ perspectives on teaching practice courses using a quantitative approach.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was data collected and analyzed?",{"text":117,"@type":113},"A five-point Likert-type questionnaire gathered responses, and the collected data were analyzed using quantitative analysis methods.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the results indicate about pre-service teachers’ attitudes toward teaching practice?",{"text":121,"@type":113},"Pre-service teachers appreciated the value of teaching practice courses, but were not very happy about spending time in practice schools, while student-related experiences were generally positive.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588089,1792166508,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","EXAMINING PRIMARY PRE-SERVICE TEACHERS’  \nPERSPECTIVES ON TEACHING PRACTICE COURSES  \nSavas Basturk  \nAbstract: The courses “school experience” and “teaching practice” are undoubtedly among the central courses to be received by pre-service teachers who will be future teachers. Through them, pre-service teachers obtain the realistic information about their profession. Therefore, the aim of this study was to examine pre-service teachers’ perspectives on teaching practice courses by using a quantitative approach. Therefore, a 5-point Likert-type questionnaire was administered in order to gather data. The participants of the study were 80 pre-service teachers from the department of primary school education at a public university in the north of Turkey. The data collected were analysed and interpreted using the methods of quantitative analysis. The results have revealed that the pre-service teachers appreciated the value of teaching practice courses, but because of some reasons, they were not very happy in spending time in practice schools. They had not any problems with students and were quite pleased with their attitudes, while it is not possible to say the same thing for mentors’ and administrators’ attitudes.  \nKey words: Primary pre-service teachers, teaching practice courses, teacher training, mentoring.  \n1. Introduction  \nThe fact that teaching profession is introduced to pre-service teachers and mentors contribute their professional development can be considered as the most important functions of school practices in teacher training programs. Theory about teaching science and practice in the field are two main components of teacher training programs to help the development of pre-service teachers’ learning. It is clear that the more the gap between theory and practice decreases, the more the efficiency of the program increases. Therefore, one of the important missions of teacher training programs is to harmonize these two components with each other.  \nMany studies have revealed that making practice in pre-service is effective for pre-service teachers to gain required knowledge and skills and it is one of the most important parts of teacher training (Audouin, 1996; Book, Byers &Freeman, 1983; Kitchers, 1983; Sands & Özçelik, 1997) . The general purpose of the teaching practice courses is to contribute pre-service teachers’ professional development by providing them, within the framework of the faculty and school cooperation, the opportunity to transform their content knowledge, pedagogical content knowledge and general cultural knowledge obtained from the faculty into practice (Alkan & Demirhan, 2005) .  \nBeing a teacher is a process which encompasses the theory and the practice and asks pre-service teachers to be developed in many aspects. However, many researches reveal that novice teachers and pre-service teachers have problems in transform their content knowledge into the form in which students understand (Canbazoğlu, 2008; Veal, Tippins, & Bell, 1998) . These experienced problems in harmonizing theory and practice increase the importance of teaching practice courses and mentors’ responsibilities (Power, Clarke, & Hine, 2002; Sinclair, 1997) . In fact, teaching practice courses offer both mentor and preservice teacher the opportunity to improve their teaching behaviours by providing them an environment where the mutual reflection and discussion occur (Barnett, 1995; Crowther & Cannon, 1998; Healy, Ehrich, Hansford, & Stewart, 2001). In their internships process, pre-service teachers learn to implement what they have learned at the faculty under the supervision of mentors. It is clear that individuals learn through experience in combination with careful preparation, good mentoring, discussions with colleagues, and well-designed courses, but not from experience alone. When learning in someone’s supervision, what we learn is closely correspondence with what and how we do with this person, what  \nkind of assistance we recei","cbCaiqQCnhbhgLLj","https://ap.wps.com/l/cbCaiqQCnhbhgLLj","pdf",521098,12,"English","# Introduction\n## Teaching practice courses in teacher education\n## Literature on mentoring, interaction, and implementation\n## Structure of primary teacher training internships in Turkey","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To examine primary pre-service teachers’ perspectives on teaching practice courses using a quantitative approach.\"},{\"question\":\"How was data collected and analyzed?\",\"answer\":\"A five-point Likert-type questionnaire gathered responses, and the collected data were analyzed using quantitative analysis methods.\"},{\"question\":\"What do the results indicate about pre-service teachers’ attitudes toward teaching practice?\",\"answer\":\"Pre-service teachers appreciated the value of teaching practice courses, but were not very happy about spending time in practice schools, while student-related experiences were generally positive.\"}]","Examining Primary Pre-Service Teachers’ Perspectives on Teaching Practice Courses | PDF",1792064506]