TÜRKÇE ÖĞRETMENİ ADAYLARININ BÖLÜM VE MESLEKLERİYLE İLGİLİ TUTUM VE YETERLİKLERİ ÜZERİNE BİR ARAŞTIRMA (KTÜ ÖRNEĞİ).

Turkish teaching is a group of professions working on the constitutional basis of education and training of the official and common education, culture and arts language of the country and it is of vital importance for Turkey. It is, of course, necessary to determine how and to what extent the prospective teachers of this profession are involved in their profession. In this study, the attitudes and competences of the pre-service Turkish teacher about the occupations were tried to be investigated in the sample of 227 students in 4 classes studying in the Turkish Education Department of KTÜ Fatih Education Faculty. For this, a different questionnaire form was developed by taking advantage of the studies of Temizkan (2008) and Acat, Yenilmez (2004). İn this form, students' attitudes and competences are tried not only to be determined by their thoughts and considerations. His tried to be determined by a few questions which would give clues about their knowledge and skills, directly. It has been understood that all the students have a positive attitude towards Turkish teaching and that the students at 1 st grade have less positive attitudes than the other classes, although it is not very meaningful. It has also been determined that the majority of students see KPSS as a priority over all courses, and in particular in the proficiency question of the 4th grade, there may be clues that this examination process adversely affects their proficiency levels. Students' perceptions of their competence may not be sufficient according to the answers they give to the questions to measure knowledge and skills directly, although they often have good or high results. As a result, Turkish teacher candidates are not expressing their positive attitude towards their professions, but they have deficiencies in terms of competence. It is considered that the students' grades and especially the KPSS process effect of being at better level of pre-service Turkish teachers. [ABSTRACT FROM AUTHOR]