European Journal of Education Studies ISSN: 2501 - 1111 ISSN-L: 2501 - 1111 Available on-line at: www.oapub.org/edu Volume 3 │Issue 11│2017 doi: 10.5281/zenodo.1067071 THE OPINIONS OF PRE-SERVICE SCIENCE TEACHERS ON SCHOOL PRACTICE Ulas Kubati Mugla Sitki Kocman University, Turkey Abstract: The aim of this research is to identify the problems faced by the pre-service science teachers in the process of school practice, and to determine possible solutions. School practice is very important in establishing theory-practice relationships for the candidate teachers. A qualitative design was employed for this research study. The participants of this study were 14 pre-service science teachers who pursued in their studies in the academic year period of 2016-2017. A semi-structured interview form was used as a data collection tool. In the research findings, it was revealed that the teachers had problems in planning the teaching during its practice. During the application of teaching, in addition, deficiencies in teaching methods, techniques and measurement and evaluation methods used by candidate teachers were observed. It was found that the pre-service teachers used most likely experimental pre-service science teachers used more traditional assessment tools. Keywords: science, pre-service science teachers, school practice 1. Introduction Teacher is one of the most important factors in the teaching process. Effective teacher is the one who responds to the needs of the students and provides suitable feedback in their work. It is also the other task of the teacher to reveal the individual differences and learning styles of the students. One of the first steps the teacher should take is to determine the appropriate teaching strategy for the purpose of the course. The teaching method to be used must actively involve all students in the teaching process. Copyright © The Author(s). All Rights Reserved. © 2015 – 2017 Open Access Publishing Group 469 Ulas Kubat THE OPINIONS OF PRE-SERVICE SCIENCE TEACHERS ON SCHOOL PRACTICE Teaching practice is very important in terms of establishing theory-practice relationships for candidate teachers. The success of the teaching process is, largely, the result of planning with a high degree of teaching quality. The training program consists of the dimensions of acquisition, content, teaching-learning process and evaluation. These theoretically prepared program dimensions are applied in the classroom by the shaper of the teaching process, the teacher. An effective and lasting learning depends on the effective planning and implementation of the program's dimensions. Therefore, the prospective teachers find the opportunity to apply the theoretical knowledge they acquired during their undergraduate education in the course of the application of the program in teaching practice. In this respect, this practice contributes to the professional development of the candidate teachers before they start their career. While preparing the lesson plans in the course of teaching application process, the candidate teachers also find the opportunity to observe how to consider and incorporate the environmental conditions, student characteristics, subject characteristics, physical conditions, and the tools and materials situation of the school. In other words, during trainee application period the candidate teachers find an opportunity to practice teaching planning, choose appropriate content, determine the appropriate teaching methods and techniques and how to organize the educational environment in order to realize their aimed achievements. Furthermore, they get the opportunity to learn what tools, resources and materials to use in the teaching-learning process and how to make an assessment in reality. The first step in planning the learning-teaching process is to determine purpose, goals and strategies. This process constitutes the source of the regulation of many activities, including class management as well as the selection of methods, techniques and tools (Fidan, 1985). Another important step is to determine student characteristics. Determining the cognitive, affective and psychomotor characteristics of students is a necessity for teaching to be successful. Academic achievement increases when students' learning styles are reflected in the teaching-learning process (Cushner, McCllelland & Safford, 2008). Learning style is a useful tool for differentiating teaching (Sprenger, 2008). Therefore, it is very important to plan the learning-teaching process accordingly by revealing the individual differences and special needs of the students. The choice of teaching method and technique is made depending on the characteristics; at this stage, the level of the student also need be considered. The success of students increases when different teaching methods match with the strengths and needs of students (Tomlison, McTighe, 2006). Since, in selecting a method, the main variable is the quality of the aims, determining the level of taxonomic level of the aim among the learning areas constitutes the main problem (Gökçe, 2014). Whether or not European Journal of Education Studies - Volume 3 │ Issue 11│ 2017 470 Ulas Kubat THE OPINIONS OF PRE-SERVICE SCIENCE TEACHERS ON SCHOOL PRACTICE the learning outcomes are realized or how much they are realized reveals in the evaluation process. The foundation of teaching is the communication between teacher and student. Unless this communication is normal, no matter how well the purpose, subject, environment and other teaching materials are prepared, an efficient education does not materialize Binbaşıoğlu, 1994 . Therefore, classroom management is very important for achieving the goals. Even if the most effective teaching program is implemented, or the latest model tools and materials are used a teacher whose classroom management is weak cannot be successful. A healthy communication between the teacher and the students in the classroom will make it easier for the teacher to manage the class. Students see the teachers they love and respect as leaders (Levine, 2009). For this reason, prospective teachers have the opportunity to observe and practice the application of all the stages of the teaching-learning process thanks to the teaching practice they have done in schools. 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