Pre-service Teachers' Views on Teaching Practice Experiences

This study was conducted based on a qualitative research design. The data were collected through a questionnaire form prepared by the researcher and analyzed using the descriptive analysis method. The study group of the research consisted of a total of 6 pre-service teachers, 5 female and 1 male students, who were attending the 4th grade in the fall semester of the 2024-2025 academic year at Ankara University, Faculty of Educational Sciences. The opinions of the pre-service teachers about the course planning and implementation processes were collected under certain categories and themes and interpreted by supporting them with direct participant views. The data obtained in this framework were grouped into 4 categories; (1) presentation style, (2) participation and interaction, (3) making sense of and relating what was learned, (4) evaluation and reinforcement. The findings of the study showed that pre-service teachers used various teaching methods and techniques (question-answer, group work, drama, etc.) in their course presentations and effectively integrated technology and whiteboard for different purposes. In addition, it was found that they frequently used strategies such as ensuring students' active participation in the lesson, maintaining interest and curiosity, and conducting group work. In the process of making sense of what was learned, approaches such as reminding previous knowledge and associating it with daily life came to the fore, while in the process of evaluation and reinforcement, it was determined that they used various measurement tools, homework and research tasks. The results obtained show that pre-service teachers adopt a student-centered and interactive teaching approach. In line with these results, it can be recommended to increase practice-based studies in teacher education programs.s.