An Investigation of Preschool Teacher Candidates' views On Applications of Educational Activities

The aim of this study investigates the views of preschool teacher candidates on applications of educational activities in preschool education. This research is the screening model research and 110 teacher candidates attending the third and fourth grades in the Department of Preschool Teaching in Faculty of Education in Giresun University and filling out the form constitute the working group of this study.'A Semi-Structured Interview Form' is used to gather the data of the study. With this aim, the form, was shaped by the researchers, took its ast form after two experts examined them and following the necessary changes. This form ncludes four demographic questions and seven open ended questions. In the first place, teacher candidates are asked about their views on activities in preschool education. They are asked to select one of the following options; 'I enjoy them', 'I am reluctant', 'I have difficulty','I get bored'. Later, they are asked to write the reasons of their choices. Then, the teacher candidates are asked about 'doing good or doing no good' in these activities. They are asked choosing on the following options; 'I think I do good' and 'I do not think I do good'. Then, they are asked to write about the reasons of their choices. In data encoding, 'encoding pertinent to the notions gotten from data' is used. It is clear that the activities in which the participants have the most difficulty are free play, science and math, and preparations for literacy activities. It is clearly seen that 48.1% of the teacher candidates get bored during the free play activities. Such teacher candidates stated that the most important reason for this is that they have too much ree time. It can be seen that teacher participants do not think (56.3%) that they do good in free play activities. What they stated as the most important reason for this is that the school has imited opportunities, so it is seen that the teacher candidates (53.6%) have difficulty in science and mathematics activities. They also stated that the most important reason for this is that they do not know which activities they should use'.