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The responses which can be given to the questions about whether education and teachers' roles and practices in the classroom have a political context and these responses are not independent of the way we make sense of education and politics. Therefore, the responses of the prospective teachers to these questions will also contribute to their understanding of the political context of the teaching and teaching profession. On the other hand, teacher candidates' views on the political context of education will also affect their way of teaching. Therefore, it is important to understand their views. For this reason, in this research it is aimed to reveal and understand the opinions of the prospective teachers about the education and whether the teacher roles or practices in the classroom are political qualities. The results of this research, the qualitative research approach, were obtained by the responses given to the question form prepared by the researcher. The question form was replied by the 36 teacher candidates, senior students of the faculty of education, 22 of whom were female and 14 were male students. The obtained data were analyzed with descriptive analysis technique and it was understood that the majority of the participants in the research concluded that the politics was related to the state / power. It has also been understood that most of the participants define education as a political phenomenon, whereas the participants think that the teachers' role in the classroom does not seem to be a political feature or should not be.

The Views of Prospective Teachers on the Political Context of Education and Teachers Roles in the Classroom