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Teaching practice studies are important for candidate teachers to acquire professional skills. Teacher candidates learn to adapt to the conditions of real business life, as well as obtain theoretical knowledge of application that they have learned in college. The purpose of this study is to show whether the changes of the MEB in 2017 caused an increase in the quality of the implementation studies. Research is a qualitative study. The working group of the research is OMU Basic Education Department, application teaching elements (5) in Classroom Education Department and application school coordinators (6) and application teachers (17) working in primary schools affiliated to MEB. 28 people who wanted to participate in the interview voluntarily were selected by maximum diversity sampling method. Semi-structured interview form was used to collect research data. Descriptive and content analysis techniques were used in analyzing the data. According to research findings, the majority of application instructors stated that the changes made did not cause a change in the implementation studies. They pointed out that the evaluation of application school coordinators on the internet provides some benefits. Practice teachers have expressed that their work is more productive, teacher candidates are more prepared for lessons, and teacher candidates are getting more serious. Some suggestions were made based on findings. Extended English summary is in the end of Full Text PDF (TURKISH) file. OzetOgretmenlik uygulamasi calismalari, aday ogretmenlerin mesleki beceriler kazanmalari bakimindan onemlidir. Ogretmen adaylari, universitede ogrendikleri teorik bilgileri uygulama firsati elde etme yaninda, gercek is hayatinin kosullarina uyum saglamayi da ogrenirler. Bu calismanin amaci, MEB’in 2017 yilinda yapmis oldugu duzenlemelerin uygulama calismalarinin niteliginde bir artisa neden olup olmadigini ortaya koymaktir. Arastirma nitel bir calismadir. Arastirmanin calisma grubu, OMU Temel Egitim Bolumu, Sinif Ogretmenligi Anabilim Dali’ndaki uygulama ogretim elamanlari (5) ile MEB’e bagli ilkokullarda gorev yapan uygulama okulu koordinatorleri (6) ve uygulama ogretmenleridir (17). Gorusmeye gonullu olarak katilmak isteyen 28 kisi maksimum cesitlilik orneklemesi yontemiyle secilmistir. Arastirma verilerinin toplanmasinda yari yapilandirilmis gorusme formu kullanilmistir. Verilerin cozumlenmesinde betimsel ve icerik analizi tekniklerinden yararlanilmistir. Arastirma bulgularina gore, uygulama ogretim elemanlarinin cogunlugu, yapilan degisikligin uygulama calismalarinda bir degisiklige neden olmadigini dile getirmislerdir. Uygulama okulu koordinatorleri degerlendirmenin internet ortaminda yapilmasinin bazi yararlar sagladigini belirtmislerdir. Uygulama ogretmenleri ise calismalarin daha verimli oldugunu, ogretmen adaylarinin derslere daha hazirlikli geldigini ve ogretmen adaylarinin isi daha ciddiye aldiklarini dile getirmislerdir. Bulgulara dayali olarak bazi onerilerde bulunulmustur.

journal of human sciences

Assessing the effectiveness of teaching practice course in the context of new regulations &lt;p&gt;Yeni düzenlemeler bağlamında öğretmenlik uygulaması dersinin etkililiğinin değerlendirilmesi