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Technological developments have made our life easier in many ways. It is unimaginable that the technology that affects our lives in many different areas will not affect the field of education. Education is not limited to attending classes in a room surrounded by walls. With the help of new technologies, education can occur in various environments. With the widespread use of technology and the Internet, the share of online applications in education is increasing rapidly. It made students to prefer such distance education practices where they can access the information quickly, from any time and place, without geographical and regional obstacles. Classes are created in virtual environments by using educational management systems and it is seen as an innovative education system in which the learner can watch the lecture live or later. This education system is widely used for pedagogical formation education after being integrated into many fields. With these developing educational technologies, candidates who graduated from other university departments except the faculty of education and want to become teachers are granted the pedagogical formation certificate with distance education programs. In the similar studies conducted, it was observed that the target, purpose, education and teaching process dimensions for the prospective teachers who participated in the pedagogical formation certificate program realized by distance education were positive. People who have graduated from university and have reached a certain age may now have to work in order to be accepted in society. Hence, they may not have time for formal training. Therefore, distance education can be a solution to this problem. In distance education, there is a need for platforms to provide lecture materials, communication between teacher and student. One of these platforms is the open source Moodle. In this study, Moodle, designed for online pedagogical training certificate, is explained in detail as a training environment and Moodle data from seven different courses that prospective teachers have taken in the framework of this certification program were analzed. In this way, how, when and how often the teacher candidates accessed the course materials were determined. In addition, 32 teacher candidates' opinions and evaluations about the Moodle training environment were collected through the questionnaire. These data were interpreted by statistical calculations and the results were obtained. Findings from this study provide important contributions to the design and effective use of online pedagogical formation certification programs. Institutions can more effectively pursue future online education practices by taking these findings into account.

Çevrimiçi Pedagojik Formasyon Sertifika Programının Tasarlanması, Uygulanması Ve