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This study was conducted to determine the inadequate professional qualifications of  advisor teachers. Employing a qualitative approach, we studied the question “what areyour observations regarding the professional qualifications of the advisor teachers duringthe teaching practicum?” with senior students in various programs such as Turkish,English, mathematics, painting, music and primary school teaching at the Faculty ofEducation of a small-scale state university in central Turkey. Analyzing the observationsof the prospective teachers, we identified seven aspects of inadequate qualifications: (1)professionalism, (2) classroom management, (3) communication, (4) professionaldevelopment, (5) personality, (6) creating a democratic classroom environment, and (7)usage of instructional material and technology. In terms of professionalism, the analysisyielded that some of the inadequate qualifications are favoring some students over toothers and not having the ability to solve problems. With regard to classroommanagement, the most frequent inadequate qualifications are not taking individualdifferences into consideration and not being able to ensure student participation tolectures. Regarding communication, lack of communication among educationalshareholders and negatively criticizing students are mostly mentioned by studentteachers. Based on the findings of the study, we suggest that educational authoritiesprovide in-service training sessions to teachers to work on these problems so that thequality of instruction would increase in schools.

The Observations of Student Teachers in Regard to Professional Qualifications of Advisor Teachers During Teaching Practicum