Öğretmen Adaylarının Yeni Öğretmen Atama Sistemine İlişkin Görüşleri: Fenomenolojik Bir Çalışma

Abstract

This study aimed to examine the opinions of pre-service English language teachers regarding the MoNE-AEE. This qualitative study employed a phenomenological design. The study was conducted with pre-service English language teachers studying at a state university in the Mediterranean region during the spring semester of the 2024-2025 academic year. A semi-structured interview form developed by the researchers was used as the data collection tool. The data were analyzed using content analysis. As a result of the procedures carried out, the pre-service teachers stated that the sudden change in the examination system within AEE created uncertainty, which in turn led to various negative consequences such as loss of motivation.Furthermore, the pre-service teachers viewed positively the inclusion of a practice-oriented assessment system and the reduction of exam content. Regarding the replacement of the Teaching Field Knowledge Test (TFKT) with the Foreign Language Proficiency Exam (YDS), they emphasized that the YDS was inadequate for measuring teaching competence.Additionally, the pre-service teachers expressed that content knowledge questions should also be included in the examination. Finally, they indicated that the change in the examination system had a negative impact on their motivation toward the teaching profession. In light of the findings obtained, several recommendations were made, including placing greater emphasis on practice-based courses rather than theoretical ones in Faculties of Education, as well as conducting interviews with pre-service teachers from different subject areas.