Prospective Teachers’ Views Regarding Pedagogical Courses, Field Knowledge Courses and Willingness to Serve as a Teacher

In this research, where the aim is to determine prospective teachers’ views concerning pedagogical courses, field knowledge courses and their willingness to perform the teaching profession, 403 senior students attending the Faculty of Education and Technical Education in Sakarya University were chosen as a sample. The data were collected via a survey of demographic questions and 3 open-ended questions developed by the researchers, and then were analyzed. The analyses demonstrated that students in faculty of education compared to technical education, students who have chosen their departments willingly compared to those who not and students attending departments with high proportion of being employed as teachers compared to those attending the departments with lower proportion of being employed, considered pedagogical courses more important and indicated higher willingness to serve as a teacher. Of the students, 46.1% stated that all of the field courses were important, 40.7% stated that most of those courses were important but some of them were unnecessary, whereas 8.9% stated that most of those courses were unnecessary. It was found in the research that students mostly stressed the employment problem therefore the quota for student acceptance into educational faculties should be established on the basis of needs and in a realistic way