ÖzetBu araştırmada Türkiye genelinde MEB'e bağlı okullarda görev yapmakta olan okul öncesi öğretmenlerinin hizmet öncesi eğitimlerine ilişkin görüşleri ve hizmetiçi eğitim durumları incelenmiştir. Araştırma, tarama modelindedir. Veriler nitel araştırma yöntemi kullanılarak toplanmıştır. Veri toplama aracı olarak görüşme formu kullanılmış, elde edilen veriler temalar altında birleştirilerek yüzde ve frekans dağılımları incelenmiştir. Değerlendirme sonuçları, varyans analizi, frekans dağılımları ve yüzdeleri alınarak, tablolar şeklinde bulgular bölümünde sunulmuştur.Anahtar Sözcük: Okul öncesi öğretmeni, hizmet öncesi eğitim, hizmetiçi eğitim ihtiyacı. AbstractIn this research, it was aimed to examine the opinions of pre-school teachers who are work for the state schools about their pre-service education and their inservice education status in Turkey. The research is a survey model. The data gathered by qualitative research tool. The data was gathered by interview forms and and data was analysed by creating themes with frequency and percentage distributions. The evaluation of the results was presented given as analysis of variance, frequency distributions and percentages in charts.

This study was carried out with the aim to determine the level of sufficiency of the geography teachers' education, which they received during their undergraduate education, in terms of their professional performance in the official secondary education institutions under the Ministry of National Education in Turkey. This study adopted the survey model and the relevant data was collected by using a descriptive approach. THESE data were collected from the actively-working geography teachers by using a data collection tool developed by the researcher with the modeling technique to be analyzed and interpreted. According to the results obtained from the collected data; it has been observed that the geography teachers did not consider the undergraduate education they received while carrying out their education activities and they did not have sufficient level in acquiring some of the fields that have to be given to the students. Undergraduate geography teacher programs need to be updated on a need-based basis by taking the opinions of all stakeholders, to be able to apply the geography curriculum effectively and effectively and to provide the geographic skills required by the 21st century to students. In addition, some suggestions can be made to the geography teachers who are currently working in the Ministry of National Education (MoNE) by developing application-based activities to meet the professional development needs in the areas they need.