Purpose: The main purpose of this research is to adapt and validate the Turkish Version of the Personal Report of Public Speaking Anxiety (PRPSA) for teacher candidades. Finding out teacher candidates public speaking anxiety levels may help to solve the problems that the beginning teachers faced in the first year of their professional career. The purpose of the study is not only defining teacher candidates’ PSA levels but also evaluating the competency of teacher training programmes in terms of gaining teacher candidates speaking skills which they will also strongly need when they teach. Our research question was that to what extend are the teacher training programmes successful in training qualified teachers candidates equipped with less public speaking anxiety. Keeping in mind that the problems in  training new teachers are universal and smiliar in most countries, the result of the study will enable educators to consider about teacher training programmes at university level in a broader framework.

         One of the most basic functions of today's teachers is to guide the students during his visit and through making them active in the class they should  change their students’ behavior within the target of the school . Fom this perspective, the teachers shoul be trained to be able to meet the requirements of the time. As many scholars stated stated the quality of teachers, and teaching is undoubtedly among the most important factors shaping the learning of students (Ingersoll, 2004:1; Özkan, 2005). At this point the importance of teacher training programmes comes forward; however, as Morgan (1989) stated one of the most neglected aspects of teacher training is thorough preparation in the diverse communication skills that are needed by good teachers in today's schools. Hargreaves (1995) critiqued this situation as it disregards the emotional nature of teaching.

         One of the important factors in increasing the impact on the student is being able to  communicate effectively in the class. In many research it was reported that teachers with effective communication skills are very successful in establishing positive relationships with students and making them love the lesson (Hamre and Pianta, 1999; Şen and Erişen, 2002). Therefore Andrzejewski (2008:171) asserts that teacher preparation programmes should consist of just such practice. Some of the basic skills that the teachers will inevitably use in the class such as planning, instruction, classroom management, communication, reflection, and assessment can be improved through practice. Communication and speaking skills are one of the key skills for teachers which can be improved through practice during teacher preparation period in training programs at university.

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