Teachers need to obtain their own knowledge. They must integrate the new information in their practical knowledge. Thus this guides teachers a model for pre-service teachers (Driel, Beijaard & Verloop 2000:148).

Students study in the field of Turkish language education are given theoretical information on both their teaching area and vocation for four years. Practice dimension of the theoretical information is achieved in two stages. Pre-service teachers observe both students and teachers in the case school and  the learning and teaching process within the framework of Teaching Practice course taken in fall term of fourth grade. The main objective of this course is to  provide a pre-process for the pre-service teachers to adapt them to the teaching profession. The second grade takes place in the spring term. Pre-service teachers carry out implementation studies based on the observations and the practices they gained in the case schools under the name of "Teaching Practice”. Thus, pre-service teachers’ personal and professional development processes are emphasized.

Some problems are being encountered at the point of achieving the objectives of this course. Looking at the literature a variety of issues are identified. Paker (2000: 114), aimed to identify the dilemmas faced by pre-service English teachers in their teaching practices in the schools they go to. Paker found students’ dilemmas like our research. He have done in Adana Turkey in this research. Acording to this work; the teaching is teacher-center. Teacher must decide, organized and carried out. Students don’t have any initation. Another problem is student teacher do not have written a lesson plan. A student teacher said that “ My mentor had a lesson plan in her mind.” Mellado (1997:206-208) have found the same conclusion in research. The research have done with 4 student teachers. Only one of them makes a complete and detailed plan. The others don’t use plan. They say they do keep in mind. Four teachers is closer the traditional models.

Ekiz (2000:55) carried out a study to determine how pre-service class teachers see themselves and the others during their teaching practice through reflective diaries. The result of the study displayed that most of the difficulties derived from implementation of the plan to the practice, classroom management, effective use of time and the differences between  the culture of faculty and schools.

Gökçe and Demirhan (2005:50) have some findings concluding their research. According this research; one third of the student teachers see activating teachers are sufficient models for their own. Activating teachers think; pre-service teachers have more practice in schools. Pre-service teachers say before starting work in school, that Teaching Practice lesson give confidence to them .

In this study, it is aimed that Turkish pre-service teachers self-asses their problems they faced during their teaching practices in frame of the “Teaching Practice” lesson practiced in second term of fourth class. We aim to identify pre-service Turkish teachers’ problems arising from themselves during teaching practice.

Driel, Jan H. van, Beijaard, D., Verloop, N. (2001). Professional Development and Reform in Science Education: The Role of Teachers’ Practical Knowledge. Journal of Research in Science Teaching, 38 (2), 137-158. Ekiz, D. (2006).Self-Observation and Peer-Observation: Reflective Diaries of Primary Student-Teachers. Elemantry Education Online, 5(1),45-57. Gökçe, E., Demirhan,C. (2005). Teacher Candidates and Supervising Teachers’Opinions about Activaties of Teaching Practice in Elemantary Schools. Ankara University Journal of Faculty of Educational Sciences, 38 (1), 43-71. Mellado, V. (1998). The Classroom Practice of Preservice Teachers and Their Conceptions of Teaching and Learning Science. Science Education,82 (2), 197-214. Paker, T. (2000).Teaching Practice From Student Teachers’ Perspective. Çukurova University Social Sciences İnstitution Review, 6(6),111-118.