The purpose of this survey is to analyse the issues related to education of pre-service physics teachers in Turkey. After reviewing the related literature, the problems were grouped in three categories / (1) Problems occurred before entering Physics Teacher Education Program, (2) Problems occurred during Physics Teacher Education Program, and (3) Problems occurred after graduation from Physics Teacher Education Program. Three questionnaires / Pre-service Physics Teacher Questionnaire-1 (PPTQ-1), Pre-service Physics Teacher Questionnaire-2 (PPTQ-2), and Lecturers Questionnaire (LQ) were developed to get information about opinions of the pre-service physics teachers and the lecturers on problems of physics teacher education. The research was conducted on 245 the pre-service physics teachers in 5 years, 297 the pre-service physics teachers in 4+1.5 years, and 85 lecturers in Physics Teacher Education Programs in 2005-2006 spring semesters. The data obtained from the administration of the measuring instruments were analysed by using Ms-Excel and SPSS programs. Results of the statistical analyses indicated that the pre-service physics teachers and the lecturers think that / the pre-service physics teachers do not come to 5 years Physics Teacher Education Program willingly and consciously / characteristics which are important and necessary to be a good physics teacher can not be measured with university entrance exam / Physics Teacher Education Programs can not cause the pre-service teachers to gain the efficiencies in physics subject matter knowledge, general pedagogical knowledge, and general knowledge which are determined by Ministry of National Education completely / increasing the period of Physics Teacher Education Program do not supplement better qualified physics teachers in Turkey / quantity and quality of the lecturers in Physics Teacher Education Program are not sufficient / and Public Personnel Selection Exam can not measure whether the pre-service physics teachers have characteristics of a good physics teacher or not.

Made available in DSpace on 2016-06-02T20:02:50Z (GMT). No. of bitstreams: 1 3910.pdf: 2447291 bytes, checksum: 23fb2abb5cec5b130611149d2b5bb3aa (MD5) Previous issue date: 2011-10-21 / Pion, the web portal of the Brazilian Physical Society (SBF) for physics teaching and dissemination, provides to the public at large a collection of learning objects such as videos, photos, illustrations, didactic simulations, texts and other resources related to physics and its teaching. This work is an account of the web portal development and the achievement of an evaluation research on its usability and use by the public. An online form with multiplechoice questions and one open question were sent by e-mail to all registered users of the portal. The closed responses were evaluated in line with a Likert scale model and the views expressed in the open question were classified according to afterwards created categories. The research led to the conclusion that Pion is well structured concerning its usability and fulfills the role of assisting the teacher in their search for relevant information to teaching practice, although it still needs for improvement in aspects related to interaction with the public and the interactivity in general. / O Pion, Portal SBF de Ensino e Divulgação da Física, disponibiliza para o público em geral diversos objetos de aprendizagem, como vídeos, fotografias, ilustrações, simulações didáticas e textos, entre outros recursos relacionados à física e ao ensino dessa ciência. Este trabalho é um relato do desenvolvimento do portal e de uma pesquisa de avaliação quanto a sua usabilidade e utilização pelo público. Questões de múltipla escolha, além de uma questão aberta, foram enviadas em formulário online, via e-mail, para os usuários cadastrados no sistema do portal. As respostas fechadas foram avaliadas seguindo-se um modelo de escala de Likert e as opiniões expressas na questão aberta foram classificadas segundo categorias criadas a posteriori. A pesquisa levou à conclusão de que o Pion está bem estruturado quanto à sua usabilidade e cumpre o papel de auxiliar o professor em sua busca por informações relevantes à prática docente, embora ainda precise de melhorias em aspectos relacionados à interação com o público e à interatividade de modo geral.