This research study aims at gathering the views of science teachers regarding the classes of school experience and teaching practices and especially finding out how much science teachers can reflect their gains from these two courses they take during their undergraduate education on their professional teaching lives. In this direction, this study was carried out with the assistance of the 29 interviewer science teachers who volunteered for this study, graduated from the state universities in Turkey and have been hired in the different provinces. This study has used qualitative research technique and an open-answer survey has been implemented. The content analysis method has been used for analyzing the survey results. The findings indicate that most of the science teachers have expressed that they could not receive proper and satisfactory guidance relevant to these classes, and they could not have a productive learning processes at their undergraduate due to the learning barriers formed by the instructors, unsatisfactory teaching, and teaching style not introducing new approaches regarding School experience. The findings about the class of Teaching Practices indicate that the class is implemented as one class and it is detected that not enough necessary assessments are used during the class. Consequently, most of the science teachers involved in this research study state that they cannot reflect the gains from these classes to their professional teaching.
Key words: Teaching practices, school experience, teacher
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