Preservice Elementary Mathematics Teachers’ Preparedness for the Teaching Profession

The study investigated the extent of preservice elementary mathematics teachers’ (pemt) perceived preparedness for the profession and the differences caused by year in the teacher education program, gender, high school type, and existence of a teacher in family. data were collected from 728 third and 4th year pemts of 10 universities in seven different cities through the preparedness scale developed by researchers and analyzed with descriptive and inferential statistics. results indicated that pemts did not perceive their preparedness at a high level. independent t-tests showed that preparedness differed based on the year in the program, but not based on gender, high school type, and existence of a teacher in family. results showed that practice courses may significantly influence pemts’ preparedness.