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Abstract
This research aims to reveal the problem solving skills of pre-service teachers and their views on this. In this study the preferred method was the mixed method where both quantitative and qualitative data is used conjointly. The data in the quantitative dimension of the study were collected with the ‘Problem Solving Skill Scale’ developed by Yaman (2003). The data in the qualitative dimension of the study were collected through an interview form developed by the researchers. Quantitative data were analyzed by a statistics software program and qualitative data were construed by descriptive analysis. The study group of the research consisted of pre-service teachers attending the Faculty of Education of a university in Turkey. In this context, evaluations were made according to the gender and grade level variables of pre-service teachers. Accordingly, when the problem-solving skills scale of pre-service teachers was taken into consideration, no significant difference was found in terms of gender. However, in terms of grade level, it was determined that third-year pre-service teachers had higher problem-solving skills than those in the first and second years; fourth-year pre-service teachers had higher skills than those in the first and second years; and graduate pre-service teachers had higher problem-solving skills than first-year pre-service teachers. At the same time, pre-service teachers' views on problem solving skills were also obtained. It was concluded that pre-service teachers have the opinion that they may encounter some problems related to the profession they will carry out in the future.
