21. yüzyılda öğretmenlerden daha donanımlı olmaları beklenmektedir. Bu donanım hem mesleki hem kişisel olmak üzere çok yönlü süreçleri içermektedir. Örneğin öğretmenlerden bir yandan yeterli bilgi ve beceri donanımına sahip olmaları beklenirken bir yandan da insan ilişkileri ve iletişim becerisi yüksek bireyler olmaları beklenmektedir. Gelecek kuşakları yetiştirecek olan öğretmenlerin meslekteki kaygılarından arınmış olmalarına bağlıdır. Okul öncesi öğretmenlerinin ise diğer branşlardan farklı olarak branşa özgü farklı bazı görev ve sorumlulukları vardır. Okulla ilk tanışan çocuk için ve özellikle küçük yaş gruplarındaki bazı çocuklar için bu görevler farklılaşabilmektedir. Bu araştırmada okul öncesi öğretmen adaylarının mesleki kaygı düzeyleri çeşitli değişkenler (sınıf düzeyi, cinsiyet, mezun oldukları lise türü, not ortalamaları ile öğretmenlik mesleğini ve okulöncesi öğretmenliği bölümünü isteyerek seçip seçmeme durumu) açısından incelenmiştir. Araştırmanın çalışma grubunu 2012-2013 eğitim öğretim yılında Kastamonu Üniversitesi Eğitim Fakültesi Okul Öncesi Eğitimi Ana bilim dalında eğitimine devam eden (1,2,3 ve 4. sınıf) öğretmen adayı oluşturmuştur. Araştırmanın verileri öğretmen adaylarıyla yapılan görüşmelerle elde edilmiştir. Araştırma hem nitel hem de nicel bir araştırma olup; 269 öğretmen adayının sorulara verdikleri cevaplar önce betimsel analiz yöntemiyle ortaya çıkarılmış, daha sonra öğretmen adaylarının demografik bilgileri ile bu betimsel analizler SPSS programına aktarılıp analiz edilmiştir. Bulgular öğretmen adaylarının mesleki kaygılarının sınıf düzeyi, cinsiyet, mezun oldukları lise türü, not ortalamaları ile öğretmenlik mesleğini ve okul öncesi öğretmenliği bölümünü isteyerek seçip seçmeme durumuna göre anlamlı bir şekilde farklılaştığını ortaya koymaktadır

The teachers are expected to be better equipped in 21st century. This equipment involves both professional and personal multiple processes. For example, teachers are expected to be equipped with sufficient knowledge and skills, on the other hand, teachers are expected to be equipped with having high human relationships and communication skills too. The success of teachers who will educate future generations in their profession depends on being free from their professional concerns that they felt towards the profession. Unlike the other branches, pre-school teachers have some differences about industry-specific duties and responsibilities. For children who meet the school first and for some children, especially in younger age groups these tasks may be different. In this study, anxiety levels of prospective preschool teachers were examined in terms of several variables (class, gender, high school graduation, grade point average, whether their choice of teaching profession was willingly or not, etc.). The study group includes the teachers who continue education of Pre-School Education (1, 2, 3 and 4th grade) in the 2012-2013 academic year at Kastamonu University, Faculty of Education Department. Research data were obtained from interviews with teachers. Research is both a qualitative and a quantitative research; Firstly 269 teachers’ answers to the questions were revealed with descriptive analysis, later this descriptive analysis of teacher candidates with demographic data were transferred and analyzed using SPSS software. Findings revealed that professional concerns of teacher candidates are differed significantly according to level of class, gender, the school they graduated, grade point average and whether their choice of the teaching profession was willingly or not The teachers are expected to be better equipped in 21st century. This equipment involves both professional and personal multiple processes. For example, teachers are expected to be equipped with sufficient knowledge and skills, on the other hand, teachers are expected to be equipped with having high human relationships and communication skills too. The success of teachers who will educate future generations in their profession depends on being free from their professional concerns that they felt towards the profession. Innovations and changes in the educational system, as well as the negative developments in the educational system, may lead to the emergence of anxiety. Unlike the other branches, pre-school teachers have some differences about industry-specific duties and responsibilities. For children who meet the school first and for some children, especially in younger age groups these tasks may be different. This situation may cause high anxiety levels in prospective pre-school teachers. Anxiety is an emotion felt subjectively just like fear, concern and tenseness; and it arises in cases where the wholeness of personality is threatened (Kozacıoğlu, 1995). Anxiety can be defined in a variety of ways. Generally, anxiety is defined as the thought or feeling that is related to unrest or concern an individual has about a given threatening situation. Öner (1977) defines anxiety as the mood which occurs dependent on the environmental stimulus that is perceived to be dangerous, threatening and the results of which is expected to be unpleasant. Anxiety is “the thought for which one feels sadness and about which one worries”; “the uneasiness felt by individuals or groups of people in the face of the probability of failing to achieve the ambitions or the motivations”; or “the emotion leading to uneasiness in cases where a strong desire or a motive seems not to be attained” (Dictionary of Turkish Language Association (TDK), 2009). Anxiety is unpleasant emotional and observable reactions such as worries, perceptions and tenseness caused by stress-creating situations (Özgüven, 1999). Anxiety can be defined as a feeling which is caused by the emotions affecting an individual in a negative way (Varol, 1990). Geçtan (1980) defines anxiety as a natural feeling that contributes people to show the essential adaptation and survive by warning them against the dangers coming from outside. Expecting a negative result, inner contradiction, indefiniteness and the withdrawn of support can be regarded as the reasons of anxiety due to internal and external stimulants. Encountering with an unusual and frightening circumstance, an object or a person, having difficulty in deciding, internal and external conflicts may cause anxiety. Fuller (1969) assembles the anxiety of prospective teachers about their task in three groups as the anxiety which is self-centered, taskcentered and student centered. The focus of self-centered anxiety is the teacher candidates’ themselves. Prospective teachers who have selfcentered anxiety always worry about whether they can do this task successfully or not and for this reason they are always under intense stress. When the task of teacher is taken into account, the anxiety of teacher candidates about their success in their task centers on these questions; What is the profession of teaching for? How will I do the task every day? What will the head master of the school and my colleagues think about me when my classroom is noisy? The focus of task-centered anxiety consists of the candidates’ teaching task. Prospective teachers who have task-centered anxiety are anxious about being effective instructors; therefore, they start to search new teaching methods and materials that they can use in their teaching branch. When the task of teacher is taken into consideration, in terms of task-centered anxiety the candidates try to find answers for these questions; How should education and teaching in different classes be? How can I follow and reach new materials, techniques, and ideas for my teaching? Who can help me the best in order to be successful in my task? The focus of student-centered anxiety is the students. Teacher candidates who have student-centered anxiety are more student centered in their ideas about teaching. They start to wonder about and search for how they can cover each student’s mental, emotional and social requirements In this study, anxiety levels of prospective pre-school teachers were examined in terms of several variables (class, gender, high school graduation, grade point average, whether their choice of teaching profession was willingly or not, etc.). Method The study group includes the teachers who continue education of Pre-School Education (1st, 2nd, 3rd and 4th grade) in the 2012-2013 academic years at Kastamonu University, Faculty of Education Department. Research data were obtained from interviews with prospective teachers. Research is both a qualitative and a quantitative research; Firstly 269 teachers’ answers to the questions were revealed with descriptive analysis, later this descriptive analysis of teacher candidates with demographic data were transferred and analyzed using SPSS software. Results and Discussion When research findings were evaluated, significant relationship wasn't found between prospective teachers' professional concerns and whether prospective teachers have chosen willingly or not except communication with children and planning and managing learning and teaching processes. It is usual that prospective teachers who unwillingly prefer Pre-School Education department live in fear about communication with young children. Much more importance must be given to the teaching practice and school experience course in the process of Education especially for prospective teachers who unwillingly prefer Pre-School Education department because teacher candidates begin to gain self-confidence regarding their own experiences. When the teacher candidates are able to recognize their profession and students in the strict sense, they can cope with anxiety better. Psychological counseling and guidance services can be given by specialists in order to reduce anxiety level of prospective teachers. The anxiety level of teacher candidates caused by Public Personnel Selection Examination (KPSS) can be examined with different study groups. Professional anxiety levels of prospective teachers can be compared according to their academic average. Professional anxiety levels of prospective teachers studying at Pre-School Education department and professional anxiety levels of prospective teachers studying at other Teaching departments and can be compared In-depth qualitative studies can be performed to determine the professional concerns of prospective teachers.