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The subjective vitality approach, which is the presence of mental positive energy, refers to alive, cheerful, stimulated, energetic, and dynamic individuals. In other words, this approach, which is regarded as a sign of the spontaneous energy of individuals along with their aliveness and alertness, has recently become one of the important study subjects of positive psychology. It is inevitable to determine the reflections of studies related to psychology in the field of education where the individual is the most important factor. The fact that the teacher, who is the cornerstone stone of education, has a positive and energetic perspective on life and also reflects the same positive feelings in his profession is important in this respect. In this context, the determination of subjective vitality states of preservice teachers who apply to the formation program with the aim of becoming a teacher constitutes the purpose of the research. In the study where qualitative data was collected and analyzed, the phenomenology design was used. In the research, 80 students receiving formation training in the Department of Educational Sciences of Fırat University during the 2018-2019 academic year were determined by using the typical sampling method, which is among the purposive sampling methods. The method of “content analysis” which is used for the analysis of qualitative researches has been used in this study for the analysis of the data obtained taking into account the teacher candidates’ opinions.  As a result of the research, it was observed that the subjective vitality states of preservice teachers related to school, student, and teaching profession were generally high. 


Subject vitality, education, teacher candidate


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