It can be said that the problems in the field of teacher training in Turkey continue with varying dimensions. In this context, being a teacher candidate expresses the realities in which individual and social problems are clustered. On the other hand, thousands of students continue to study in pedagogical formation programs. When individuals studying in a pedagogical formation program are considered as subjects, it is important what their experiences regarding the learning process mean. Understanding the subjects of a social problem can bring different dimensions to the problem and help in taking steps toward a solution. An educational scientific discussion area has been established in Turkey in recent years through being a teacher candidate in the pedagogical formation certificate program process. Studies carried out on the phenomenological approach also contribute to these discussions. This study aims to discover what it means to be a pre-service teacher studying students, based on their daily experiences in a pedagogical formation certificate program. The method of this study is based on the Hermeneutic Phenomenology type based on Heidegger's phenomenology approach. In the researcher study, the essence of the experiences of pre-service teachers studying in the pedagogical formation program; was reached in the context of their lives. For this reason, the researcher spent time with the participants and made an effort to establish a dialogue with them in the context of their culture. The deciphered interview texts were analyzed by coding technique in 2 stages. During the analysis process; In the first stage, pre-coding (open coding) was made on the interview texts, in the second stage, axes were created by matching the research questions with codes, in the third stage, explanatory themes were determined by creating the axes, and in the last stage, the "essence" that shared the meaning of being an individual studying in pedagogical formation was reached.As a result of the study, it is described again that the pedagogical formation certificate program process cannot create a social and cultural transformation. Another result is that participation in pedagogical formation education is seen as a means of equalizing and raising social status. This is particularly evident among those who attend pedagogical education as distance education graduates.
Teacher Training, Pedagogical Formation Education, Hermeneutics Phenomenology