Acceptance and Resistance of ((Pre-service Teacher)) in Science Education Majors Students within the Settlement Process of College of Education

Objectives This study assumed that the career conflict that appears during the settlement process of students majoring in science education at a teacher's college can start with the process of defining the student subject as a “pre-service teacher” and reinterpreted this with the signifier theory of Lacanian psychoanalysis. Methods For the study, 60 third- and fourth-year science education students from three national universities across the country participated, and the data were analyzed through word cloud and language network analysis and qualitative analysis. Results As a result of the study, it was found that current students define themselves as ((pre-service teachers)) in terms of their definition and personality and internalize this, especially in terms of personality. In addition, professors played a major role in the signification of ((pre-service teacher)), and signification was taking place in the overall curriculum of the College of Education. Lastly, the type of emotion toward ((pre-service teacher)), the perception of whether ((pre-service teacher)) reflects one's own identity, and the accepting attitude toward ((pre-service teacher)) were closely related to each other. Conclusions Accordingly, this study suggested that ((prospective teachers)) can be one of the factors that can cause conflict or career settlement in the teaching profession and suggested attempting a new psychoanalytical approach to the problem of career conflict in teachers' colleges.