Araştırma Makalesi
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Yıl 2022, Cilt: 6 Sayı: 1, 68 - 83, 30.06.2022

Emine Merve Uslu Tuba Özgün

https://doi.org/10.54535/rep.1134110
Cited By: 1

Öz

Kaynakça

  • Aydemir, T. (2021). Öğretmen adaylarının özgecilik davranışları, öğretmenlik mesleğine yönelik tutumları ve öğretme motivasyonları arasındaki ilişki [The relationship between altruism levels, attitudes towards teaching profession and motivation to teach of pre-service teachers]. Unpublished master's thesis. Balıkesir University, Balıkesir.
  • Bek, Y. (2007). Social/professional roles and status of teachers [Master’s Term Project], Trakya University.
  • Bursal, M. ve Buldur, S. (2013). Fen bilgisi öğretmen adayları için öğretmenlik tercih nedenlerini derecelendirme ve geleceğe yönelik beklentiler ölçekleri geliştirme çalışması. [A scale development for rating the reasons for teaching preference and future expectations for pre-service science teachers]. Turkish Journal of Teacher Education, 2(1), 47-64.
  • Carless, S.A. (2005). The influence of fit perceptions, equal opportunity policies, and social support network on pre-entry police officer career commitment and intentions to remain. Journal of Criminal Justice, 33, 341-352.
  • Ceylan, T. (2011). Toplumsal Sistem Analizinde Toplumsal Statü ve Rol [Social status and role in the analysis of social system]. Journal of Social Sciences Institute of Ataturk University, 15(1), 89-104.
  • Chakraborty, A. and Mondal, B. C. (2014). Attitude of prospective teachers towards teaching profession. American Journal of Social Sciences, 2(6), 120-125.
  • Chellen, H. and Nunkoo, R. (2010). Understanding students’ commitment to employment in the tourism and hospitality industry. International Research Symposium in Service Management, Mauritius.
  • Çelenk, S. (1988), Eğitim yüksek okulu öğrencilerinin öğretmenlik mesleğine ilişkin tutumları [Attitudes of high school students towards the teaching profession]. Unpublished master's thesis. Selçuk University, Konya.
  • Demirci, C. & Soran, H. (2001). Hacettepe üniversitesi eğitim fakültesi fen bilimleri bölümü 1. ve 4. sınıf öğrencilerin öğretmenlik mesleğine yönelik tutumlarının öğrencilere ait bazı değişkenler açısından belirlenmesi [Determining the attitudes of Hacettepe University, Science Department the 1st and 4th year students towards the teaching profession in terms of some variables]. Proceedings of the X. National Educational Sciences Congress, 1, 424-439.
  • De Wet, C. (2016). The Status of Teaching As A Profession in South Africa. Paper Presented at The Annual International Conference of the Bulgarian Comparative Education Society, Sofia, Bulgaria.
  • Doğan, Ö. (2018). Öğretmenlerin görüşlerine göre öğretmenlik mesleğinin imajı [The image of the teaching profession according to teachers’ opinions].Unpublished doctoral dissertation. Anadolu University, Eskişehir.
  • Dolton, P., & Marcenaro-Gutierrez, O. (2013). Global teacher status index.Varkey GEMS Foundation
  • Ehrahrt, K. H. and Makransky, G. (2007). Testing vocational interests and personality as predictors of person-vocation and person-job fit. Journal of Career Assessment, 15(2), 206-226.
  • Everton, T., Turner, P., Hargreaves, L. ve Pell, T. (2007). Public perceptions of the teaching profession, Research Papers in Education, 22(3), 247-265.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education, New York: McGraw-hill.
  • General Directorate of Teacher Training and Development, (2017). Öğretmenlik mesleği genel yeterlilikleri [General competencies of the teaching profession.]. Ministry of National Education.
  • Hall, D., & Langton, B. (2006). Perceptions of the status of teachers. New Zealand: Ministry of Education.
  • Hargreaves, L., Cunningham, M., Hansen, A., McIntyre, D., Oliver, C., & Pell, T. (2007). The status of teachers and the teaching profession in England: Views from inside and outside the profession. Final Report of the Teacher Status Project. The Chancellor, Masters and Scholars of the University of Cambridge.
  • Hiebert, J., Gallimore, R., and Stigler, J. W. (2002). A knowledge base for the teaching profession: What would it look like and how can we get one?. Educational Researcher, 31(5), 3-15.
  • Hotaman, D. (2011). Eğitim fakülteleri kendi öğrencilerini seçebilir mi? [Is it possible that faculties of education select their students]. Journal of Theoretical Educational Science, 4(1), 126-136.
  • Hoyle, E. (2001), Teaching prestige, status and esteem. Educational Management Administration & Leadership, 29(2), 139-152.
  • İpek, S. (2015). Temel eğitimde görev yapan öğretmenlerin sınıf yönetimi öz yeterlik inançları ve mesleki tutumları (Rize İli Örneği) [Teachers' self-efficacy beliefs in classroom management and their attitudes towards teacher profession in primary education (The case of Rize)]. Unpublished master’s thesis. Avrasya University, Trabzon.
  • Irsaliev, S., Kamzoldaev, M., Tashibaeva, D. & Kopeeva A. (2019). Kazakistan öğretmenleri: neden gençler bu mesleği seçiyor ve onları orada kalmaya motive eden nedir? [Kazakhstan teachers: why do young people choose this profession and what motivates them to stay there?]. Beles Analysis and Strategy Center, 126-140.
  • Korkmaz, G. (2009), İlköğretim okullarında görev yapan öğretmenlerin okul yaşam kalitesini algılama düzeyleri ve mesleki tutumlarının incelenmesi [An investigation of teachers’ perceptions of school life quality and level of teachers’ professional attitude]. Unpublished master's thesis. Çukurova University, Adana.
  • Lawn, M. (2011). Standardizing the European education policy space. European Educational Research Journal, 10(2), 259-272.
  • Mehta, J., and S. Teles (2014). Professionalization 2.0: The case for plural professionalism in education. In M. McShane and F. Hess (Eds.), Teacher.
  • Meirkulova, A. & Gelişli, Y. (2021). Öğretmenlik mesleğinin statüsüne yönelik algı ölçeği: bir ölçek geliştirme çalışması [Perception scale towards the status of the teaching profession: a scale development study]. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 41(2), 1145-1172.
  • Montecinos, C. and Nielsen, L. E. (1997). Gender and cohort differences in university students’ decisions to become elementary teacher education majors. Journal of Teacher Education, 48(1), 47-54.
  • Musa, A. and Bichi, A. A. (2015). Assessment of prospective teachers attitudes towards teaching profession: The case of Northwest University, KanoNigeria. IOSR Journal of Research and Method in Education, 5(3), 17-24.
  • Özdemir, T. Y. & Orhan, M. (2019). Öğretmenlerin “Öğretmenlik Mesleğinin İmajı” Hakkındaki Görüşleri [The opinions of the teachers on “the image of the teaching profession]. Trakya Journal of Education, 9(4), 824-846.
  • Saracaloğlu, A. S. (1991). Fen ve edebiyat fakülteleri öğrencilerinin öğretmenlik mesleğine yönelik tutumları [Attitudes of science and literature faculties students towards teaching profession]. Proceedings of Izmir First National Education Congress, 25(27), 565-569.
  • Sawyer, R. K. (2006). The new science of learning. The Cambridge handbook of the learning sciences.
  • Saylan-Kırmızıgül, A. & Kızılay, E. (2020). Fen Bilgisi Öğretmen Adaylarının Öğretmenlik Mesleği Seçimlerinde Etkili Olan Etkenlerin Belirlenmesi [Determining the factors affecting the teaching profession choices of pre-service science teachers]. Teacher Education and Instruction, 1(1), 35-44.
  • Şener, G. & Gündüzalp, S. (2020). Pedagojik formasyon eğitimi alan öğrencilerin meslek tercihlerine ilişkin görüşleri [Opinions on the taking pedagogical formation education students of the job preferences]. International Journal of Society Researches, 16(28), 1054-1075.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.), Boston: Allyn and Bacon. Turkish Language Association (TLA) (2019). Turkish dictionary, Turkish Language Association Publishing, Ankara.
  • Trujillo, K. & Hadfield, O. (1999). Tracing the roots of mathematics anxiety through in-depth interviews with preservice elementary teachers. College Student Journal, 33(2), 219-233.
  • Ulutaş, P. (2017). Öğretmenlerin Bakış Açısından Öğretmenlik Mesleğinin Toplumsal Statüsü [Social Status of the Teaching Profession from the Perspective of Teachers]. Unpublished master’s thesis. Mersin University, Mersin.
  • Ünsal, S. (2018). Türkiye’de öğretmenlik mesleğinin statüsüne ilişkin bir pareto analizi [A Pareto Analysis of Status of Teaching Profession in Turkey]. Sakarya University Journal of Education. 8(2), 111-130.
  • Whitty, G. (2006). Teacher professionalism in new times. Journal of In-Service Education. 26(2), 281-295.
  • Wildes, V. J. (2004). Stigma in food service work: how it affects restaurant servers’ intention to stay in the business or recommend a job to another. Tourism and Hospitality Research, 5(3), 213-233.
  • Yaman, E., Yaman, H., Eskicumalı, A. (2001). Öğretmenlik mesleğinin sosyo-ekonomik statüsü/bu mesleğin bir bayan mesleği haline dönüşmesi durumu ve eğitim fakültesi üzerine bir araştırma [A study on the socio-economic status of the teaching profession/the transformation of this profession into a female profession and the faculty of education]. Sakarya Universitu Journal of Education, 1(2) , 53-68.
  • Yılmaz, N., Doğan, N. (2015). İlköğretim Matematik Öğretmen Adaylarının Meslek Tercihlerini Etkileyen Faktörler: Hacettepe Üniversitesi Örneği [Factors affecting primary education mathematics pre-service teachers’ preferences: case of Hacettepe University]. Bolu Abant Izzet Baysal University Journal of Faculty of Education, 15(1), 405-421
  • Yurdakal, İ. H. (2019). Öğretmen adaylarının öğretmenlik mesleğini seçmelerinde rol alan etmenler [Factors that play a role in pre-service teachers’ choice of the teaching profession]. International Journal of Turkish Literature, Culture and Education, 8(2), 1205-1221.

Exploring Pre-service Teachers’ Perceptions of Teaching Profession Preferences and Teaching Status

Yıl 2022, Cilt: 6 Sayı: 1, 68 - 83, 30.06.2022

Emine Merve Uslu Tuba Özgün

https://doi.org/10.54535/rep.1134110
Cited By: 1

Öz

The study was conducted with 230 pre-service teachers who study in different departments (Primary Education, Turkish and Social Studies Education, Mathematics and Science Education). This study aims to determine the perceptions of the professional preferences and teaching status of pre-service teachers studying in different departments. The correlational survey model was used as a research design. One-Way Analysis of Variance (ANOVA) and t-Tests were used to analyze the data. The current study discussed the professional preferences of the pre-service teachers in the dimensions of “intrinsic” and “altruistic”, the dimensions of their professional status “teacher and the teaching profession value”, “the importance given to the teaching profession” and “cases affecting the teaching profession”. Pre-service teachers’ teaching profession preferences and perceptions of teaching status were examined according to gender, department, and the place of living for a long time. Findings show that there are high levels of relationship between the reasons for choosing a teaching profession and the perceptions of professional status.

Anahtar Kelimeler

Pre-service teachers Teaching status Teaching profession preference

Kaynakça

  • Aydemir, T. (2021). Öğretmen adaylarının özgecilik davranışları, öğretmenlik mesleğine yönelik tutumları ve öğretme motivasyonları arasındaki ilişki [The relationship between altruism levels, attitudes towards teaching profession and motivation to teach of pre-service teachers]. Unpublished master's thesis. Balıkesir University, Balıkesir.
  • Bek, Y. (2007). Social/professional roles and status of teachers [Master’s Term Project], Trakya University.
  • Bursal, M. ve Buldur, S. (2013). Fen bilgisi öğretmen adayları için öğretmenlik tercih nedenlerini derecelendirme ve geleceğe yönelik beklentiler ölçekleri geliştirme çalışması. [A scale development for rating the reasons for teaching preference and future expectations for pre-service science teachers]. Turkish Journal of Teacher Education, 2(1), 47-64.
  • Carless, S.A. (2005). The influence of fit perceptions, equal opportunity policies, and social support network on pre-entry police officer career commitment and intentions to remain. Journal of Criminal Justice, 33, 341-352.
  • Ceylan, T. (2011). Toplumsal Sistem Analizinde Toplumsal Statü ve Rol [Social status and role in the analysis of social system]. Journal of Social Sciences Institute of Ataturk University, 15(1), 89-104.
  • Chakraborty, A. and Mondal, B. C. (2014). Attitude of prospective teachers towards teaching profession. American Journal of Social Sciences, 2(6), 120-125.
  • Chellen, H. and Nunkoo, R. (2010). Understanding students’ commitment to employment in the tourism and hospitality industry. International Research Symposium in Service Management, Mauritius.
  • Çelenk, S. (1988), Eğitim yüksek okulu öğrencilerinin öğretmenlik mesleğine ilişkin tutumları [Attitudes of high school students towards the teaching profession]. Unpublished master's thesis. Selçuk University, Konya.
  • Demirci, C. & Soran, H. (2001). Hacettepe üniversitesi eğitim fakültesi fen bilimleri bölümü 1. ve 4. sınıf öğrencilerin öğretmenlik mesleğine yönelik tutumlarının öğrencilere ait bazı değişkenler açısından belirlenmesi [Determining the attitudes of Hacettepe University, Science Department the 1st and 4th year students towards the teaching profession in terms of some variables]. Proceedings of the X. National Educational Sciences Congress, 1, 424-439.
  • De Wet, C. (2016). The Status of Teaching As A Profession in South Africa. Paper Presented at The Annual International Conference of the Bulgarian Comparative Education Society, Sofia, Bulgaria.
  • Doğan, Ö. (2018). Öğretmenlerin görüşlerine göre öğretmenlik mesleğinin imajı [The image of the teaching profession according to teachers’ opinions].Unpublished doctoral dissertation. Anadolu University, Eskişehir.
  • Dolton, P., & Marcenaro-Gutierrez, O. (2013). Global teacher status index.Varkey GEMS Foundation
  • Ehrahrt, K. H. and Makransky, G. (2007). Testing vocational interests and personality as predictors of person-vocation and person-job fit. Journal of Career Assessment, 15(2), 206-226.
  • Everton, T., Turner, P., Hargreaves, L. ve Pell, T. (2007). Public perceptions of the teaching profession, Research Papers in Education, 22(3), 247-265.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education, New York: McGraw-hill.
  • General Directorate of Teacher Training and Development, (2017). Öğretmenlik mesleği genel yeterlilikleri [General competencies of the teaching profession.]. Ministry of National Education.
  • Hall, D., & Langton, B. (2006). Perceptions of the status of teachers. New Zealand: Ministry of Education.
  • Hargreaves, L., Cunningham, M., Hansen, A., McIntyre, D., Oliver, C., & Pell, T. (2007). The status of teachers and the teaching profession in England: Views from inside and outside the profession. Final Report of the Teacher Status Project. The Chancellor, Masters and Scholars of the University of Cambridge.
  • Hiebert, J., Gallimore, R., and Stigler, J. W. (2002). A knowledge base for the teaching profession: What would it look like and how can we get one?. Educational Researcher, 31(5), 3-15.
  • Hotaman, D. (2011). Eğitim fakülteleri kendi öğrencilerini seçebilir mi? [Is it possible that faculties of education select their students]. Journal of Theoretical Educational Science, 4(1), 126-136.
  • Hoyle, E. (2001), Teaching prestige, status and esteem. Educational Management Administration & Leadership, 29(2), 139-152.
  • İpek, S. (2015). Temel eğitimde görev yapan öğretmenlerin sınıf yönetimi öz yeterlik inançları ve mesleki tutumları (Rize İli Örneği) [Teachers' self-efficacy beliefs in classroom management and their attitudes towards teacher profession in primary education (The case of Rize)]. Unpublished master’s thesis. Avrasya University, Trabzon.
  • Irsaliev, S., Kamzoldaev, M., Tashibaeva, D. & Kopeeva A. (2019). Kazakistan öğretmenleri: neden gençler bu mesleği seçiyor ve onları orada kalmaya motive eden nedir? [Kazakhstan teachers: why do young people choose this profession and what motivates them to stay there?]. Beles Analysis and Strategy Center, 126-140.
  • Korkmaz, G. (2009), İlköğretim okullarında görev yapan öğretmenlerin okul yaşam kalitesini algılama düzeyleri ve mesleki tutumlarının incelenmesi [An investigation of teachers’ perceptions of school life quality and level of teachers’ professional attitude]. Unpublished master's thesis. Çukurova University, Adana.
  • Lawn, M. (2011). Standardizing the European education policy space. European Educational Research Journal, 10(2), 259-272.
  • Mehta, J., and S. Teles (2014). Professionalization 2.0: The case for plural professionalism in education. In M. McShane and F. Hess (Eds.), Teacher.
  • Meirkulova, A. & Gelişli, Y. (2021). Öğretmenlik mesleğinin statüsüne yönelik algı ölçeği: bir ölçek geliştirme çalışması [Perception scale towards the status of the teaching profession: a scale development study]. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 41(2), 1145-1172.
  • Montecinos, C. and Nielsen, L. E. (1997). Gender and cohort differences in university students’ decisions to become elementary teacher education majors. Journal of Teacher Education, 48(1), 47-54.
  • Musa, A. and Bichi, A. A. (2015). Assessment of prospective teachers attitudes towards teaching profession: The case of Northwest University, KanoNigeria. IOSR Journal of Research and Method in Education, 5(3), 17-24.
  • Özdemir, T. Y. & Orhan, M. (2019). Öğretmenlerin “Öğretmenlik Mesleğinin İmajı” Hakkındaki Görüşleri [The opinions of the teachers on “the image of the teaching profession]. Trakya Journal of Education, 9(4), 824-846.
  • Saracaloğlu, A. S. (1991). Fen ve edebiyat fakülteleri öğrencilerinin öğretmenlik mesleğine yönelik tutumları [Attitudes of science and literature faculties students towards teaching profession]. Proceedings of Izmir First National Education Congress, 25(27), 565-569.
  • Sawyer, R. K. (2006). The new science of learning. The Cambridge handbook of the learning sciences.
  • Saylan-Kırmızıgül, A. & Kızılay, E. (2020). Fen Bilgisi Öğretmen Adaylarının Öğretmenlik Mesleği Seçimlerinde Etkili Olan Etkenlerin Belirlenmesi [Determining the factors affecting the teaching profession choices of pre-service science teachers]. Teacher Education and Instruction, 1(1), 35-44.
  • Şener, G. & Gündüzalp, S. (2020). Pedagojik formasyon eğitimi alan öğrencilerin meslek tercihlerine ilişkin görüşleri [Opinions on the taking pedagogical formation education students of the job preferences]. International Journal of Society Researches, 16(28), 1054-1075.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.), Boston: Allyn and Bacon. Turkish Language Association (TLA) (2019). Turkish dictionary, Turkish Language Association Publishing, Ankara.
  • Trujillo, K. & Hadfield, O. (1999). Tracing the roots of mathematics anxiety through in-depth interviews with preservice elementary teachers. College Student Journal, 33(2), 219-233.
  • Ulutaş, P. (2017). Öğretmenlerin Bakış Açısından Öğretmenlik Mesleğinin Toplumsal Statüsü [Social Status of the Teaching Profession from the Perspective of Teachers]. Unpublished master’s thesis. Mersin University, Mersin.
  • Ünsal, S. (2018). Türkiye’de öğretmenlik mesleğinin statüsüne ilişkin bir pareto analizi [A Pareto Analysis of Status of Teaching Profession in Turkey]. Sakarya University Journal of Education. 8(2), 111-130.
  • Whitty, G. (2006). Teacher professionalism in new times. Journal of In-Service Education. 26(2), 281-295.
  • Wildes, V. J. (2004). Stigma in food service work: how it affects restaurant servers’ intention to stay in the business or recommend a job to another. Tourism and Hospitality Research, 5(3), 213-233.
  • Yaman, E., Yaman, H., Eskicumalı, A. (2001). Öğretmenlik mesleğinin sosyo-ekonomik statüsü/bu mesleğin bir bayan mesleği haline dönüşmesi durumu ve eğitim fakültesi üzerine bir araştırma [A study on the socio-economic status of the teaching profession/the transformation of this profession into a female profession and the faculty of education]. Sakarya Universitu Journal of Education, 1(2) , 53-68.
  • Yılmaz, N., Doğan, N. (2015). İlköğretim Matematik Öğretmen Adaylarının Meslek Tercihlerini Etkileyen Faktörler: Hacettepe Üniversitesi Örneği [Factors affecting primary education mathematics pre-service teachers’ preferences: case of Hacettepe University]. Bolu Abant Izzet Baysal University Journal of Faculty of Education, 15(1), 405-421
  • Yurdakal, İ. H. (2019). Öğretmen adaylarının öğretmenlik mesleğini seçmelerinde rol alan etmenler [Factors that play a role in pre-service teachers’ choice of the teaching profession]. International Journal of Turkish Literature, Culture and Education, 8(2), 1205-1221.
Toplam 43 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Articles
Yazarlar

Emine Merve Uslu 0000-0001-9727-4160

Tuba Özgün 0000-0003-4259-2908

Yayımlanma Tarihi 30 Haziran 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 6 Sayı: 1

Kaynak Göster

APA Uslu, E. M., & Özgün, T. (2022). Exploring Pre-service Teachers’ Perceptions of Teaching Profession Preferences and Teaching Status. Research on Education and Psychology, 6(1), 68-83. https://doi.org/10.54535/rep.1134110

Cited By

Analysis of the initial education of chemistry teachers and their attitudes towards teaching in the Republic of Serbia
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