Investigation of Pre-service teachers’ Attitudes towards Teaching Profession and

Author(s):

Leyla ESENTÜRK ERCANMelek CAKMAK

Conference:

ECER 2009

Network:

22. Research in Higher Education

Format:

Paper

Session Information

22 SES 07.5, Professional Learning and Development

Paper Session

Time:

2009-09-29

17:15-18:45

Room:

HG, HS 33

Chair:

Oscar Holguin-Rodriguez

Contribution

Many studies in literature studied on teaching profession. When related literature is reviewed, it is seen that some of the studies (Çakır,2005; Çakır, Kan & Sünbül,2006; Çapri and Kan, 2007; Çapri and Çelikkaleli, 2008; Çetinkaya, 2009; Erden, 1995; Erkuş, Sanlı, Bağlı & Güven, 2000; Fishbein and Ajzen, 1975; Gürbüztürk & Genç, 1997; Muller, 1986; Oral, 2004; Üstüner, Demirtaş & Cömert, 2009) have focused on teacher candidates and their attitudes towards teaching profession. As Duatepe and Akkuş-Çıkla (2004) stated many attempts have been made to define attitude. Investigation of attitudes of pre-service teachers is also important issue in educational research. Buhlman and Young (1982, cited in Çakıroğlu and Işıksal, 2009) indicated that teacher’s attitudes and beliefs affect their teaching practices which also influence their students’ attitudes and beliefs. Different from the other studies, the purpose of this study was to explore the attitudes and problem solving of pre-service teachers towards the profession of teaching differ according to the variables such as gender, the type of program they enrolled in and grade level.

Method

This study is based on survey. The participants of the study were 584 pre-service teachers enrolled in an undergraduate program at a university, Faculty of Education and the ones enrolled in master’s program without thesis in Turkey. The study was carried out during the 2008-2009 academic year. The data gathering tool was the questionnaire included two types of scales. The first scale administered to prospective teachers was “Attitude Scale Related to Teaching Profession” developed by Erkuş et al., (2000) and the second one used in the study was “Problem Solving Scale” developed by Hepner (1982). For the analysis of the data; the t-test, the variance analysis and the descriptive statistics were conducted and the findings were interpreted with respect to each research question.

Expected Outcomes

The results of the study revealed some remarkable points which are open to discussion. The results of the present study might be useful for researchers and also teacher educators.

References

Çakır, Ö. (2005). Anadolu Üniversitesi Açıköğretim Fakültesi İngilizce Öğretmenliği Lisans Programı Ve Eğitim Fakülteleri İngilizce Öğretmenliği Lisans Programı Öğrencilerinin Mesleğe Yönelik Tutumları Ve Mesleki Yeterlik Algıları. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 6(9), 27-42. Çakır, Ö. Kan, A., & Sünbül, Ö. (2006). Öğretmenlik meslek bilgisi ve tezsiz yüksem lisans programlarının tutum ve özyeterlik açısından değerlendirilmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 2(1), 36-47. Çakıroğlu, E. & Işıksal, M. (2009) Pre-service elementary teachers’ attitudes and self-efficacy belief toward mathematics, Education and Science, 34 (151), 132-139. Çapri, B., & Kan, A. (2007). Öğretmenlerin kişilerarası Öz-Yeterlik İnançlarının Hizmet Süresi, Okul Türü, Öğretim Kademesi ve Unvan Değişkenleri Açısından İncelenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 3 (1), 63-83. Çapri,B. & Çelikkaleli,Ö.(2008). Öğretmen Adaylarının Öğretmenliğe İlişkin Tutum Ve Mesleki Yeterlik İnançlarının Cinsiyet, Program ve Fakültelerine Göre İncelenmesi, İnönü Üniversitesi Eğitim Fakültesi Dergisi, 9(15), 33–53. Çetinkaya Z. (2009). Identifying Turkish Pre-Service Teachers’ Attitudes Toward Teaching Profession, Elementary Education Online, 8(2), 298-305, 2009. [Online]: http://ilkogretim-online.org.tr. Duatepe, A. & Akkuş-Çikla, O. (2004) The attitudes towards teaching professions of in-service and pre-service primary school teachers, Pedagogy Studies (Pedagogika), Issue: 70/2004, pages:61-65, on www.ceeol.com. Erden, M. (1995). Öğretmen adaylarının öğretmenlik sertifikası derslerine yönelik tutumları. H.Ü. Eğitim Fakültesi Dergisi, 11, 99-105. Erkuş, A., Sanlı, N., Bağlı, M. T., & Güven, K. (2000). Öğretmenliğe ilişkin tutum ölçeği geliştirilmesi. Eğitim ve Bilim, 25, 116, 27-34. Fishbein, M., I. Ajzen (1975). Belief, Attitude, Intention and Behavior: An Introduction to Theory and Research. Reading, Mass: Addison,Wesley. Gürbüztürk, O., & Genç, S. Z. (1997). Sınıf öğretmenliği bölümü öğrencilerinin fakülteye ilişkin tutumları ile akademik başarıları arasındaki ilişki: Atatürk üniversitesi örneği. 4. Ulusal Eğitim Bilimleri Kongresi Bildirileri I: Program geliştirme, öğretmen yetiştirme, yaygın eğitim. Anadolu Üniversitesi Eğitim Fakültesi Yayınları, 51, 473-485. Oral, B. (2004). Eğitim fakültesi öğrencilerinin öğretmenlik mesleğine ilişkin tutumları. Eğitim Araştırmaları Dergisi, 15, 88-98. Üstüner, M.; Demirtaş, H. & Cömert, M. (2009). The Attitudes of prospective teachers towards the profession of teaching (The case of Inonü University, Faculty of Education), Education and Science, 34 (151), 140-155.

Author Information

Leyla ESENTÜRK ERCAN

Gazi University

Education Sciences,Pychological Counseling

ANKARA

212

Melek CAKMAK

Gazi University, Turkey

Search the ECER Programme

Search for keywords and phrases in "Text Search"
Restrict in which part of the abstracts to search in "Where to search"
Search for authors and in the respective field.
For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.