Abstract-This study examined the career motivations of pre-service English teachers at a state university in Turkey. For data collection, an adapted version of the Factors Influencing Teaching Choice Scale was used and 207 pre-service teachers were surveyed. The findings revealed that social utility and intrinsic values of teaching were important career motivations for the participants which were followed by ability related beliefs. Both male and female participants were more intrinsically and socially motivated, while male participants had higher ratings for job security and employment possibilities. There was not a statistical difference between first and fourth graders' career motivations.

This study investigated democratic values of pre-service English language teachers in relation to their teacher self-efficacy perceptions in a Turkish context. It also examined the possible relationships between gender, grade and democratic values and selfefficacy perceptions. A questionnaire survey was conducted with 294 pre-service teachers. Findings show that they had a high level of democratic values while senior students reported the highest rate of democratic values. Results did not show a significant difference between democratic values and gender. Participants also reported a moderately high level of self-efficacy. Lastly, correlation was found between their democratic values and self-efficacy perceptions.

No abstract

No abstract

No abstract