A Turkish profile of prospective elementary school teachers and their views of teaching

Şaban, Ahmet

doi:10.1016/j.tate.2003.03.004

Cited by 144 publications

(211 citation statements)

References 27 publications

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“…In the dawn of the 21 st century it is dispiriting to realize that there are still teachers who use physical violence against their students, which is considered per se, a mal practice. Similar results were also found in other studies too (Saban, 2003;Ozcan and Sarici -Bulut, 2012).…”

Section: Discussionsupporting

confidence: 92%

“…The corporal punishment and the verbal abuse in pre-service teacher is found eminent in other studies (Ozcan and SariciBulut, 2012). In a similar study Saban (2003) has also found that corporal punishment is existent in the lives of elementary school students in Turkey. though I wanted so much").…”

Section: Teachers' Behaviors Codingmentioning

confidence: 74%

“…It is well recognized that an individual's school year memories formulate his/er beliefs about teaching and learning, which are resistant to change (Pajares, 1992;Saban, 2003). The preserviceteachers' episodic memories are important in the research literature of teachers' education and training (Balli, 2011).…”

Section: Discussionmentioning

confidence: 99%

“…It is well recognized that when students enter teacher training programs in colleges or universities, they also bring their personal attitudes, views, theories and beliefs about teaching and learning. All these, which are based on their personal experiences as students, tend to be very difficult to change during their professional teacher training (Saban, 2003). Numerous researchers argue that student teachers' are resistant to change and inflexible (Kagan, 1992;Guillaume and Rudney, 1993;Nettle, 1998).…”

Section: Introductionmentioning

confidence: 99%

“…This way, future teachers would have the ability to reflect on their own memories, assess and interpret them within the framework of their education studies. The importance for the exploration of the possible effects that the teacher's training has upon the important school years memories, has also been stressed elsewhere (Saban, 2003;He and Levin, 2008). In their study, Heikkilä et al (2012) investigated whether teacher students' school memories are in any way exploited in teacher education in Finland.…”

Section: Introductionmentioning

confidence: 99%

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2015

International Journal of Education and Practice

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Highlights: Explores the main thematic areas of student teachers' early episodic memories from their past school years.  Student teachers' episodic memories are rich and vivid and offer a valuable material for exercising in imagination new practices and methods.  University training has an impact in the organization of student teachers' episodic memoriesKeywords: Episodic memories, Student teachers, Mixed-method approach, Teachers' memories, Teachers' education. Contribution/ OriginalityThis study contributes in the (scarce) existing research concerning the episodic memories of student-teachers, concerning their past experiences as students. Our research, as bringing autobiographical memories material, contributes to our better understanding of student teachers' attitudes, fosters ideas in shaping effective teachers' training curricula and enables intercultural comparisons.

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Section: Discussionsupporting

confidence: 92%

Section: Teachers' Behaviors Codingmentioning

confidence: 74%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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2015

International Journal of Education and Practice

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Who becomes a teacher and why?

See

Munthe

Roß

et al. 2022

Review of Education

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This paper reports on a comprehensive review of international evidence, synthesising the findings of some of the strongest empirical work on the main factors influencing people's decisions to be teachers or not. Four search engines, including Google and Google Scholar and five electronic databases identified 517 studies of which 212 were included in this narrative synthesis. These studies highlighted three main motivating factors: intrinsic, altruistic and extrinsic, although the order of the ranking varies with subjects, phase of education and gender of teachers. In general, these studies reported that women are more likely to report being motivated by intrinsic and altruistic reasons, while men are more likely to cite extrinsic reasons. Across all cultures, men are reported to be more strongly influenced by social norms and expectations and were less likely to choose primary and early years teaching. Women are also more likely to experience higher levels of career satisfaction and less social dissuasion than men. Research on motivation to teach is also often focused only on those who have already made the decision to teach. Therefore, policies based on these studies might only be attracting those who are already persuaded. This paper argues that to improve recruitment of under-represented groups (e.g., males and STEM subject graduates), attention should instead be on those who might otherwise have gone into teaching, but have not. For this group, the review found that it is the status of the profession, the working environment and salary over the long term that are important.

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Motivations for choosing teaching as a career: a perspective of pre-service teachers from a Turkish context

Yüce

Şahin

Koçer

et al. 2013

Asia Pacific Educ. Rev.

108

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As teaching is a nation-building profession, the career motivations of pre-service teachers are worth exploring. This study examines the career motivations of 283 Turkish pre-service teachers who have chosen teaching as a career. Accordingly, they were asked questions about deciding to teach, career perceptions, and major expectations. A profile of the participants was then developed by analyzing their responses in quantitative and qualitative ways as being descriptive, statistical, and inductive steps. It is seen that extrinsic, altruistic, and intrinsic motivations all play a role when individuals choose teaching as a career. In addition, although altruistic motives are very dominant for females, mercenary-based extrinsic motives are dominant for males. Associatively, teaching is further desired as a first profession by females. In light of the findings, we give suggestions for teacher training institutions and policy makers.

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A Turkish profile of prospective elementary school teachers and their views of teaching

Cited by 144 publications

References 27 publications

Untitled

Untitled

Who becomes a teacher and why?

Motivations for choosing teaching as a career: a perspective of pre-service teachers from a Turkish context

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