Choosing Teaching Profession as a Career: Students’ Reasons

Balyer, Aydın; Özcan, Kenan

doi:10.5539/ies.v7n5p104

Cited by 78 publications

(76 citation statements)

References 51 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Descriptive analysis of the demographic data showed that most of the participants were from low and middle-income families, and majority of them were females, which suggested a positive relationship between gender and choosing teaching as a career. This result is consistent with the previous studies that have demonstrated that teaching is becoming an increasingly female-dominated profession (Azman, 2013;Balyer & Özcan, 2014;Low, Lim, Ch'ng, & Goh, 2011).…”

Section: Discussionsupporting

confidence: 83%

Pre-service Science Teachers’ Knowledge, Practices and Behaviors about Organ Donation and Transplantation

Doğan

Doğan²

2015

IJE

View full text Add to dashboard Cite

There is a clear need that every individual in a society should be well informed about the organ donation and transplantation issue to contribute to the efforts to increase low donation rates. Science teachers have a crucial role in increasing young pupils' knowledge and awareness of organ donation by providing them with the necessary scientific information. Therefore, the present research examined the knowledge, practices and behaviors of pre-service science teachers regarding organ donation and transplantation, to help them to be better prepared science teachers. A total of 265 participants from two universities in Turkey responded to an organ donation and transplantation questionnaire. Descriptive statistics, t-test and chi-square test were used in the data analyses. While 92.8% of participants supported organ donation regardless of their year of study, only 1.1% declared that they were registered to be a donor. Pre-service science teachers in this study showed generally a low level of knowledge regardless of their year of study and gender. Despite having a low level of knowledge regarding organ donation and transplantation, they were generally willing to donate their own organs. These findings raised questions about the extent to which pre-service science teachers have the necessary knowledge, practices and behaviors to support student learning when they become real teachers. The implications of these findings for science teacher education in Turkey was also addressed.

show abstract

Section: Discussionsupporting

confidence: 83%

Pre-service Science Teachers’ Knowledge, Practices and Behaviors about Organ Donation and Transplantation

Doğan

Doğan²

2015

IJE

View full text Add to dashboard Cite

show abstract

“…It is easier to meet the students' needs when they study in relatively low standard departments in which teaching profession is included. These results prove that teaching profession is for lower middle classes (Balyer & Özcan, 2014;Banks, 1995;Zeichner, 1996). Besides, the students who are coming from the crowded families choose teaching as a career just because of the extrinsic reasons.…”

Section: Discussionmentioning

confidence: 63%

“…In his multivariate analysis Yang (1981) found that father's education extended strong influence than the mother's upon the aspirations levels of the students A consistently relationship has been found between the family socio economic status and students' career choices (Yang, 1981;Elsworth et al, 1982). In their resaerch, conducted to 1400 teacher candiataes in different Turkish universities Balyer & Özcan, (2014) found that most of the students come from lower socio-economic families who live in villages and small towns. This result shows that low socio economic status families cannot provide better chances for their students to choose their careers.…”

Section: Introductionmentioning

confidence: 99%

Attitudes of High School Students Towards the Teaching Profession in Iraqi Kurdistan

Çelik¹

2019

IJHSS

View full text Add to dashboard Cite

The purpose of this study is to describe the factors those influence the high school students' teaching profession career choices and to explore their attitudes, beliefs and opinions towards teaching profession in Kurdistan Region of Iraq (KRI). A mixed-methods approach was applied through the use of a hand out questionnaire survey contained closed ended questions to describe the factors that affect high school students' career choice among 1989 high school students, of which 56 percent (n=1113) female and, 44 percent (n=876) were male students, in 103, public and 22 private schools, followed by a semi structured interviews with the 12 focused group to explore their perceptions, opinions and attitudes towards teaching profession as a career. Theage range of the respondents was between 16-18 years. The participants were from all over the Kurdistan Region of Iraq and mostly they were from middle and low-socio economic status families. This mixed method study lasted for 6 months during the 2016-2017 academic year. It was significantly found that the majority of the participants do not believe that teaching is an attractive job in regards to social status of teaching, salary, stress that comes with the overloaded work, and the fact that teachers and society do not encourage students to be a teacher. Besides, the participants, who believe that teaching career is not satisfactory, agreed that teaching is a sacred profession. High school students' perception towards teaching profession as a career in the Middle East countries remains a relatively unexplored area within existing literature. This study reveals new insights into the career choices of high school students, who are surrounded between the need and expectation of the education field for quality and the pressure of the society for a status.

show abstract

“…Similarly, there is congruence within each cohort's personal and professional values. Many of the values expressed by the pre-service teachers, along with the key responsibilities they felt teachers should uphold, reflect those found in past research; highlighting a belief in supporting, respecting, accepting, encouraging and positively influencing the range of students that will be in their classrooms (Bakar et al, 2014;Balyer & Ozcan, 2014;Dundar, 2014;. Reassuringly, the values preservice teachers listed as important to them personally and professionally are among those that are needed for inclusion (Booth, 2011) and quality teaching (Lovat, 2010) to prosper.…”

Section: Implications For Teacher Education Programsmentioning

confidence: 87%

“…A range of studies indicate that pre-service teachers and teachers do have a commitment to enhancing those values that align with inclusive education, such as making a positive difference to the lives of students, helping students to become more aware of their needs, abilities and goals, shaping and supporting students, and caring for students (Balyer & Ozcan, 2014;Manuel & Hughes, 2006;O'Sullivan, 2005). In Australia, Richardson and Watt (2006) surveyed 1653 pre-service teachers from three Australian universities to determine the factors that most influenced their choice of teaching as a profession.…”

Section: Values Of Pre-service Teachersmentioning

confidence: 99%