Öğretmen Adaylarının Üniversiteye Giriş Özellikleri, Motivasyonları, Üniversite ve Alan Seçimleri

Duru, Sibel

doi:10.9779/pauefd.1055525

Cited by 2 publications

(1 citation statement)

References 27 publications

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“…Unlike the results of the study, Kahraman and Çırak (2018), determined that the students who graduated from fine arts high school had a higher level of sense of belonging at university. Ayık, Özdemir, and Yavuz (2007); Duru (2022), highlighted that the students who preferred the teaching profession in their university preference were the students who graduated from Anatolian High School.…”

Section: Discussion Results and Suggestionsmentioning

confidence: 99%

The Relationship Between Pre-service Teachers' University Preferences and the Sense of Belonging at the University

USLU¹,

Özbilen²

2022

IJIAPE

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The study was carried out in order to determine the university preferences of pre-service teacher and their level of belonging to the university, and to reveal the relationship between them. The "Preferring University Scale" developed by Apaydın and Seçkin-Kapucu (2017) was used to determine the reasons for pre-service teachers' university preference, and the "Scale of Belonging to the University" developed by Kahraman (2013) to determine the level of belonging to the university.The level of pre-service teachers' preference for university; While informing about the university, job opportunities, geographical location, financial opportunities, close acquaintances, educational material, students studying at the university are considered within the scope of the effect of high school education; students' university affiliation; were examined within the scope of expectation, motivation, and identification dimensions.Data were obtained from 271 pre-service teachers studying at Çanakkale Onsekiz Mart University Faculty of Education. The data obtained from the pre-service teachers were analyzed with the SPSS-23 program, t-Test, ANOVA tests and correlation analysis were used in the data analysis. When the results of the research were evaluated, it was determined that the mean scores of pre-service teachers regarding the level of preference and belonging to the university were at a moderate level. It was determined that the levels of pre-service teachers' preference and belonging to the university differed significantly according to the variables of gender, university department, reasons for choosing the university, place of residence, and the type of high school they graduated from. It has been determined that there is a moderate relationship between the reasons why preservice teachers prefer the university and the level of belonging to the university.

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Section: Discussion Results and Suggestionsmentioning

confidence: 99%

The Relationship Between Pre-service Teachers' University Preferences and the Sense of Belonging at the University

USLU¹,

Özbilen²

2022

IJIAPE

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Mesleğe Yeni Başlayan Türkçe Öğretmenlerinin Karşılaştığı Sorunlar: Öğretmen Eğitimi Programı Temelinde Bir İncelenme

KANIK UYSAL,

BAYRAK ÖZMUTLU

2023

Cukurova University Faculty of Education Journal

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The aim of this study was to examine the problems faced by Turkish teachers who have recently entered the profession, based on the teacher education program. For this purpose, the types of knowledge needed by Turkish teachers and the problem areas that these point to in the teacher education program were examined. In the study, a basic qualitative research design was adopted and criterion sampling was used to select the study group. Qualitative data obtained through interviews with nine teachers who graduated from six different universities were analyzed using descriptive analysis. The findings showed that the types of knowledge that the participants needed following their professional experiences and the evaluations they made of the teacher education programs on this basis pointed to five problem areas. These are the identity problem, content problem, learner problem, teaching problem and context problem. The types of knowledge needed by teachers are self-knowledge, content knowledge, general pedagogical knowledge, pedagogical content knowledge, and context knowledge, respectively. Participants stated that the education they received during their undergraduate education did not match the content they used in their professional lives, and that while they should have carried out studies focused on improving their language skills in the classroom environment, they took literature and theoretical courses during their undergraduate education. Participants also stated that due to their shortcomings in teaching language skills, they gave priority to teaching grammar in their lessons and tried to fill the gap they experienced in teaching skills with grammar teaching. Furthermore, it was observed that the participants were also in need of knowledge and skills related to teacher training in subjects such as communication with other stakeholders at school, knowledge of regulations, and communication with administrators and parents.

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Öğretmen Adaylarının Üniversiteye Giriş Özellikleri, Motivasyonları, Üniversite ve Alan Seçimleri

Cited by 2 publications

References 27 publications

The Relationship Between Pre-service Teachers' University Preferences and the Sense of Belonging at the University

The Relationship Between Pre-service Teachers' University Preferences and the Sense of Belonging at the University

Mesleğe Yeni Başlayan Türkçe Öğretmenlerinin Karşılaştığı Sorunlar: Öğretmen Eğitimi Programı Temelinde Bir İncelenme

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