Student-teachers’ opinions about education and teaching profession example of Anadolu University

Ceylan, Müyesser; Turhan, Esra

doi:10.1016/j.sbspro.2010.03.324

Cited by 3 publications

(2 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…When the literature review is examined, loads of studies have examined postgraduate students' attitudes regarding the teaching profession (Can, 2010) in terms of aspects such as the assessment of the prospective teacher's views regarding the teaching profession (Ozbek, Kahyaoglu & Ozgen, 2007;Ceylan & Turhan, 2010), the reasons for prospective teachers preferring the teaching profession (Ozbek, 2007;Cermik, Dogan & Sahin, 2010), assessment of prospective teachers' attitudes regarding the teaching profession (Aslan & Koksal Akyol, 2006;Capri & Celikkaleli, 2008;Erdamar, Koc & Demircioglu, 2009;Guneyli & Aslan, 2009;Bulut, 2009;Cetinkaya, 2009;Aksoy, 2010;Camadan & Duysak, 2010), and the identification of the relationship between the prospective teachers' communication skills and their attitudes regarding the teaching profession (Yesil, 2010). When the international literature is reviewed, attitude studies with respect to perceptions with regard to the teaching profession (Thuranira, 2010) and the choice of teaching profession (Rots, Aelterman, Devos & Vlerick, 2010), were found.…”

Section: Resultsmentioning

confidence: 99%

Pedagogical Formation Education via Distance Education

Özcan

Genc

2016

EURASIA J MATH SCI T

View full text Add to dashboard Cite

The purpose of this research is to identify the perceptions of the efficacy of curriculum development on the part of pedagogical formation students, their views regarding their professional attitudes, and their attitudes towards the pedagogical formation education they receive via distance education. The study sample includes 438 Near East University students who received pedagogical formation education via distance education. The sample consisted of 235 pedagogical formation students to implement the efficacy scale, 290 to implement the attitude scale, and 73 who took part in semi-structured interviews. In the study, it was concluded the students generally perceive themselves as being sufficiently prepared in terms of curriculum development. There are no differences with regard to the overall professional attitude of the students. Students generally reported positive views regarding the education they receive.

show abstract

Section: Resultsmentioning

confidence: 99%

Pedagogical Formation Education via Distance Education

Özcan

Genc

2016

EURASIA J MATH SCI T

View full text Add to dashboard Cite

show abstract

“…Galimas dalykas, kad dalis neapsisprendusių studentų studijų metu pakeis savo nuomonę ir pasirinks mokytojo darbą. Turkijos mokslininkų duomenimis, kai kurios neigiamos studentų nuostatos apie mokytojo profesiją studijų metu tapo teigiamomis [1]. Mūsų tyrimo duomenys panašūs į kitų tyrėjų gautus duomenis.…”

Section: Tyrimo Teorinis Pagrindimasunclassified

Motives for Enrolment in the Lithuanian University of Educational Sciences and the Reasons for their Change (Comparative Study)

Žygaitienė¹,

Pošiūnaitė²

2013

PED

View full text Add to dashboard Cite

Relevance. The number of scientists explored the motives of entrants to choose teacher’s profession noted, that now selection of pedagogical studies does not reflect future teachers’ pedagogical directivity, the motivation is small of future teachers’ to work pedagogical job. It is also noted, that enrolling graduates pay more attention to financial costs of studying or financial perspectives of interested specialty delegate. The research discloses future teachers’ motives for enrolling into pedagogical studies. The research focuses on the problem that motives for enrolling into pedagogical studies are still insufficiently investigated. The aim of the research is to reveal the motives for enrolling into the Lithuanian University of Educational Sciences and their changes. The objectives of the research are as follows: 1. To identify the main motives for enrolling into pedagogical studies; 2. To compare the motives for enrolling into pedagogical studies of students who entered the university in different academic years (in 2002, 2010 and 2011 years). The empirical method was applied in the research which was carried out in three different faculties (those of Natural Sciences, Philology, and Mathematics and Informatics) of the Lithuanian University of Educational Sciences in 2010–2011. The research sample included the answers of 270 first-year students. Questionnaire was prepared in order to analyze motives of first year entrants to Lithuanian Educational University and to compare it with results of 2000–2002 year study. 48 motives were presented in questionnaire and each of them had to be evaluated according significance. Motives were selected based on analysis of relevant literature and the structure of 2000–2002 study questionnaire. Main motives, mostly mentioned in scientific literature for choosing teachers profession, were distinguished in this study. The research findings reveal that, in 2010 and 2011, the main motives for the informants to choose pedagogical studies were their intention to acquire a diploma of higher education, a possibility to get a better-paid job, and career aspirations. Comparison of the data of the year 2002 and of 2010–2011 shows that in 2002 the choice of pedagogical studies (in the Lithuanian University of Educational Sciences) was determined mainly by students’ extrinsic motivation – intention to acquire a diploma of higher education and to improve their financial situation as well as the social image. Similar motives were identified in 2010, when the main motives included a wish to acquire a diploma of higher education (though this motive was 20 percent weaker then), a possibility to get a better paid job, and career aspirations. Both in 2002 and in 2010 the same number of the informants mentioned their intrinsic motivation – aspiration to become a teacher as an important motive, and in 2011, however, the majority of the first-year students (72.9 %) did not consider becoming a teacher as important. The significance of such a motive as pedagogical love for children also decreased. This reveals a lack of professional purposefulness and that unmotivated students are admitted to pedagogical studies.

show abstract