The Readiness of Primary and Preschool Pre-Service Teachers' for Teaching Profession in Turkey: A Mixed Methods Research

Girgin, Derya; Akcanca, Nur

doi:10.33200/ijcer.750217

Cited by 2 publications

(2 citation statements)

References 31 publications

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“…The professionalism, dedication, self-assurance, and attitude of educators are all notably impacted by the quality of their education or training (Boadu, 2014). Girgin and Akcanca (2021) have undoubtedly validated the notion that educators are obligated to conform to societal, temperamental, and pedagogical norms. Furthermore, they stated that teachers' expertise and knowledge are contentious elements of education.…”

Section: Introductionmentioning

confidence: 99%

Assessing the Competence of Pre-Service Accounting Teachers: Stakeholder Perspectives

Saayir,

Wusa

2024

IJERs

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Using the Danielson framework for evaluating teachers, this study assessed the teaching competence of preservice accounting teachers. The four components of teaching evaluation that contribute to teacher competence were emphasized. In all, 115 preservice accounting teachers, eight supervisors, and eight mentors participated in the concurrent embedded mixed design employing a census technique. Data was collected using a questionnaire, an interview guide, and document analyses. The results were conveyed using descriptive statistics (means and standard deviations) and narratives. According to the study, preservice accounting teachers were proficient in lesson preparation and managing the classroom. But they were observed to lack instructional strategies and professional responsibility skills. It is recommended that teacher-educators should provide preservice accounting teachers with the necessary instructional strategies to engage their students in the classroom. The professional responsibility competence of preservice accounting teachers should be developed in accordance with contemporary teacher education practices.

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Section: Introductionmentioning

confidence: 99%

Assessing the Competence of Pre-Service Accounting Teachers: Stakeholder Perspectives

Saayir,

Wusa

2024

IJERs

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“…In theTurkish teacher education system, FE takes place in the senior year in two consecutive phases known as school experience (SE) and teaching practicum (TP). Despite limited number of studies on the positive correlation between FE and preparedness to teach in different teacher education programs such as pre-and primary school (Girgin & Akcanca, 2021;Stites et al, 2018), mathematics (Alsaleh & Anthony, 2019), science (Ramirez, 2020), to the researchers' best knowledge there is no study yet on senior pre-service English language teachers' sense of preparedness to teach and how it interacts with FE in the Turkish context. To address this research gap, this study set out to find answers to the following research questions:…”

Section: Introductionmentioning

confidence: 99%

Pre-service English Language Teachers’ State of Preparedness to Teach and Its Sources in Field Experience

Çelik

Topkaya

2023

Bartın Üniversitesi Eğitim Fakültesi Dergisi

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This study examined senior pre-service English teachers’ (PSTs) state of preparedness to teach and its sources during their field experience in practicum schools. In a longitudinal descriptive design, including school experience and teaching practicum phases, one-on-one, semi-structured interviews were conducted with 30 PSTs. Cross-sectional and retrospective data were collected and analyzed through constant comparison method. In the beginning of the entire process, the PSTs were observed to be either prepared or not prepared to teach. However, as the field experience continued, those who felt somehow prepared to teach emerged. Besides, despite obvious decrease in their number over the field experience, those who felt prepared to teach were more compared to those who were not prepared or somehow prepared to teach. Although the PSTs attached their preparedness to teach to higher teaching-efficacy perceptions and their unpreparedness to teach to untested teaching competencies before experiencing field experience, having been through the process, they were observed to put strong emphasis on their fulfilled professional and developmental needs by their school-based mentors. Despite variations and fluctuations in the sources that the PSTs attached their preparedness to teach to, and among others such as perceptions of higher teaching efficacy, the findings revealed the pivotal role that school-based mentoring played upon the development of PSTs’ preparedness to teach.

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The Readiness of Primary and Preschool Pre-Service Teachers' for Teaching Profession in Turkey: A Mixed Methods Research

Abstract: This article may be used for research, teaching, and private study purposes.Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden.

Cited by 2 publications

References 31 publications

Assessing the Competence of Pre-Service Accounting Teachers: Stakeholder Perspectives

Assessing the Competence of Pre-Service Accounting Teachers: Stakeholder Perspectives

Pre-service English Language Teachers’ State of Preparedness to Teach and Its Sources in Field Experience

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