The Relationship Between Pre-service Teachers’ Attitudes Towards Profession and Tolerance Levels

Abstract

Trained people are an important capital for the development of societies. The source of this capital is education of high quality. Indeed, the most important actor in educational process is teachers.Therefore, teachers need to be trained in a qualified manner, to practice their profession with love, to have positive attitudes and certain values. One of the values that teachers should have is tolerance.In this sense, the aim of the present study was to examine the relationship between pre-service teachers' attitudes towards the profession and their tolerance levels. Relational survey model was employed in the study. The sample of the study involved 356 students at Fırat University Faculty of Education. The findings showed that the participants had positive attitudes and the female participants had more positive attitudes than males. It was found that the attitudes of the participants differed by their departments. In addition, it was concluded that the participants had a high level of tolerance and female participants were more tolerant than males. The tolerance levels of participants did not differ by department. A positive relationship was revealed between the participants' attitudes and tolerance levels. Besides, a positive and significant relationship was found between the participants' attitudes and tolerance levels. It can be put forward that if pre-service teachers have positive professional attitudes, their tolerance levels will increase.

Din Kültürü ve Ahlak Bilgisi Öğretmen Adaylarının Akademik Öz-Yeterlik ve Üstbilişsel Farkındalıklarının İncelenmesi

“…Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi öğrencileri üzerinde yapılan ve yine öğretmen adaylarının çeşitli bilişsel farkındalıklarını konu edinen araştırmada öğretmen adaylarının üstbilişsel farkındalıkları genel olarak yüksek bulunmuştur (Bars & Oral, 2017). Aslan ve İnce tarafından eğitim fakültesi farklı branş öğretmenlik bölümlerine devam eden öğretmen adayları üzerine yapılan araştırmada üstbilişsel farkındalığın öğrenim görülen bölüme göre farklılık göstermediği sonucuna ulaşılmıştır (Aslan & İnce, 2023).…”