Türkiye’deki Öğretmen Adaylarının Öğretmenlik Mesleğine Yönelik Tutumlarının Demografik Özelliklere Göre İncelenmesi: Bir Meta-Analiz Çalışması

Atalmis, Erkan Hasan; Köse, Akif

doi:10.21031/epod.410287

Cited by 17 publications

(10 citation statements)

References 29 publications

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“…T of the studies examined as a result of the analysis explains that women exhibit a more positive attitude towards the teaching profession than men. Another similar meta-analysis study was done by Atalmış and Köse (2018). As a result of the analysis conducted with 106 studies containing gender variable, it was revealed that female teacher candidates have a more positive attitude.…”

Section: Discussionmentioning

confidence: 82%

Investigation of Pre-service Social Studies Teachers’ Self-Efficacy Perception of and Attitudes Towards the Profession of Teaching

Yıldız¹,

Şahin²,

Çelik³

2020

JCT

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The current study aimed to investigate pre-service social studies teachers’ self-efficacy perception of their ability to teach geography and attitudes towards the profession of teaching in relation to the variables of gender and university attended. The study is a descriptive study employing the survey model. The research sample was determined from the universities, where there were two public universities represented from each of the seven geographical regions, and a fourth-year student of social studies teaching in the spring semester of the 2017-2018 academic year. The study was carried out with the participation of 654 pre-service social studies teachers from 14 different universities across Turkey. In order to collect data, “The Geography Teaching Self-Efficacy Scale” and “The Scale of Attitudes towards the Profession of Teaching” were used. In the analysis of the collected data, arithmetic mean, standard deviation, independent samples t-test and one-way variance analysis (ANOVA) were used. According to the findings of the current study, self-efficacy perceptions related to geography teaching and their attitudes towards the profession are high. The mean scores taken from the whole self-efficacy perception scale and its sub-dimensions were found to be not varying significantly depending on the gender variable while they were found to be varying significantly depending on the variable of the university attended. On the other hand, the attitudes towards the profession of teaching were found to be varying significantly depending on both of the variables.

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Section: Discussionmentioning

confidence: 82%

Investigation of Pre-service Social Studies Teachers’ Self-Efficacy Perception of and Attitudes Towards the Profession of Teaching

Yıldız¹,

Şahin²,

Çelik³

2020

JCT

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“…As a result of the meta-analysis study in which prospective teachers' attitudes towards teaching profession changed according to gender, grade level, the family status of being a teacher and the type of faculty that was taught/graduated, the results of the meta-analysis study showed that the female teacher candidates were more positive than the male teacher candidates. They are in the attitude of the statistical data that emerged (Atalmış & Köse, 2018). In the study, in which Musa and Bichi (2015) examined the teaching profession attitudes of preservice teachers and particularly preservice primary school teachers at the Northwest University in Nigeria, they reached a conclusion that the scores of the female preservice teachers were higher than those of the male preservice teachers, like in the study that was mentioned.…”

Section: Discussionmentioning

confidence: 84%

Teaching Motivation and Teaching Profession Attitude: The Case of Preservice Form Teachers

Deringöl

2020

Erzincan Üniversitesi Eğitim Fakültesi Dergisi

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It has been aimed in the present study to examined teaching motivations and teaching profession attitudes of pre-service primary school teachers. The research is a quantitative study designed in survey model for comparing teaching motivations and teaching profession attitudes of pre-service primary school teachers. It has been inferred from the study that teaching motivations and teaching profession attitudes of pre-service primary school teachers are positive and high; teaching motivation does not differ by gender but teaching profession attitude differs in favor of female preservice teachers; as the grade level increases, both teaching motivation and teaching profession attitude increase and there is a low positive relationship between teaching motivations and teaching profession attitudes. The fact that preservice teachers can do more effectively the requirements of the profession and become successful in their profession is based on their positive attitudes towards the profession. These positive attitudes shall direct their expectations from profession and increase their teaching motivation. Within this scope, the present study has been carried out by considering that it is important to determine teaching motivations and teaching profession attitudes of pre-service primary school teachers.

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“…Second, empirical studies on prospective teachers revealed mixed findings of gender differences concerning the teaching profession. For instance, in their meta-analytic studies, Erdamar, Aytac, Turk, and Arseven (2016) and Atalmis and Kose (2018) concluded that the teacher candidates' attitudes towards the teaching profession were significantly higher in favor of females. However, while the selfefficacy of prospective teachers regarding certain teaching competencies was higher for males in some studies, no gender differences were reported in other studies (see in Yenice, 2012).…”

Section: Multicultural Competence and Its Dimensionsmentioning

confidence: 99%

Multicultural Competence Scale for Prospective Teachers: Development, Validation and Measurement Invariance

Erdem¹

2020

EJER

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This study reports on the development, validation and measurement invariance of the Multicultural Competency Scale (MCS) for preservice teachers. Research Methods: Data from 640 pre-service teachers were collected for two studies. After data screening procedures 628 responses were left. The data were divided into two sets for exploratory factor (n1=314) and confirmatory factor analysis (n2=314) using a random split half method in SPSS. Findings: According to the results of the exploratory factor analysis, a 14-item, three-factor solution came out: awareness, skill and knowledge. Awareness

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Türkiye’deki Öğretmen Adaylarının Öğretmenlik Mesleğine Yönelik Tutumlarının Demografik Özelliklere Göre İncelenmesi: Bir Meta-Analiz Çalışması

Cited by 17 publications

References 29 publications

Investigation of Pre-service Social Studies Teachers’ Self-Efficacy Perception of and Attitudes Towards the Profession of Teaching

Investigation of Pre-service Social Studies Teachers’ Self-Efficacy Perception of and Attitudes Towards the Profession of Teaching

Teaching Motivation and Teaching Profession Attitude: The Case of Preservice Form Teachers

Multicultural Competence Scale for Prospective Teachers: Development, Validation and Measurement Invariance

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