Attitude Towards Teaching Profession

Andronache, Daniel; Bocoș, Mușata; Bocoş, Victor; Macri, Cecilia

doi:10.1016/j.sbspro.2014.07.677

Cited by 43 publications

(41 citation statements)

References 4 publications

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“…The attitudes of the teachers affect the pleasure they receive from the profession, the dedication to the profession, the belief that the teaching is necessary and important, and the belief in the development of the profession (Güneyli and Aslan, 2009). If the prospective teachers have a positive attitude towards the profession, they can easily develop the internal motivation about teaching to their students in the future, communicate effectively with the students and spend more on individualizing and diversifying their learning situations (Andronache et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…The behavioral dimension is based on the estimation and inference of the way in which it interacts with facts or facts based on assumptions and beliefs (cited in Andronache et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…It has been determined that there are many studies positive and high in evaluating the prospective teachers' attitudes in general (Akpınar et al, 2006;Çetinkaya, 2009;Andronache et al, 2014;Kayan Fadlelmula, 2013;Caglar, 2013;Baykara Pehlivan, 2008;Baykara Pehlivan, 2010;Akbulut and Karakus, 2011). It is seen that high attitudes of prospective teachers will provide professional satisfaction (Taşdemir, 2014) and promising in terms of the teaching profession (Kesen and Polat, 2014).…”

Section: Introductionmentioning

confidence: 99%

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The Effects of Genders of Prospective Teachers on their Attitudes towards Teaching Profession: A Meta-Analysis

Polat

2019

Pedagogical Research

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One of the factors supporting the professional success of prospective teachers is their attitudes towards teaching profession. Many studies have been carried out on determining the attitudes of prospective teachers towards teaching profession. One of the main questions in those studies is to determine if the gender is effective or not. In this study, the meta-analysis was performed in order to determine the effects of gender on the attitudes of prospective teachers towards teaching profession between 2010 and 2015. As a result of database scanning, it has been seen that there were 34 publications that contain related data for metaanalysis. According to the performed analyses, it was concluded that there was no publication bias and it was required to perform analysis according to random effects model. According to meta-analysis results, the general impact level of the publications was 0.323 and they were at small size level. In other words, attitudes of female students towards teaching profession were higher than that of male students. According to the analyses from the aspect of score type of the departments, at which the prospective teachers were studying, it can be said that the differentiation by scores was significant and the attitudes of female and male students were similar in science-math scores. In analyses performed from the aspect of geographical regions of study, it was concluded that the differentiation was not significant.

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Section: Introductionmentioning

confidence: 99%

“…The behavioral dimension is based on the estimation and inference of the way in which it interacts with facts or facts based on assumptions and beliefs (cited in Andronache et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Effects of Genders of Prospective Teachers on their Attitudes towards Teaching Profession: A Meta-Analysis

Polat

2019

Pedagogical Research

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“…Aykac et al (2015) who also evaluated the pedagogical formation program found that their study group thought that "… the duration of the program is very limited and there are not many opportunities offered for practice; thus, the program cannot be deemed to be very efficient." According to Andronache, Bocos, Bocos and Macri (2014), the teacher training program's content presentation which shifts from the declarative level to the action level is important. In the research studies of Dalgic et al (2012) and Kiraz and Dursun (2015) regarding the students who took the pedagogical formation training, students mentioned that they could not benefit from the compressed program as intended, and the training was sufficient regarding content but short in duration and there should be more school practices.…”

Section: Discussionmentioning

confidence: 99%

“…Alkhateeb (2013) stated that gaining positive attitudes towards the teaching profession is very important both for students to be successful at university and pre-service teachers' professional careers. In a similar way, Andronache et al (2014) considered that pre-service teachers who have a positive attitude towards teaching profession might be good at making students being motivated for learning and communicating better with them. The pre-service teachers might take in making learning diversified and individualized more.…”

Section: Discussionmentioning

confidence: 99%

The Views of Pre-Service Teachers at an Internship High School on Pedagogical Formation Program in Turkey

Filiz¹,

Durnalı²

2019

EUROPEAN J ED RES

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A variety of teacher training system was implemented in Turkey until today. One of these systems is pedagogical formation training. The aim of this study was to determine the strengths and weaknesses of the pedagogical formation training according to the opinions of pre-service teachers and the experiences during the pedagogical formation training, to gather information about whether these experiences contributed to their teaching, and to evaluate the place of the pedagogical formation training in teacher employment in the light of this information. The research was carried out using an interview technique of qualitative analysis methods. The study group comprised of 20 pre-service teachers from different undergraduate programs, and they participated in a 14-weekinternship program at a high school in Ankara during the 2017-2018 academic year as a requirement for a training course. Content analysis method was used for data analysis. As a result of the research, the pre-service teachers stated that they found the internship training in practice schools as useful for future teaching lives, but they did not find the theoretical training given in the classes useful for various reasons. They considered that there are some weak points of the program: the duration of the formation course is short, lessons are late in the evening, classes are crowded, and the teaching staff have negative effects on the students: they are indifferent, and there are almost the same topics in each lesson. This means that they were mostly not satisfied with its overall quality, and so its operability was enough. Like some of the suggestions, it is recommended that duration of the program should be extended to a long period, and the instructors should be selected from those who can give energy to the class, have communication skills, can create discipline in the classroom, and have experience in traditional classroom teaching.

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Teachers’ attitudes toward team teaching explained by teachers’ self-efficacy, perceived collaboration, and team similarity

De Weerdt,

Simons,

Struyf

2024

Soc Psychol Educ

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Attitude Towards Teaching Profession

Cited by 43 publications

References 4 publications

The Effects of Genders of Prospective Teachers on their Attitudes towards Teaching Profession: A Meta-Analysis

The Effects of Genders of Prospective Teachers on their Attitudes towards Teaching Profession: A Meta-Analysis

The Views of Pre-Service Teachers at an Internship High School on Pedagogical Formation Program in Turkey

Teachers’ attitudes toward team teaching explained by teachers’ self-efficacy, perceived collaboration, and team similarity

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