Determination of Classroom Pre-Service Teachers’ State of Personal Innovativeness

Abstract

Today, in every passing moment, a new piece of information is acquired and the accumulation of this information leads to social and technological developments. Therefore, today, individuals are expected to rapidly adjust to innovations. As such, individuals should be open to innovations and willing to adopt innovations; that is, they need to be innovative. In this regard, most of the responsibility for training innovative individuals within formal education should be assumed by classroom teachers as they are working in the first stage of compulsory education. In order to be able train innovative individuals, classroom teachers should posses the characteristics of innovativeness. Therefore, the purpose of the current study was set to be to determine the pre-service classroom teachers’ state of innovativeness and investigate it in relation to different variables. The current study was conducted on 322 pre-service classroom teachers randomly selected from among the classroom teachers attending a university in 2014-2015 academic year. In the collection of the data, “Personal Innovativeness Scale” adapted to Turkish by Kılıçer and Odabaşı (2010) was employed. In the current study, the internal consistency of the scale was found to be .74. At the end of the study, it was found that the pre-service classroom teachers’ mean personal innovativeness level is medium and the state of their innovativeness varies depending on gender in favor of the female pre-service teachers. Moreover, the male pre-service teachers were found to be more resistant to change than the female pre-service teachers. The grade level and academic achievement variables were found to be not significantly affecting the pre-service classroom teachers’ state of innovativeness. In light of these findings, it was suggested that pre-service teachers should be given adequate training during their pre-service education so that they could design activities to educate their prospective students as innovative individuals.

The effect of preservice teachers’ experiences in a flipped course on digital competencies related to educational technology and innovativeness

“…Studies on innovation in the literature indicate that preservice teachers are generally in the early majority category (Adigüzel, 2012;Çuhadar et al, 2013;Erdoğan & Güneş, 2013;Kert & Tekdal, 2012;Korucu & Olpak, 2015;Mazman Akar, 2019;Özgür, 2013;Suer & Kinay, 2019;Yorulmaz et al, 2017). In the research conducted in the current study, it was determined that the innovativeness categories of the preservice teachers were similar to that reported in the literature prior to the application.…”

Factors Influencing Teachers’ Innovative Behaviour: A Systematic Review

“…(3 studies), school demographics (3 studies), teaching experience (3 studies) teacher eligibility (3 studies) and student level (2 studies). Although gender recorded the highest frequency of study, three of these studies were conducted in the same location in Turkey (Aslan & Kesik, 2018;Doç & Yapıcı, 2016;Yorulmaz et al, 2016). All six factors in this demographic category were studied in relation to teachers' innovative behaviour directly without using other factors as mediators and moderators.…”

Relationship between faculty characteristics and their entrepreneurial orientation in higher education institutions in Kuwait

“…al. ( 2016 ), who also demonstrated that personal innovativeness is higher among female pre-service teachers in Turkey than male peers. Our results contradict, to some extent, Adachi and Hisada’s ( 2016 ) study, which posits that, in general, women have less inclination towards intrapreneurship than men.…”