İlköğreti̇m Matemati̇k Öğretmen Adaylarinin Programi Terci̇h Nedenleri̇ Ve Beklenti̇leri̇ Üzeri̇ne Bi̇r Araştirma

İncikabı, Lütfi; Biber, Abdullah Çağrı; Mercimek, Oktay

doi:10.14520/adyusbd.67923

Cited by 6 publications

(3 citation statements)

References 22 publications

(16 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…According to another result obtained in the study, love of mathematics emerges as an important reason for preference. Again, in various studies, the importance of liking the field to be studied in choosing that profession has been emphasized (Boz and Boz, 2008;Ubuz and Sarı 2008;İncikabı, et al, 2016). This situation shows parallelism with our study.…”

Section: Universe and Samplesupporting

confidence: 78%

Fen Bilgisi ve İlköğretim Matematik Öğretmen Adaylarının Öğretmenlik Mesleğini Tercih Etme Nedenleri ve Beklentileri

AKBAYIR

2023

INESJOURNAL

View full text Add to dashboard Cite

Section: Universe and Samplesupporting

confidence: 78%

Fen Bilgisi ve İlköğretim Matematik Öğretmen Adaylarının Öğretmenlik Mesleğini Tercih Etme Nedenleri ve Beklentileri

AKBAYIR

2023

INESJOURNAL

View full text Add to dashboard Cite

“…It was seen that teacher candidates mostly expressed opinions in favor of the "effect of loving the profession" theme. There are studies in the literature that support the results of this research, when the effect of loving the field and profession is examined (Çakır and Akkaya, 2017;Eret Orhan and Ok, 2014;İncikabı et al, 2016;Mašková et al, 2022;Özçakmak and Köroğlu, 2015). Some prospective teachers expressed opinions in favor of the "effect of lowering the professio n" theme.…”

Section: Discussionsupporting

confidence: 57%

Prospective Classroom Teachers' Reasons for Choosing the Teaching Profession and Their Preferences for Their Work Lives

Kerimgil Çelik

2023

Int. J. of Cont. Edu. Res.

View full text Add to dashboard Cite

This research examined the factors that affect the decision of prospective classroom teachers to choose teaching as a profession and their preferences regarding work-life. A case study design, one of the qualitative research methods, was employed in this study The participants consisted of 20 prospective classroom teachers who took the teaching practice course in the 2021-2022 academic year at a state university. A semi-structured interview form was used in data collection and the data was analyzed through content analysis. Findings revealed that prospective classroom teachers' preference for the profession is influenced by their love for the profession, working conditions, love and interest shown by their former teachers, and communication with children. Their preferences are also influenced by their discovery that they can teach children something, their desire to contribute to the development of future generations by serving people in the basic education stage, their families’ supportive behaviors, and their experiences of the profession in their university years. In terms of their preferences for their work lives, most of the teacher candidates expressed a desire to become classroom teachers and work in this field, while it was found that some teacher candidates experienced dilemmas regarding their work lives due to studying or working in different fields. This research emphasizes the need to improve working conditions for teachers and develop teacher training programs that focus on teacher candidates' affective aspects.

show abstract

“…Alanyazın incelendiğinde öğretmen nitelikleri ve öğretmen yetiştirme konularının pek çok araştırmacı tarafından ele alındığı görülmüştür (Biber, 2013;Kyriacou ve Coulthard, 2000;Baki ve Gökçek, 2007;Arslan ve Özpınar, 2008;İncikabı, Mercimek ve Biber, 2016;Serin, Güneş ve Değirmenci, 2015;Tataroğlu , Özgen ve Alkan, 2011). Bu konuda yapılan çalışmaların öğretmenlik mesleğine yönelik tutumlar (Baykara Pehlivan, 2008;Demirtaş, Cömert ve Özer, 2011;Ekici, 2014;İpek, Kahveci ve Camadan, 2015;Korkut-Owen, Kepir, Özdemir, Ulaş ve Yılmaz, 2012), öğretmen yeterlik ve özyeterlik inançları (Gibson ve Dembo, 1984;Riggs ve Enochs, 1990;Hoy ve Spero, 2005;İşler ve Çakıroğlu, 2009;İncikabı, 2013), mesleki kaygı düzeyleri (Doğan ve Çoban, 2009;Özen vd., 2013;Serin vd., 2015;Özsoy, Özsoy, Özkara ve Memiş, 2010;Hacıömeroğlu ve Şahin-Taşkın, 2010;Şara ve Kocabaş, 2012) öğretmenlik mesleğine ilişkin motivasyon düzeyleri (İncikabı vd., 2013) ve öğretmenlik mesleğinden beklentiler (Uras ve Kunt, 2006;İncikabı vd., 2016;Altaş, 2006;Ekinci ve Burgaz, 2007;Kızğut ve Ergül, 2011) başlıklarında yoğunlaştığı görülmüştür.…”

Section: Introductionunclassified

Neden İlköğretim Matematik Öğretmenliği Programındayım? Tercih Nedenleri ve Beklentilerin Cinsiyet ve Akademik Başarı Bağlamında İncelenmesi: Kastamonu Üniversitesi Örneği

İncikabı¹,

Mercimek²,

Biber³

et al. 2016

Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi

Self Cite

View full text Add to dashboard Cite

-The purpose of this study was to determine teacher candidates' reasons for and their expectations fro m the mathematics teacher education program and to reveal the situation in the context of gender and academic success. Being descriptive in nature, the data was analyzed through the content analysis. 102 fourth grade students attending Kastamonu University primary school mathematics teacher education program participated in the research. According to research findings, external factors such as family, university entrance exam score, teacher influence were found to be effective among the reasons for preference of prospective teachers. Similarly, both low and high achieving teacher candidates were mainly attributed their reasons' for selecting mathematics teachers education programmes to the external factors. It has been seen that the expectations of the prospective teachers concentrate on the themes of professional development, academic development and social development.. Male teacher candidates emphasized professional development while female candidates highlighted academic improvement, and social imp rovement factors. Mathematics teacher candidates fro m different level of success more adverted the expectancy of gaining of mathematics teaching skill.

show abstract

İlköğreti̇m Matemati̇k Öğretmen Adaylarinin Programi Terci̇h Nedenleri̇ Ve Beklenti̇leri̇ Üzeri̇ne Bi̇r Araştirma

Abstract: Öz

Cited by 6 publications

References 22 publications

Fen Bilgisi ve İlköğretim Matematik Öğretmen Adaylarının Öğretmenlik Mesleğini Tercih Etme Nedenleri ve Beklentileri

Fen Bilgisi ve İlköğretim Matematik Öğretmen Adaylarının Öğretmenlik Mesleğini Tercih Etme Nedenleri ve Beklentileri

Prospective Classroom Teachers' Reasons for Choosing the Teaching Profession and Their Preferences for Their Work Lives

Neden İlköğretim Matematik Öğretmenliği Programındayım? Tercih Nedenleri ve Beklentilerin Cinsiyet ve Akademik Başarı Bağlamında İncelenmesi: Kastamonu Üniversitesi Örneği

Contact Info

Product

Resources

About