Who are the future teachers in Turkey? Characteristics of entering student teachers

Aksu, Meral; Demir, Cennet Engin; Daloğlu, Ayşegül; Yıldırım, Soner; Kiraz, Ercan

doi:10.1016/j.ijedudev.2009.06.005

Cited by 84 publications

(61 citation statements)

References 19 publications

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“…This finding confirms that for prospective teachers, internal motivation for maintaining a commitment to professional teaching is still substantial (Hong, 2010;Aksu, Demir, Dalloglu, Yildrim, & Kiraz, 2010;Rots et al 2007). …”

Section: The Effects Of Attributions For Studying In Pte and Occupatisupporting

confidence: 83%

Taiwanese Preschool Teacher Education Students’ Attributions for Studying, Occupational Knowledge, and Initial Teaching Commitment

2011

WJE

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This study examines Taiwanese preschool teacher education (PTE) students' attributions for studying in PTE, occupational knowledge, and initial teaching commitment, as well as the effects of the former two variables on the latter one. The study used mixed-methods which included questionnaire surveys and in-depth interviews. The Taiwanese PTE students (N=1463) responded to questionnaires, and eight of them were selected as the interviewees. The findings indicate that PTE students tended to predominantly attribute their PTE studying to personal factors in the internal attributional style, had substantial but incomplete occupational knowledge, and demonstrated moderately strong initial teaching commitment. The PTE students' attributions for studying in PTE and occupational knowledge had significant influence on their initial teaching commitment, and PTE studying attributions to personal factors was the most powerful predictor. The PTE students with more studying attributions to personal factors and more professional knowledge about occupational competency and occupational qualifications tended to display stronger initial teaching commitment.

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Section: The Effects Of Attributions For Studying In Pte and Occupatisupporting

confidence: 83%

Taiwanese Preschool Teacher Education Students’ Attributions for Studying, Occupational Knowledge, and Initial Teaching Commitment

2011

WJE

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“…As discussed by Brookhart & Freeman (1992), it is obvious from these statistics, that certain student populations are overrepresented which poses difficulties regarding the generalizability of findings. Many of the more recent cross-institutional studies conducted more recently in Turkey (Aksu et al 2010), the UK (See, 2004;Reid & Caudwell, 1997;Thornton et al, 2002), the Republic of Ireland (Clarke, 2009;Heinz, 2013aHeinz, , 2013bHeinz, , 2013cDrudy et al, 2005), Northern Ireland (Moran et al, 2001), Australia (Richardson & Watt, 2006;Watt & Richardson, 2008b) and China (Su et al, 2001) offer a more complete picture of the profiles and motivations of the student populations entering teacher education in these countries.…”

Section: Research Methodologies -Overview and Discussion Of Limitatiomentioning

confidence: 99%

Why choose teaching? An international review of empirical studies exploring student teachers’ career motivations and levels of commitment to teaching

Heinz

2015

Educational Research and Evaluation

203

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Publication InformationHeinz, M. (2015) Rikard, 1999), these are important questions for policy makers and societies to address.This paper provides a systematic and conceptual review of empirical research studies exploring student teachers' career motivations and commitment in twenty-three countries from five continents. A variety of motivating factors are explored, their relative importance in student teachers' career decisions is discussed, and differences between various subgroups and cultural contexts are highlighted. Attention is drawn to methodological limitations as well as recent developments in this important area of research.

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“…Ok and Önkol (2007) also listed love of the subject area, having good job opportunities, helping others, working with children, and perceived personal suitability. Aksu, Engin-Demir, Daloğlu, Yıldırım and Kiraz (2010) reported that more than half of the 18,226 pre service teachers from 51 Faculties of Education in their study had willingly chosen teaching. The other reasons listed were flexible working hours, holidays and the possibility of engaging in secondary employment.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…The other reasons listed were flexible working hours, holidays and the possibility of engaging in secondary employment. Low university entrance exam scores (29%), opportunity to find a job easily (25%) and good working conditions (21%) were also nominated by pre-service teachers as reasons to choose teaching as a profession (Aksu et al, 2010). Aksu et al (2010) reported that only 9% of the pre service teachers mentioned the status of teaching profession in the Turkish society as a reason on their choice.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Motivations of Turkish Pre-service Teachers to Choose Teaching as a Career

Akar¹

2012

AJTE

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Who are the future teachers in Turkey? Characteristics of entering student teachers

Cited by 84 publications

References 19 publications

Taiwanese Preschool Teacher Education Students’ Attributions for Studying, Occupational Knowledge, and Initial Teaching Commitment

Taiwanese Preschool Teacher Education Students’ Attributions for Studying, Occupational Knowledge, and Initial Teaching Commitment

Why choose teaching? An international review of empirical studies exploring student teachers’ career motivations and levels of commitment to teaching

Motivations of Turkish Pre-service Teachers to Choose Teaching as a Career

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