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İngilizce Öğretmen Adaylarının Kariyer Gelişimi İstekleri: Mesleki Gelişim ve Liderlik

Yıl 2018, Cilt: 26 Sayı: 6, 2033 - 2044, 15.11.2018
https://doi.org/10.24106/kefdergi.2308

Öz

Bu karma metot çalışma liderlik motivasyonu ve
mesleki gelişim planlarına odaklanarak öğretmen adaylarının kariyer gelişimi
isteklerini incelemek için yapılmıştır. Son sınıf İngilizce öğretmenliği adaylarından
672 kişilik bir grup anket sorularını yanıtlamış ve bunlardan 88’ i ile görüşme
yapılmıştır. Nicel veriler için yordayıcı ve betimleyici istatistik
kullanılmıştır, nitel veriler tematik olarak analiz edilmiştir. Öğretmen
adaylarının liderlik motivasyonu orta düzeyde bulunmuş ve adaylar temelde öğrenci
olarak gözlemlerinden etkilenmiştir. Katılımcıların mesleki gelişim
motivasyonları yüksektir ama gelişim aktivitelerine dair sınırlı bilgiye
sahiptirler. Belirgin sayıda katılımcı mesleki gelişim ile ilgili hiçbir fikre
sahip değildir. Son olarak, üniversiteler arasında anlamlı bir fark
bulunmamıştır.

Kaynakça

  • AITSL. (2011). National Professional Standard for School Leadership. Australian Institute for Teaching and School Leadership.
  • Aksu, M., Demir, C.E., Daloğlu, A., Yıldırım, S., & Kiraz, E. (2010). Who are the future teachers in Turkey? Characteristics of entering student teachers. International Journal of Educational Development, 30, 90-101.
  • Amani, J. (2013). Social Influence and occupational knowledge as predictors of career choice intentions among undergraduate students in Tanzania. International Journal of Learning & Development, 3,3, 183- 195.
  • Borg, S. (2015). Overview - Beyond the workshop: CPD for English language teachers. In S. Borg (Eds.), Professional development for English language teachers: perspectives from higher education in Turkey. (pp. 5–17). Turkey: British Council.
  • Bruinsma, M., & Jansen, E.P.V.A. (2010). Is the motivation to become a teacher related to pre-service teachers’ intentions to remain in the profession? European Journal of Teacher Education. 33, 2, 185-200.
  • Bastick, T. (2000). Why teacher trainees choose the teaching profession: Comparing trainees in metropolitan and developing countries. International Review of Education, 46(3–4), 343– 49. https://doi.org/10.1023/A:1004090415953
  • Campos, M. R. (2005). Passive Bystanders or Active Participants: The Dilemmas and Social Responsibilities of Teachers. PRELAC Journal, 1, 6-24.
  • Creswell, J. W., & Plano Clark, V. L. (2006). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage
  • DeAngelis K. J., Wall A. F., Che J. (2013). The impact of pre-service preparation and early career support on novice teachers’ career intentions and decisions. Journal of Teacher Education, 64,4, 338–355.
  • Darling-Hammond, L., Bullmaster, M. L., & Cobb, V. L. (1995). Rethinking teacher leadership through professional development schools. Elementary School Journal, 96, 87–106.
  • Darling-Hammond, L., LaPointe, M., Meyerson, D., Orr. M. T., & Cohen, C. (2007). Preparing school leaders for a changing world: lessons from exemplary leadership development programs. Stanford, CA: Stanford University, Stanford Educational Leadership Institute.
  • Eren, A. (2012 a). Öğretmen adaylarının mesleki yönelimi, kariyer geliştirme arzuları ve kariyer seçim memnuniyeti. Kastamonu Eğitim Dergisi, 20 (3), 807-826.
  • Eren, A. (2012 b). Prospective teachers’ future time perspective and professional plans about teaching: The mediating role of academic optimism. Teaching and Teacher Education, 28, 111-123.
  • Eren, A. (2012 c). Prospective teachers’ interest in Teaching, professional plans about teaching and career choice satisfaction: A relevant framework?. Australian Journal of Education, 56 (3), 303-318).
  • Eren, A. (2014). Relational analysis of prospective teachers' emotions about teaching, emotional styles, and professional plans about teaching. The Australian Educational Researcher, 41(4), 381-409. Eren, A., & Tezel, K. V. (2010). Factors influencing teaching choice, professional plans about teaching, and future time perspective: a mediational analysis. Teaching and Teacher Education, 26, 1416- 1428.
  • Fokkens-Bruinsma, M. & Canrinus, E.T. (2012). The Factors Influencing Teaching (FIT)-Choice scale in a Dutch teacher education program. Asia-Pacific Journal of Teacher Education, 40, 3, 249-269
  • Fraenkel, J. R., & Wallen, N. E. (2008). How to design and evaluate research in education. Boston: McGraw-Hill. Garet, M., Porter, A., Desimone, L., Birman, B., & Yoon, K. (2001). What makes professional development effective? Analysis of a national sample of teachers. American Educational Research Journal, 38, 915–945
  • Guba, E.G. (1981). criteria for assessing the trustworthiness of naturalistic inquiry. Educational Communication and Technology, 29, 2, 75-91.
  • Kılınç, A., Watt, H. M., & Richardson, P. W. (2012). Factors influencing teaching choice in Turkey. Asia-Pacific Journal of Teacher Education, 40(3), 199-226. https://doi.org/10.1080/1359866X.2012.700048
  • Leblanc, P. R. & Shelton, M. M. (1997). Teacher Leadership: The Needs of Teachers, Action in Teacher Education, 19 (3), 32-48. Lortie, D. (1975). Schoolteacher: a sociological study, Chicago, IL, The University of Chicago Press.
  • MEB (2013) Öğretmen İstihdam Projeksiyonları Projesi. Retrieved from http://meb.gov.tr/meb_haberayrinti.php?ID=6136 MEB (2017) Öğretmen Strateji Belgesi Retrieved from: http://oygm.meb.gov.tr/meb_iys_dosyalar/2017_06/09140719_Strateji_Belgesi_Resmi_Gazete_sonrasY_ilan.pdf
  • Ontario Ministry of Education (2013) Ontario leadership strategy: Quick Facts 2013-2014. Retrieved from: http://www.edu.gov.on.ca/eng/policyfunding/leadership/OLSQuickFacts.pdf
  • OECD (2009). The Professional Development of Teachers. Retrieved from: https://www.oecd.org/berlin/43541636.pdf
  • Richards, J. & Farrell, T. (2005). Professional Development for Language Teachers. Strategies for Teacher Learning. Cambridge University Press.
  • Richardson, P.W., & Watt, H.M.G. (2010). Current and future directions in teacher motivation research. In T.C. Urdan & S.A. Karabenick (Eds.), The decade ahead: Applications and contexts of motivation and achievement (Advances in Motivation and Achievement, Volume 16B) (pp. 139–173). Bingley: Emerald
  • Rots, I., Kelchtermans, G., & Aelterman, A. (2012). Learning (not) to become a teacher: A Qualitative Analysis of the job entrance issue. Teaching and Teacher Education, 28, 1-10.
  • Towse, P., Kent, D., Osaki, F., & Kirua, N. (2002). Non-graduate teacher recruitment and retention: some factors affecting teacher effectiveness in Tanzania. Teaching and Teacher Education, 18,637– 652.
  • Leung, S. O. (2011) A Comparison of Psychometric Properties and Normality in 4-, 5-, 6-, and 11-Point Likert Scales. Journal of Social Service Research, 37:4.
  • Schleicher, A. (2012). Preparing Teachers and Developing School Leaders for the 21st Century. Lessons from around the world. Paris: OECD.
  • Suryani, A. (2014). Indonesian teacher education students' motivations for choosing a teaching career and a career plan. (Unpublished Doctoral Dissertation). Monash University.
  • Suryani, A., Watt, H.M.G. and Richardson P.W. (2013) Teaching as a Career: Perspectives of Indonesian Future Teachers. AARE Conference. Retrieved from: https://www.aare.edu.au/data/publications/2013/Suryani13.pdf
  • Uğurlu, C. T., Beycioğlu, K. & Özer, N. (September, 2009). Exploring Prospective Teachers’ Beliefs about Principals and Leadership in Schools. Paper presented at the European Conference on Educational Research- ECER 2009. University of Vienna,Vienna-Austria. URAP, Sosyal Bilimler Alanında Üniversitelerin Sıralaması Retrieved April 05,2014, from: http://tr.urapcenter.org/2013/
  • Villegas Reimers, E. (2003). Teacher Professional Development: an international review of literature. Paris: UNESCO/International Institute for Educational Planning.
  • Wang, H-H., & Fwu, B. J. (2001). Why teach? The motivation and commitment of graduate students of a teacher education program in a research university. Proceedings of the National Science Council, Republic of China, 11,4, 390-400.
  • Watt, H. M. G., & Richardson,P.W. (2012). An introduction to teaching motivations in different countries: comparisons using the FIT-Choice scale. Asia-Pacific Journal of Teacher Education, 40, 3, 185-197.
  • Watt, H. M. G., & Richardson, P. W. (2007). Motivational factors influencing teaching as a career choice: development and validation of the FIT-Choice scale. Journal of Experimental Education, 75, 167–202.
  • Watt, H. M. G., & Richardson, P. W. (2008). Motivations, perceptions, and aspirations concerning teaching as a career for different types of beginning teachers. Learning and Instruction, 18, 408–428.
  • Watt, H. M. G., Richardson, P. W., & Wilkins, K. (2014). Profiles of professional engagement and career development aspirations among USA preservice teachers. International Journal of Educational Research, 65, 23-40.
  • Yüce, K., Şahin, E. Y., Koçer, Ö., & Kana, F. (2013). Motivations for choosing teaching as a career: A perspective of pre-service teachers from a Turkish context. Asia Pacific Education Review, 14(3), 295-306.
  • Zeichner, K. (1996). Designing educative practicum experiences for prospective teachers. In K. Zeichner, S. Melnick, & M. L. Gomez (Eds.), Currents of reform in preservice teacher education (pp. 215-234). New York: Teachers College Press.

Pre-service English Teachers’ Career Development Aspirations: Professional Development and Leadership

Yıl 2018, Cilt: 26 Sayı: 6, 2033 - 2044, 15.11.2018
https://doi.org/10.24106/kefdergi.2308

Öz

This mixed-methods study was conducted to
investigate pre-service teachers' career development aspirations with an
emphasis on their leadership motivations and plans for professional
development. A cohort of 672 senior pre-service English teachers answered the
questionnaire and 88 of them were interviewed. Inferential and descriptive
statistics were employed for quantitative data, and qualitative data were
thematically analyzed. Leadership aspirations of teacher candidates were found
to be moderate and mainly affected by observations as a learner. Participants'
professional development motivations were high but they had very limited
knowledge about the developmental activities. A remarkable number of
interviewee had no idea about professional development. Finally, no significant
difference was found between universities.

Kaynakça

  • AITSL. (2011). National Professional Standard for School Leadership. Australian Institute for Teaching and School Leadership.
  • Aksu, M., Demir, C.E., Daloğlu, A., Yıldırım, S., & Kiraz, E. (2010). Who are the future teachers in Turkey? Characteristics of entering student teachers. International Journal of Educational Development, 30, 90-101.
  • Amani, J. (2013). Social Influence and occupational knowledge as predictors of career choice intentions among undergraduate students in Tanzania. International Journal of Learning & Development, 3,3, 183- 195.
  • Borg, S. (2015). Overview - Beyond the workshop: CPD for English language teachers. In S. Borg (Eds.), Professional development for English language teachers: perspectives from higher education in Turkey. (pp. 5–17). Turkey: British Council.
  • Bruinsma, M., & Jansen, E.P.V.A. (2010). Is the motivation to become a teacher related to pre-service teachers’ intentions to remain in the profession? European Journal of Teacher Education. 33, 2, 185-200.
  • Bastick, T. (2000). Why teacher trainees choose the teaching profession: Comparing trainees in metropolitan and developing countries. International Review of Education, 46(3–4), 343– 49. https://doi.org/10.1023/A:1004090415953
  • Campos, M. R. (2005). Passive Bystanders or Active Participants: The Dilemmas and Social Responsibilities of Teachers. PRELAC Journal, 1, 6-24.
  • Creswell, J. W., & Plano Clark, V. L. (2006). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage
  • DeAngelis K. J., Wall A. F., Che J. (2013). The impact of pre-service preparation and early career support on novice teachers’ career intentions and decisions. Journal of Teacher Education, 64,4, 338–355.
  • Darling-Hammond, L., Bullmaster, M. L., & Cobb, V. L. (1995). Rethinking teacher leadership through professional development schools. Elementary School Journal, 96, 87–106.
  • Darling-Hammond, L., LaPointe, M., Meyerson, D., Orr. M. T., & Cohen, C. (2007). Preparing school leaders for a changing world: lessons from exemplary leadership development programs. Stanford, CA: Stanford University, Stanford Educational Leadership Institute.
  • Eren, A. (2012 a). Öğretmen adaylarının mesleki yönelimi, kariyer geliştirme arzuları ve kariyer seçim memnuniyeti. Kastamonu Eğitim Dergisi, 20 (3), 807-826.
  • Eren, A. (2012 b). Prospective teachers’ future time perspective and professional plans about teaching: The mediating role of academic optimism. Teaching and Teacher Education, 28, 111-123.
  • Eren, A. (2012 c). Prospective teachers’ interest in Teaching, professional plans about teaching and career choice satisfaction: A relevant framework?. Australian Journal of Education, 56 (3), 303-318).
  • Eren, A. (2014). Relational analysis of prospective teachers' emotions about teaching, emotional styles, and professional plans about teaching. The Australian Educational Researcher, 41(4), 381-409. Eren, A., & Tezel, K. V. (2010). Factors influencing teaching choice, professional plans about teaching, and future time perspective: a mediational analysis. Teaching and Teacher Education, 26, 1416- 1428.
  • Fokkens-Bruinsma, M. & Canrinus, E.T. (2012). The Factors Influencing Teaching (FIT)-Choice scale in a Dutch teacher education program. Asia-Pacific Journal of Teacher Education, 40, 3, 249-269
  • Fraenkel, J. R., & Wallen, N. E. (2008). How to design and evaluate research in education. Boston: McGraw-Hill. Garet, M., Porter, A., Desimone, L., Birman, B., & Yoon, K. (2001). What makes professional development effective? Analysis of a national sample of teachers. American Educational Research Journal, 38, 915–945
  • Guba, E.G. (1981). criteria for assessing the trustworthiness of naturalistic inquiry. Educational Communication and Technology, 29, 2, 75-91.
  • Kılınç, A., Watt, H. M., & Richardson, P. W. (2012). Factors influencing teaching choice in Turkey. Asia-Pacific Journal of Teacher Education, 40(3), 199-226. https://doi.org/10.1080/1359866X.2012.700048
  • Leblanc, P. R. & Shelton, M. M. (1997). Teacher Leadership: The Needs of Teachers, Action in Teacher Education, 19 (3), 32-48. Lortie, D. (1975). Schoolteacher: a sociological study, Chicago, IL, The University of Chicago Press.
  • MEB (2013) Öğretmen İstihdam Projeksiyonları Projesi. Retrieved from http://meb.gov.tr/meb_haberayrinti.php?ID=6136 MEB (2017) Öğretmen Strateji Belgesi Retrieved from: http://oygm.meb.gov.tr/meb_iys_dosyalar/2017_06/09140719_Strateji_Belgesi_Resmi_Gazete_sonrasY_ilan.pdf
  • Ontario Ministry of Education (2013) Ontario leadership strategy: Quick Facts 2013-2014. Retrieved from: http://www.edu.gov.on.ca/eng/policyfunding/leadership/OLSQuickFacts.pdf
  • OECD (2009). The Professional Development of Teachers. Retrieved from: https://www.oecd.org/berlin/43541636.pdf
  • Richards, J. & Farrell, T. (2005). Professional Development for Language Teachers. Strategies for Teacher Learning. Cambridge University Press.
  • Richardson, P.W., & Watt, H.M.G. (2010). Current and future directions in teacher motivation research. In T.C. Urdan & S.A. Karabenick (Eds.), The decade ahead: Applications and contexts of motivation and achievement (Advances in Motivation and Achievement, Volume 16B) (pp. 139–173). Bingley: Emerald
  • Rots, I., Kelchtermans, G., & Aelterman, A. (2012). Learning (not) to become a teacher: A Qualitative Analysis of the job entrance issue. Teaching and Teacher Education, 28, 1-10.
  • Towse, P., Kent, D., Osaki, F., & Kirua, N. (2002). Non-graduate teacher recruitment and retention: some factors affecting teacher effectiveness in Tanzania. Teaching and Teacher Education, 18,637– 652.
  • Leung, S. O. (2011) A Comparison of Psychometric Properties and Normality in 4-, 5-, 6-, and 11-Point Likert Scales. Journal of Social Service Research, 37:4.
  • Schleicher, A. (2012). Preparing Teachers and Developing School Leaders for the 21st Century. Lessons from around the world. Paris: OECD.
  • Suryani, A. (2014). Indonesian teacher education students' motivations for choosing a teaching career and a career plan. (Unpublished Doctoral Dissertation). Monash University.
  • Suryani, A., Watt, H.M.G. and Richardson P.W. (2013) Teaching as a Career: Perspectives of Indonesian Future Teachers. AARE Conference. Retrieved from: https://www.aare.edu.au/data/publications/2013/Suryani13.pdf
  • Uğurlu, C. T., Beycioğlu, K. & Özer, N. (September, 2009). Exploring Prospective Teachers’ Beliefs about Principals and Leadership in Schools. Paper presented at the European Conference on Educational Research- ECER 2009. University of Vienna,Vienna-Austria. URAP, Sosyal Bilimler Alanında Üniversitelerin Sıralaması Retrieved April 05,2014, from: http://tr.urapcenter.org/2013/
  • Villegas Reimers, E. (2003). Teacher Professional Development: an international review of literature. Paris: UNESCO/International Institute for Educational Planning.
  • Wang, H-H., & Fwu, B. J. (2001). Why teach? The motivation and commitment of graduate students of a teacher education program in a research university. Proceedings of the National Science Council, Republic of China, 11,4, 390-400.
  • Watt, H. M. G., & Richardson,P.W. (2012). An introduction to teaching motivations in different countries: comparisons using the FIT-Choice scale. Asia-Pacific Journal of Teacher Education, 40, 3, 185-197.
  • Watt, H. M. G., & Richardson, P. W. (2007). Motivational factors influencing teaching as a career choice: development and validation of the FIT-Choice scale. Journal of Experimental Education, 75, 167–202.
  • Watt, H. M. G., & Richardson, P. W. (2008). Motivations, perceptions, and aspirations concerning teaching as a career for different types of beginning teachers. Learning and Instruction, 18, 408–428.
  • Watt, H. M. G., Richardson, P. W., & Wilkins, K. (2014). Profiles of professional engagement and career development aspirations among USA preservice teachers. International Journal of Educational Research, 65, 23-40.
  • Yüce, K., Şahin, E. Y., Koçer, Ö., & Kana, F. (2013). Motivations for choosing teaching as a career: A perspective of pre-service teachers from a Turkish context. Asia Pacific Education Review, 14(3), 295-306.
  • Zeichner, K. (1996). Designing educative practicum experiences for prospective teachers. In K. Zeichner, S. Melnick, & M. L. Gomez (Eds.), Currents of reform in preservice teacher education (pp. 215-234). New York: Teachers College Press.
Toplam 40 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Derleme Makale
Yazarlar

Zeynep Ölçü Dinçer Bu kişi benim

Gölge Seferoğlu

Yayımlanma Tarihi 15 Kasım 2018
Kabul Tarihi 7 Kasım 2017
Yayımlandığı Sayı Yıl 2018 Cilt: 26 Sayı: 6

Kaynak Göster

APA Ölçü Dinçer, Z., & Seferoğlu, G. (2018). Pre-service English Teachers’ Career Development Aspirations: Professional Development and Leadership. Kastamonu Eğitim Dergisi, 26(6), 2033-2044. https://doi.org/10.24106/kefdergi.2308