Öğretme Motivasyonu ve Öğretmenlik Mesleğine Yönelik Tutum: Sınıf Öğretmeni Adayları Örneği

Year 2020, Volume: 22 Issue: 2, 295 - 310, 31.08.2020

Yasemin Deringöl

https://doi.org/10.17556/erziefd.526330

Cited By: 4

Abstract

It
has been aimed in the present study to examined teaching motivations and
teaching profession attitudes of preservice classroom teachers. The research is
a quantitative study designed in survey model for comparing teaching
motivations and teaching profession attitudes of preservice classroom teachers.
It has been inferred from the study that teaching motivations and teaching
profession attitudes of preservice classroom teachers are positive and high;
teaching motivation does not differ by gender but teaching profession attitude
differs in favor of female preservice teachers; as the grade level increases,
both teaching motivation and teaching profession attitude increase and there is
a low positive relationship between teaching motivations and teaching
profession attitudes. The fact that preservice teachers can do more effectively
the requirements of the profession and become successful in their profession is
based on their positive attitudes towards the profession. These positive attitudes
shall direct their expectations from profession and increase their teaching
motivation. Within this scope, the present study has been carried out by
considering that it is important to determine teaching motivations and teaching
profession attitudes of preservice classroom teachers. 

Keywords

Preservice classroom teacher, teaching motivation, teaching profession attitude.

Teaching Motivation and Teaching Profession Attitude: The Case of Preservice Form Teachers

Abstract

It
has been aimed in the present study to examined teaching motivations and teaching
profession attitudes of preservice classroom teachers. The research is a
quantitative study designed in survey model for comparing teaching motivations
and teaching profession attitudes of preservice classroom teachers. It has been
inferred from the study that teaching motivations and teaching profession
attitudes of preservice classroom teachers are positive and high; teaching
motivation does not differ by gender but teaching profession attitude differs
in favor of female preservice teachers; as the grade level increases, both
teaching motivation and teaching profession attitude increase and there is a
low positive relationship between teaching motivations and teaching profession
attitudes. The fact that preservice teachers can do more effectively the
requirements of the profession and become successful in their profession is
based on their positive attitudes towards the profession. These positive
attitudes shall direct their expectations from profession and increase their
teaching motivation. Within this scope, the present study has been carried out
by considering that it is important to determine teaching motivations and
teaching profession attitudes of preservice classroom teachers. 

Keywords

Preservice classroom teacher, teaching motivation, teaching profession attitude

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