In-service and Pre-service Teachers’ Teaching Concerns
Abstract
The focus of this study was to compare pre-service teachers and in-service teachers in terms of their teaching concerns by gender and teaching experience. Therefore, the current study examined whether there were any significant gender and teaching experience differences in in-service or pre-service teachers' teaching concerns. In total, 357 teachers (279 female and 78 male) participated in the study, of which 212 were in-service and 145 were pre-service teachers. The adapted and translated version of the Teacher Concerns Checklist was used to assess teachers’ concerns. A two-way MANOVA was conducted to comprehensively examine whether the teaching concerns of participants varied based on gender and teaching experience. Findings regarding teachers’ teaching concerns showed that all participants mostly felt slightly concerned. By systematically investigating and addressing these concerns, teacher preparation programs can become more adaptive, supportive, and effective in nurturing competent and resilient educators.
Keywords
Teaching Concerns , In-service Teachers , Pre-service Teachers
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