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FEN EDEBİYAT FAKÜLTESİ BİYOLOJİ BÖLÜMÜ MEZUNLARI NEDEN ÖĞRETMEN OLMAK İSTİYOR?

Year 2014, Volume: 22 Issue: 1, 259 - 272, 15.01.2014

Ebru Öztürk Akar

Abstract

Olgubilim (fenomoloji) deseni kullanılarak gerçekleştirilen bu nitel araştırma dokuz Fen Edebiyat Fakültesi Biyoloji Bölümü mezununun erken mezuniyet sonrası dönemde öğretmenlik mesleğine yönelmeleri ile ilgili motivasyon kaynaklarını belirlemek üzere gerçekleştirilmiştir. Araştırma verileri katılımcılarla gerçekleştirilen yarı yapılandırılmış görüşmelerle toplanmıştır. Toplanan veriler içerik analizi ile çözümlenmiştir. Bulgular katılımcıların öğretmenlik mesleğine yönelmelerinin öncelikli nedeninin kendi alanlarında iş bulma olanaklarının yetersizliği ve çalışma koşullarının zor olması olduğunu göstermiştir.

Keywords

motivasyon öğretmenlik mesleği Fen Edebiyat Fakültesi mezunu

References

  • Aksu, M., Engin-Demir, C., 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(1), 91-101.
  • Anthony, G. & Ord, K. (2008). Change-of-career secondary teachers: motivations, expectations and intentions. Asia Pacific Journal of Teacher Education, 36(4).
  • Aydın, A. & Baskan, G. A. (2005). The problem of teacher training in Turkey. Biotechnology. ve Biotechnological Equipment, 19(2), 191-198.
  • Boz, Y.& Boz, N. (2008). Chemistry and mathematics pre-service teachers’ reasons to choose teaching. Kastamonu Education Journal, 16(1) 137-144.
  • Bruinsma, M. & Jansen, E.P.W.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
  • Grossman, G., Onkol, P. & Sands, M.(2007). Curriculum reform in Turkish teacher education: attitudes of teacher educators towards change in an EU candidate nation. International Jour- nal of Educational Development, 27(2), 138-150.
  • Güven, İ. (2008). Teacher education reform and international globalization hegemony: Issues and challenges in Turkish teacher education. International Journal of Human and Social Sciences, 3(1), 8-18.
  • Krecic, M.J.& Grmek, M., I. (2005). The reasons students choose teaching professions. Educa- tional Studies, 31(3), 265–274.
  • Kyriacou, C.& Benmansour, N. (1999). Motivation to become a teacher of a foreign language. Language Learning Journal, 19, 69-72.
  • Kyriacou, C., Hultgren, A. & Stephens, P. (1999). Student Teachers’ Motivation to Become a Secondary School Teacher in England and Norway. Teacher Development,3(3)
  • Manuel, J. & Hughes, J. (2006). ‘It has always been my dream’: exploring pre-service teachers’ motivations for choosing to teach. Teacher Development, 10(1), 5-24.
  • Miles,M.B.& Huberman,A.M. (1994). Qualitative Data Analysis (2nd ed.). Thousand Oaks, CA: SAGE
  • Nuttall, J. Murray, S. Seddon, T. & Mitchell, J. (2006). Changing research contexts in teacher edu- cation in Australia: charting new directions. Asia Pacific Journal of Teacher Education, 34(3)
  • Organization for Economic Co-operation and Development (OECD). (2005). Teachers Matter: Attracting, developing and Retaining Effective Teachers. Paris: OECD.
  • Yıldırım, A.& Ok, A. (2002). Alternative teacher certification in Turkey: Problems and issues. Teacher Education in the Mediterennian Region: Responding to the Challenges of Society in Transition, 259-275.
  • Ok, A. & Önkol, P. (2007). The profile of prospective teachers in teacher education programs. Education and Science, 32(143), 13-26.
  • Özbek, R., (2007). Teacher candidates’ perceptions of personal, economical and social factors influencing their decisions to become teachers. Fırat University Journal of Social Sciences, 9(2), 221-233.
  • Patton, M.Q. (1990). Qualitative Evaluation and Research Methods (2nd ed.). Newbury Park, CA. Sage.
  • Richardson, P.W. & Watt, H.M.G. (2006). Who chooses teaching and why? Profiling characte- ristics and motivations across three Australian universities. Asia-Pacific Journal of Teacher Education, 34(1), 27-56.
  • Semerci, Ç. & Taşpınar, M. (2003). Restructuring of the teacher training system in Turkey. Kyrgzstan-Turkish Manas University Social Sciences Journal, 37(6), 137-146.
  • Sinclair, C. (2008). Initial and changing student teacher motivation and commitment to teaching. Asia-Pacific Journal of Teacher Education, 36(2), 79-104.
  • Sinclair, C., Dowson, M. & McInerney, D.M. (2006) Motivations to Teach: Psychometric Pers- pectives Across the First Semester of Teacher Education. Teachers College Record, 1132- 1154.
  • Yakuub, N. F. (1990). Why they choose teaching: A factor analysis of motives of Malaysian teacher trainees. Pertanika, 13(2), 275-282.
  • Younger, M., Brindley, S., Pedder, D. & Haggar, H. (2004). Starting points: Student teachers’ reasons for becoming teachers and their preconceptions of what this will mean. European Journal of Teacher Education, 27(3), 245-264.
  • 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. Proc. Natl. Sci. Counc, 11(4), 390-400.
  • Watt, H.M.G. & Richardson, P.W. (2008). Motivations, perceptions, and aspirations concerning teac- hing as a career for different types of beginning teachers. Learning and Instruction, 18, 408-428.
  • Williams, J. & Forgasz, H. (2009). The motivations of career change students in teacher educa- tion. Asia-Pacific Journal of Teacher Education, 37(1), 95-108.
  • Yıldırım, A. & Şimşek, H. (2005). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seç- kin Yayıncılık.
  • Yüksek Öğretim Kurulu (YÖK) (2012). 2012-2013 Öğretim yılı pedagojik formasyon sertifika programı. <www.yok.yov.tr> (15.09.2012)

WHY DO ARTS AND SCIENCES FACULTY-DEPARTMENT OF BIOLOGY GRADUATES WANT TO BECOME TEACHERS?

Year 2014, Volume: 22 Issue: 1, 259 - 272, 15.01.2014

Ebru Öztürk Akar

Abstract

This phenomological research conducted is to determine the sources of nine Arts and Science Faculty- Department of Biology graduates’ motivation to become teachers in the early post-graduation period. Data were collected through semi-structured interviews. Content analysis was used to analyze data. Findings revealed that the limited employment opportunities and difficult working conditions were the major sources of participants’ motivation to become teachers.

Keywords

motivation teaching profession arts-sciences faculty graduate

References

  • Aksu, M., Engin-Demir, C., 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(1), 91-101.
  • Anthony, G. & Ord, K. (2008). Change-of-career secondary teachers: motivations, expectations and intentions. Asia Pacific Journal of Teacher Education, 36(4).
  • Aydın, A. & Baskan, G. A. (2005). The problem of teacher training in Turkey. Biotechnology. ve Biotechnological Equipment, 19(2), 191-198.
  • Boz, Y.& Boz, N. (2008). Chemistry and mathematics pre-service teachers’ reasons to choose teaching. Kastamonu Education Journal, 16(1) 137-144.
  • Bruinsma, M. & Jansen, E.P.W.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
  • Grossman, G., Onkol, P. & Sands, M.(2007). Curriculum reform in Turkish teacher education: attitudes of teacher educators towards change in an EU candidate nation. International Jour- nal of Educational Development, 27(2), 138-150.
  • Güven, İ. (2008). Teacher education reform and international globalization hegemony: Issues and challenges in Turkish teacher education. International Journal of Human and Social Sciences, 3(1), 8-18.
  • Krecic, M.J.& Grmek, M., I. (2005). The reasons students choose teaching professions. Educa- tional Studies, 31(3), 265–274.
  • Kyriacou, C.& Benmansour, N. (1999). Motivation to become a teacher of a foreign language. Language Learning Journal, 19, 69-72.
  • Kyriacou, C., Hultgren, A. & Stephens, P. (1999). Student Teachers’ Motivation to Become a Secondary School Teacher in England and Norway. Teacher Development,3(3)
  • Manuel, J. & Hughes, J. (2006). ‘It has always been my dream’: exploring pre-service teachers’ motivations for choosing to teach. Teacher Development, 10(1), 5-24.
  • Miles,M.B.& Huberman,A.M. (1994). Qualitative Data Analysis (2nd ed.). Thousand Oaks, CA: SAGE
  • Nuttall, J. Murray, S. Seddon, T. & Mitchell, J. (2006). Changing research contexts in teacher edu- cation in Australia: charting new directions. Asia Pacific Journal of Teacher Education, 34(3)
  • Organization for Economic Co-operation and Development (OECD). (2005). Teachers Matter: Attracting, developing and Retaining Effective Teachers. Paris: OECD.
  • Yıldırım, A.& Ok, A. (2002). Alternative teacher certification in Turkey: Problems and issues. Teacher Education in the Mediterennian Region: Responding to the Challenges of Society in Transition, 259-275.
  • Ok, A. & Önkol, P. (2007). The profile of prospective teachers in teacher education programs. Education and Science, 32(143), 13-26.
  • Özbek, R., (2007). Teacher candidates’ perceptions of personal, economical and social factors influencing their decisions to become teachers. Fırat University Journal of Social Sciences, 9(2), 221-233.
  • Patton, M.Q. (1990). Qualitative Evaluation and Research Methods (2nd ed.). Newbury Park, CA. Sage.
  • Richardson, P.W. & Watt, H.M.G. (2006). Who chooses teaching and why? Profiling characte- ristics and motivations across three Australian universities. Asia-Pacific Journal of Teacher Education, 34(1), 27-56.
  • Semerci, Ç. & Taşpınar, M. (2003). Restructuring of the teacher training system in Turkey. Kyrgzstan-Turkish Manas University Social Sciences Journal, 37(6), 137-146.
  • Sinclair, C. (2008). Initial and changing student teacher motivation and commitment to teaching. Asia-Pacific Journal of Teacher Education, 36(2), 79-104.
  • Sinclair, C., Dowson, M. & McInerney, D.M. (2006) Motivations to Teach: Psychometric Pers- pectives Across the First Semester of Teacher Education. Teachers College Record, 1132- 1154.
  • Yakuub, N. F. (1990). Why they choose teaching: A factor analysis of motives of Malaysian teacher trainees. Pertanika, 13(2), 275-282.
  • Younger, M., Brindley, S., Pedder, D. & Haggar, H. (2004). Starting points: Student teachers’ reasons for becoming teachers and their preconceptions of what this will mean. European Journal of Teacher Education, 27(3), 245-264.
  • 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. Proc. Natl. Sci. Counc, 11(4), 390-400.
  • Watt, H.M.G. & Richardson, P.W. (2008). Motivations, perceptions, and aspirations concerning teac- hing as a career for different types of beginning teachers. Learning and Instruction, 18, 408-428.
  • Williams, J. & Forgasz, H. (2009). The motivations of career change students in teacher educa- tion. Asia-Pacific Journal of Teacher Education, 37(1), 95-108.
  • Yıldırım, A. & Şimşek, H. (2005). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seç- kin Yayıncılık.
  • Yüksek Öğretim Kurulu (YÖK) (2012). 2012-2013 Öğretim yılı pedagojik formasyon sertifika programı. <www.yok.yov.tr> (15.09.2012)
There are 29 citations in total.

Details

Other ID JA43KY28SY
Journal Section Review Article
Authors

Ebru Öztürk Akar This is me

Publication Date January 15, 2014
Published in Issue Year 2014 Volume: 22 Issue: 1

Cite

APA Öztürk Akar, E. (2014). WHY DO ARTS AND SCIENCES FACULTY-DEPARTMENT OF BIOLOGY GRADUATES WANT TO BECOME TEACHERS?. Kastamonu Education Journal, 22(1), 259-272.

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