Examination of the relationship between social studies teacher candidates of pre-service teacher identity levels and possible self-esteem levels

Year 2019, Volume: 9 Issue: 3, 578 - 590, 30.12.2019

Kamil Uygun , Mehmet Akif Karalı

https://doi.org/10.19126/suje.618224

Cited By: 3

Abstract

This
research was prepared to investigate the relationship between possible
self-esteem levels and prevocational teacher identity levels of social studies
teachers candidates. The research was prepared in accordance with the
relational screening model. In this research was used appropriate sampling
method and the study, in the academic year of 2017-2018; Uşak University,
Muğla Sıtkı Koçman University, Afyon Kocatepe University and Aksaray
University have been conducted with 290 prospective teachers who have been
educated in the department of social studies teaching of the education
faculties. The relationship between prevocational teacher identity levels and
probable self-esteem levels of social studies teacher candidates has been
investigated using the Pearson Moments Multiplication Correlation Analysis. As
a result of the research, it was seen that prevocational teacher identities
and expected possible self-esteems of social studies teacher candidates are
high, and feared probable self-esteem are low. It has been determined that
social studies teacher candidates have a positive direction, linear and
intermediate relationship between their prevocational teacher identity levels
and their expected possible self-esteem levels. It has been determined that
the social studies teacher candidates have a negative direciton, linear and
intermediate relationship between their prevocational teacher identity levels
and their feared possible self- esteem levels.

Keywords

Social studies, Prevocational teacher identity, Possible self-esteems

References

• Aslan Yılmaz, H. (2016). A Review: Some approaches and definitions related to the concept of self. Journal of Social Sciences, (48), 79-89.
• Aslan, E. (1992). The concept of self and the effects of the individual's life. Marmara University Atatürk Faculty of Education Journal of Educational Sciences, (4), 7-14
• Aykaç, N. (2007). Teachers' views on primary education social studies curriculum. Journal of Electronic Social Sciences, 6 (22), 46-73.
• Bacanlı, F. (2005). Examining the compatibility between the self-concept and professional self-concept of psychological counselor candidates: a longitudinal study. Educational Sciences in Theory and Practice, 5 (2), 586-616.
• Barth, J. ve Demirtaş, A. (1997). Primary social studies teaching. Ankara: YOK / World Bank Publications.
• Büyüköztürk, Ş. (2017). Data analysis manual book (23. Printing). Ankara: Pegem Academy Publications.
• Büyüköztürk, Ş., Çakmak, K. E., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2016). Scientific research methods (21. Printing). Ankara: Pegem Academy Publications.
• Çetin, G. (2017). The prospects achievement of professional objectives of teacher candidates' and their beliefs about their accessibility: the role of teacher ıdentity and possible self. Unpublished Master Thesis, Abant Izzet Baysal University, Institute of Educational Sciences, Bolu.
• Çoştu, Y. (2009). A sociological evaluation on the concept of socialization. Journal of Dinology Researches,9 (3), 117-140.
• Deveci, H. (2010). Social studies education in the history of Turkish education. Turan, R. ve Ulusoy, K. (Ed.). Fundamentals of social studies (s.20-56). Ankara: Maya Academy.
• Durmuşoğlu, M. C., Yanık, C. ve Akkoyunlu, B. (2009). Attitudes of Turkish and Azeri teacher candidates towards the teaching profession. Journal of Hacettepe University Faculty of Education, 36 (36), 76-86.
• Ertürk, S. (1997). Curriculum Development in Education. Ankara: Meteksan Publishing.
• Etsuko, Y. (2009). New trends in the study of social education. Educational Studies in Japan: International Yearbook,(4), 27-35.
• Gökçe, F. (2014). State and education in the process of change (6. Printing). Ankara: Pegem Academy.
• Hamman, D. ve Wood-Harp, C. (2007). Possible selves theory and why new teachers leave. International Journal of Arts & Sciences, 2 (1), 1-3.
• Kabapınar, Y. (2007). Teaching life and social studies in primary education. Ankara: Pegem Academy Publishing.
• Markus, H. ve Nurius, P. (1986). Possible selves. American Psychologist, 41(9), 954-969.
• Özabacı, N. ve Acat. M. B. (2005). Comparison Of Teacher Candidates ' Perceptions Of Their Own Characteristics And Ideal Teacher Characteristics. Journal Of Educational Administration Theory And Practice, (42), 211-236.
• Öztürk, C. (2006). Social studies: an interdisciplinary perspective on social life. Constructivist approach to teaching life science and social studies. Ankara: Pegem Academy Publishing.
• Özyürek, M. (2005). Approaches to individual differences. Ankara: Root Publishing.
• Soğukpınar, E. (2014). Examination of the level of self-esteem and professional self-esteem of guidance teachers in terms of various variables. Unpublished Master's Thesis, Inönü University, Institute of Educational Sciences, Malatya.
• Sunal, C. S. ve Haas, M. E. (2005). Social studies for elementary and middle grades a constructivist approach (2th Edition). Pearson Education.
• Şişman, M. (2007). Introduction to educational science. Ankara: Pegem Publications