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

Yıl 2020, , 295 - 310, 31.08.2020
https://doi.org/10.17556/erziefd.526330

Öz

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. 

Kaynakça

  • Abou-Dagga, S. (2005). Student teachers attitudes towards teaching profession and their relation to the adequacy of practical training. An-Najah University Journal for Researc-Humanities, 19(4), 1141-1167. http://hdl.handle.net/20.500.12358/26655
  • Afzal, H., Ali, I., & Khan, M. A. (2010). A Study of university students’ motivation and its relationship with their academic performance. International Journal of Business and Management, 5(4), 80-88. DOI: 0.2139/ssrn.2899435
  • Aksoy, E. (2016). Attitudinal differences of teacher candidates towards the teaching profession. Journal of Education and Future, 10, 1-17. DOI: 10.1016/j.sbspro.2012.05.590
  • Alsheha, F. A. (1988). A Study of male college of education students’attitude toward the teaching profession in the Kingdom of Saudi Arabia. Unpublished Doctoral Dissertation. The Florida State University.
  • Altunkeser, F. & Ünal, E. (2015). Predicting attitudes of elementary preservice teachers towards teaching as a profession regarding various variables. Ahi Evran University Journal of Institute of Social Sciences, 2, 1, 1-15.
  • Aydın, R. & Sağlam, G. (2012). Determination of teacher candidates’attitudes towards teaching profession (Mehmet Akif Ersoy University Example). Journal of Turkish Educational Sciences, 10(2), 257-294.
  • Ayık, A. & Ataş, Ö. (2014). The relationship between pre-service teachers’ attitudes towards the teaching profession and their motivation to teach. Journal of Educational Sciences Research, 4(1), 25-43. DOI: 10.12973/jesr.2014.41.2
  • Ayık, A., Akdemir, Ö. A., & Seçer, İ. (2015). Adaptation of the Motivation to Teach Scale into Turkish: The validity and reliability study. Current Research Education, 1(1), 33-45.
  • Babu, B. P., & Raju, T. J. M. S. (2013). Attitude of student teachers towards their profession. International Journal of Social Science & Interdisciplinary Research, 2(1), 1-6.
  • Baykara-Pehlivan, K. (2004). The relationship between classroom teacher candidates’attitudes towards teaching profession and school attitudes. Journal of Educational Research, 14, 211-218.
  • Baykara-Pehlivan, K. (2008). A Study on pre-service classroom teachers’socio-cultural properties and their attitudes toward teaching occupation as a subject. Mersin University Journal of the Faculty of Education, 4(2), 151-168.
  • Bektaş, F. & Nalçacı, A. (2012). The Relationship between personal values and attitude towards teaching profession. Educational Sciences: Theory & Practice, 12(2), 1244-1248.
  • Bozdoğan, A. E., Aydın, D., & Yıldırım, K. (2007). Attitudes of teacher candidates related to teaching profession. Journal of Ahi Evran University Kırşehir Education Faculty, 8(2), 83-97.
  • Bulut, İ. (2009). Evaluation of teacher candidates’attitudes concerning teaching profession (Dicle and Fırat University sample). Journal of Dicle University Ziya Gökalp Education Faculty, 14, 13-24.
  • Büyükses, L. (2010). Factors affecting teachers’motivation in job environment. University of Süleyman Demirel, Isparta, Turkey.
  • Camadan, F. & Duysak, A. (2010). Comparing pre-service teachers’attitudes in the different programs toward teaching profession in terms of different variables: Example of Rize University. The Journal of SAU Education Faculty, 20, 30-42.
  • Chakraborty, A. & Mondal, B. C. (2014). Attitude of prospective teachers towards teaching profession. American Journal of Social Sciences, 2(6), 120-125.
  • Cin, M. (2008). Residential differences in prospective classroom teachers’ attitudes towards geography subject. Kastamonu Education Journal, 16(1), 185-190.
  • Çağlar, Ç. (2013). The relationship between the levels of alienation of the education faculty students and their attitudes towards the teaching profession. Educational Sciences: Theory & Practice, 13(3), 1507-1513.
  • Çapri, B. & Çelikkaleli, Ö. (2008). Investigation of preservice teachers’attitudes towards teaching and professional self-efficacy beliefs according to their gender, programs, and faculties. The Inonu University Journal of the Faculty of Education, 9(15), 33-53.
  • Çeliköz, N. & Çetin, F. (2004). Factors affecting the attitudes of anatolian teacher school students towards teacher profession. Journal of National Education, 162, 160-167.
  • Çetin, Ş. (2006). Establishment of The Profession of Teaching Attitude Scale (The Study for Validity and Confidence). Journal of Gazi University Industrial Arts Education Faculty, 18, 28-37.
  • Çiğdem, G. (2010). Learning styles of the primary school teacher candidates and the research on attitudes towards teaching for profession in terms of various factors. Unpublished master thesis, University of Zonguldak Karaelmas, Zonguldak, Turkey.
  • Çiğdem, G. & Memiş, A. (2011). Examination candidates’classroom teaching and learning styles, attitudes towards the teaching profession in terms of various variables. Cukurova University Faculty of Education Journal, 3(40), 57-77.
  • Dağ, E. (2010). The relationship between the candidate elementary teachers’attitudes for becoming teachers and the factors effecting their preferences for this occupation. Master’s Thesis, University of Ege, Izmir, Turkey.
  • Divya, C. (2014). Attitude of teachers towards their profession and administration. The Criterion An International Journal in English, 5(4), 69-74.
  • Doğan, T. & Çoban, A. E. (2009). The investigation of the relations between students’ attitude toward teaching profession and anxiety level in Faculty of Education. Education and Science, 34(153), 157-168.
  • Doğan, S. (2013). Research is analysis of primary school teachers’ perception of self-efficacy attitude for teachership. Erzincan University Institute of Social Sciences Postgraduate Thesis, Erzincan, Turkey.
  • Durmuşoğlu, M. C.,Yanık, C., & Akkoyunlu, C. (2009). Turkish and Azerbaijani prospective teachers’attitudes to their profession, H. U. Journal of Education, 36, 76-86.
  • Endler, A., Rey, G. D., & Butz, M. V. (2012). Towards motivation-based adaptation of difficulty in e-learning programs. Australasian Journal of Educational Technology, 28(7), 1119-1135.
  • Engin, G. & Çiçekli Koç, G. (2014). The Attitudes of prospective teachers towards teaching (The Case of Ege University, Faculty of Education). The Journal of Turkish Social Research, 182(182), 153-168.
  • Eraslan, L. & Çakıcı, D. (2011). Pedagogical formation program students’attitudes towards teaching profession. Kastamonu Education Journal, 19(2), 427-438.
  • Erdamar, G., Aytaç,T., Türk, N., & Arseven, Z. (2016). The effects of gender on attitudes of preservice teachers towards the teaching profession: A Meta-analysis study. Universal Journal of Educational Research, 4(2), 445-456.
  • Erdem, A. R. & Anılan, H. (2000). Attitudes of PAU Faculty of education classroom teachers students to the teaching profession. Pamukkale Journal of Education, 7, 144-149.
  • Fadlelmula, F. K. (2015). Pre-service teachers’learning styles and attitudes toward teaching profession. Turkish Journal of Teacher Education, 4(1), 18-29.
  • Gökçe, F. & Sezer, G. O. (2012). The attitudes of student teachers towards teaching profession: Uludag University sample. Journal of Uludag University of Faculty of Education, 25(1), 1-23.
  • Güneyli, A. & Aslan, C. (2009). Evaluation of Turkish prospective teachers’attitudes towards teaching profession. Procedia Social and Behavioral Sciences, 1, 313-319.
  • Hoşgörür, V., Kılıç, Ç. & Dündar, H. (2002). Attitudes of Kırıkkale University elementary education students to profession of teaching. Marmara University Atatürk Education Faculty Journal of Educational Sciences, 16, 91-100.
  • Jahan, H. (2017). A Study of professional attitude in upper primary school teachers. The International Journal of Indian Psychology, 5(1), 179-191. DOI: 10.25215/0501.080
  • İlter, İ. (2009). Research on attitudes of teacher candidates toward teaching profession in terms of some variants. Master’s Thesis, University of Fırat, Elazığ, Turkey.
  • İlter, İ. & Köksalan, B.(2011). Attitudes of class teacher candidates to teaching profession. Journal of Fırat University Social Sciences, 21(1), 113-128.
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Teaching Motivation and Teaching Profession Attitude: The Case of Preservice Form Teachers

Yıl 2020, , 295 - 310, 31.08.2020
https://doi.org/10.17556/erziefd.526330

Öz

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. 

Kaynakça

  • Abou-Dagga, S. (2005). Student teachers attitudes towards teaching profession and their relation to the adequacy of practical training. An-Najah University Journal for Researc-Humanities, 19(4), 1141-1167. http://hdl.handle.net/20.500.12358/26655
  • Afzal, H., Ali, I., & Khan, M. A. (2010). A Study of university students’ motivation and its relationship with their academic performance. International Journal of Business and Management, 5(4), 80-88. DOI: 0.2139/ssrn.2899435
  • Aksoy, E. (2016). Attitudinal differences of teacher candidates towards the teaching profession. Journal of Education and Future, 10, 1-17. DOI: 10.1016/j.sbspro.2012.05.590
  • Alsheha, F. A. (1988). A Study of male college of education students’attitude toward the teaching profession in the Kingdom of Saudi Arabia. Unpublished Doctoral Dissertation. The Florida State University.
  • Altunkeser, F. & Ünal, E. (2015). Predicting attitudes of elementary preservice teachers towards teaching as a profession regarding various variables. Ahi Evran University Journal of Institute of Social Sciences, 2, 1, 1-15.
  • Aydın, R. & Sağlam, G. (2012). Determination of teacher candidates’attitudes towards teaching profession (Mehmet Akif Ersoy University Example). Journal of Turkish Educational Sciences, 10(2), 257-294.
  • Ayık, A. & Ataş, Ö. (2014). The relationship between pre-service teachers’ attitudes towards the teaching profession and their motivation to teach. Journal of Educational Sciences Research, 4(1), 25-43. DOI: 10.12973/jesr.2014.41.2
  • Ayık, A., Akdemir, Ö. A., & Seçer, İ. (2015). Adaptation of the Motivation to Teach Scale into Turkish: The validity and reliability study. Current Research Education, 1(1), 33-45.
  • Babu, B. P., & Raju, T. J. M. S. (2013). Attitude of student teachers towards their profession. International Journal of Social Science & Interdisciplinary Research, 2(1), 1-6.
  • Baykara-Pehlivan, K. (2004). The relationship between classroom teacher candidates’attitudes towards teaching profession and school attitudes. Journal of Educational Research, 14, 211-218.
  • Baykara-Pehlivan, K. (2008). A Study on pre-service classroom teachers’socio-cultural properties and their attitudes toward teaching occupation as a subject. Mersin University Journal of the Faculty of Education, 4(2), 151-168.
  • Bektaş, F. & Nalçacı, A. (2012). The Relationship between personal values and attitude towards teaching profession. Educational Sciences: Theory & Practice, 12(2), 1244-1248.
  • Bozdoğan, A. E., Aydın, D., & Yıldırım, K. (2007). Attitudes of teacher candidates related to teaching profession. Journal of Ahi Evran University Kırşehir Education Faculty, 8(2), 83-97.
  • Bulut, İ. (2009). Evaluation of teacher candidates’attitudes concerning teaching profession (Dicle and Fırat University sample). Journal of Dicle University Ziya Gökalp Education Faculty, 14, 13-24.
  • Büyükses, L. (2010). Factors affecting teachers’motivation in job environment. University of Süleyman Demirel, Isparta, Turkey.
  • Camadan, F. & Duysak, A. (2010). Comparing pre-service teachers’attitudes in the different programs toward teaching profession in terms of different variables: Example of Rize University. The Journal of SAU Education Faculty, 20, 30-42.
  • Chakraborty, A. & Mondal, B. C. (2014). Attitude of prospective teachers towards teaching profession. American Journal of Social Sciences, 2(6), 120-125.
  • Cin, M. (2008). Residential differences in prospective classroom teachers’ attitudes towards geography subject. Kastamonu Education Journal, 16(1), 185-190.
  • Çağlar, Ç. (2013). The relationship between the levels of alienation of the education faculty students and their attitudes towards the teaching profession. Educational Sciences: Theory & Practice, 13(3), 1507-1513.
  • Çapri, B. & Çelikkaleli, Ö. (2008). Investigation of preservice teachers’attitudes towards teaching and professional self-efficacy beliefs according to their gender, programs, and faculties. The Inonu University Journal of the Faculty of Education, 9(15), 33-53.
  • Çeliköz, N. & Çetin, F. (2004). Factors affecting the attitudes of anatolian teacher school students towards teacher profession. Journal of National Education, 162, 160-167.
  • Çetin, Ş. (2006). Establishment of The Profession of Teaching Attitude Scale (The Study for Validity and Confidence). Journal of Gazi University Industrial Arts Education Faculty, 18, 28-37.
  • Çiğdem, G. (2010). Learning styles of the primary school teacher candidates and the research on attitudes towards teaching for profession in terms of various factors. Unpublished master thesis, University of Zonguldak Karaelmas, Zonguldak, Turkey.
  • Çiğdem, G. & Memiş, A. (2011). Examination candidates’classroom teaching and learning styles, attitudes towards the teaching profession in terms of various variables. Cukurova University Faculty of Education Journal, 3(40), 57-77.
  • Dağ, E. (2010). The relationship between the candidate elementary teachers’attitudes for becoming teachers and the factors effecting their preferences for this occupation. Master’s Thesis, University of Ege, Izmir, Turkey.
  • Divya, C. (2014). Attitude of teachers towards their profession and administration. The Criterion An International Journal in English, 5(4), 69-74.
  • Doğan, T. & Çoban, A. E. (2009). The investigation of the relations between students’ attitude toward teaching profession and anxiety level in Faculty of Education. Education and Science, 34(153), 157-168.
  • Doğan, S. (2013). Research is analysis of primary school teachers’ perception of self-efficacy attitude for teachership. Erzincan University Institute of Social Sciences Postgraduate Thesis, Erzincan, Turkey.
  • Durmuşoğlu, M. C.,Yanık, C., & Akkoyunlu, C. (2009). Turkish and Azerbaijani prospective teachers’attitudes to their profession, H. U. Journal of Education, 36, 76-86.
  • Endler, A., Rey, G. D., & Butz, M. V. (2012). Towards motivation-based adaptation of difficulty in e-learning programs. Australasian Journal of Educational Technology, 28(7), 1119-1135.
  • Engin, G. & Çiçekli Koç, G. (2014). The Attitudes of prospective teachers towards teaching (The Case of Ege University, Faculty of Education). The Journal of Turkish Social Research, 182(182), 153-168.
  • Eraslan, L. & Çakıcı, D. (2011). Pedagogical formation program students’attitudes towards teaching profession. Kastamonu Education Journal, 19(2), 427-438.
  • Erdamar, G., Aytaç,T., Türk, N., & Arseven, Z. (2016). The effects of gender on attitudes of preservice teachers towards the teaching profession: A Meta-analysis study. Universal Journal of Educational Research, 4(2), 445-456.
  • Erdem, A. R. & Anılan, H. (2000). Attitudes of PAU Faculty of education classroom teachers students to the teaching profession. Pamukkale Journal of Education, 7, 144-149.
  • Fadlelmula, F. K. (2015). Pre-service teachers’learning styles and attitudes toward teaching profession. Turkish Journal of Teacher Education, 4(1), 18-29.
  • Gökçe, F. & Sezer, G. O. (2012). The attitudes of student teachers towards teaching profession: Uludag University sample. Journal of Uludag University of Faculty of Education, 25(1), 1-23.
  • Güneyli, A. & Aslan, C. (2009). Evaluation of Turkish prospective teachers’attitudes towards teaching profession. Procedia Social and Behavioral Sciences, 1, 313-319.
  • Hoşgörür, V., Kılıç, Ç. & Dündar, H. (2002). Attitudes of Kırıkkale University elementary education students to profession of teaching. Marmara University Atatürk Education Faculty Journal of Educational Sciences, 16, 91-100.
  • Jahan, H. (2017). A Study of professional attitude in upper primary school teachers. The International Journal of Indian Psychology, 5(1), 179-191. DOI: 10.25215/0501.080
  • İlter, İ. (2009). Research on attitudes of teacher candidates toward teaching profession in terms of some variants. Master’s Thesis, University of Fırat, Elazığ, Turkey.
  • İlter, İ. & Köksalan, B.(2011). Attitudes of class teacher candidates to teaching profession. Journal of Fırat University Social Sciences, 21(1), 113-128.
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  • Kaya, A., & Büyükkasap, E. (2005). Physics student teachers’ profiles, attitudes and anxiety toward teaching profession: An Erzurum sample. Kastamonu Education Journal, 13(2), 367-380.
  • Kaya, B. (2017). The relationship between attitude levels and vocational relationship on the use of technology in education in classroom teacher. Master’s Thesis, University of Ahievran, Kırşehir, Turkey.
  • Kerimgil Çelik, S. (2015). The Relationship between the teaching profession attitudes and self esteem of classroom teachers. Turkish Journal of Educational Studies, 2(3), 1-22.
  • Kesen, İ. & Polat, M. (2014). Determination of 4th class preservice teachers’ attitudes towards the teaching profession in faculty of education: Sample of Muş Alparslan University. Journal of Theory and Practice in Education, 10(2), 556-578.
  • Kılıç, D. & Bektaş, F. (2008). Evaluation of the attitudes of the class teacher candidates oriented to the teaching job. Journal of Kazım Karabekir Education Faculty, 18, 15-25.
  • Korkmaz, Ö. & Usta, E. (2010). Pre-service teachers’ attitudes towards teaching profession with perception of interaction-monitoring anxiety and the relationship between problem solving skills. The Journal of Turkish Social Research, 3, 1-22.
  • Küçükoğlu, A. Taşgın, A., & Saadni, A. (2014). A comparative research upon views of Turkish and Iranian teacher candidates about teaching profession. Ataturk University Journal of Turkish Researches Institute, 51, 395-416.
  • Lam, B. H. (2012). Why do they want to become teachers? A study on prospective teachers’ motivation to teach in Hong Kong. The Asia-Pacific Education Researcher, 21(2), 307-314.
  • Lašek, J., & Wiesenbergová, Š. (2007). Prospective teachers’ attitudes to their profession. The New Educational Review, 13(3-4), 129-138.
  • Maliki, A. E. (2009). Attitudes towards the teaching profession of students from the Faculty of Education, Niger Delta University. International Journal of Social Science Research, 1(1), 11-18.
  • Mehmood, T., Akhter, M., Ch, A. Hç., & Azam, R. (2013). Attitude of prospective teachers towards profession- a measure for ınstitutional development. International Journal of Asian Social Science, 3(11), 2363-2374.
  • Merdassa, A. A. (2012). Assessment of the attitude of prospective teachers enrolled in postgraduate diploma in teaching: The case of Wollega University. Science, Technology and Arts Research Journal, 1(4), 65-73.
  • Musa, A. & Bichi, A. A. (2015). Assessment of prospective teachers attitudes towards teaching profession: The case of Northwest University, Kano-Nigeria. IOSR Journal of Research & Method in Education, 5(3), 17-24. DOI: 10.9790/7388-05311724
  • Naymansoy, G. (2010). Turkish female academicians and their contributions to sciences. Gaziantep University Journal of Social Sciences, 9(1), 203-232.
  • Palmer, D. (2005). A motivational view of constructivist informed teaching. International Journal of Science Education, 27(15), 1853-1881.
  • Ramzan, M., Saleem, K., Islam, M. U., & Afzal, M. (2014). Development and validation of Prospective Teachers’ Teaching Attitude Scale (PTTAS). J. Asian Dev. Stud, 3(4), 6-14.
  • Sarikaya, İ., Töman, U., & Öztürk, M. (2018). Examining the variables predicting attitudes towards teaching profession of preservice classroom teachers, Acta Didactica Napocensia, 11(1), 129-141. DOI: 10.24193/adn.11.1.10
  • Semerci, N. & Semerci, Ç. (2004). Attitudes toward teaching in Turkish. Fırat University Journal of Social Science, 14(1), 137-146.
  • Serin, M. K., Güneş, A. M., & Değirmenci, H. (2015). The relationship between the attitudes towards teaching profession and the anxiety level of prospective primary school teacher. Cumhuriyet International Journal of Education, 4(1), 21-34.
  • Scott, C., Stone, B., & Dinham, S. (2001). “I love teaching but….” International patterns of discontent. Education Policy Analysis Archives, 9(28), 1-18.
  • Sinclair, C., Dowson, M., & Mcinerney, D. M. (2006). Motivations to teach: Psychometric perspectives across the first semester of teacher education. Teachers College Record, 108(6), 1132-1154.
  • Sinclair, C. (2008). How can what we know about motivation to teach improve the quality of initial teacher education and its practicump. A. Towndrow, C. Koh and T.H. Soon (eds.), Motivation and Practice for the Classroom, 37-61. The Netherlands: Sense Publishers
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  • Şahin, C. & Şahin, S. (2017). Teacher candidates’attitudes towards teaching profession, self-proficiency beliefs and levels of recognition of students. Journal of Turkish Educational Sciences, 15(2), 224-238.
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  • Şenel, H. G., Demir, İ., Sertelin, Ç., Kılıçaslan, A., & Köksal, A. (2004). The relationship between attitudes toward teaching profession and personality characteristics. Eurasian Journal of Educational Research, 15, 99-109.
  • Tekerek, M. ve Polat, S (2011). Teacher candidates’attitudes towards the teaching profession. 5th International Computer & Instructional Technologies Symposium, 22-24 September 2011. Fırat University-Elazığ.
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  • Temizkan, M. (2008). An evaluation on the attitudes of turkish teacher candidates their professions. Journal of Turkish Science, 6(3), 461-486.
  • Terzi, A. R. & Tezci, E. (2007). The Attitudes of the students towards teaching profession at Necatibey Education Faculty. Educational Administration: Theory and Practice, 52, 593-614.
  • Tümkaya, S. (2011). Investigation of communication skills and attitude to teaching of the students of primary school teaching. Cukurova University Journal of Social Sciences, 20(2), 49-62.
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  • Ömür, Y. E. & Nartgün, Ş. S. (2013). Relationship between prospective teachers’ attitudes towards teaching profession and their motivation levels. Journal of Educational Policy Analysis, 2(2), 41-55.
  • Özder, H., Konedralı, G. & Zeki, C. P. (2010). Examining the attitudes towards the teaching profession and academic achievements of prospective teachers. Educational Administration: Theory and Practice, 16(2), 253-275.
  • Özkan, Y. (2017). Examining the attitudes oriented towards the teaching profession of science and classroom teachers. Master Thesis, University of Akdeniz, Antalya, Turkey.
  • Özkaya, M. (2013). Teacher behaviours in the light of literature. EKEV Academy, 17(56), 399-408.
  • Taşkın, Ç. İ. & Hacıömeroğlu, G. ( 2010). Examining preservice teachers’ attitudes towards teaching profession in elementary education: A combination of quantitative and qualitative methods. Elementary Education Online, 9(3), 922-933.
  • Uğurlu, C. T. & Polat, S. (2011). The attitudes of elementary education students towards teaching profession. Cukurova University Journal of Social Sciences, 35(1), 68-74.
  • Uyanık, G. (2017). Investigation of the prospective classroom teachers’ attitudes towards teaching profession in terms of various variables: A longitudinal research. Karaelmas Journal of Educational Sciences, 5, 196-206.
  • Ünal, F. T. & Bursalı, H. (2013). Turkish teachers’ views about motivation factors. Middle Eastern & African Journal of Educational Research, 5, 7-22.
  • Üstüner, M., Demirtaş, H., & Cömert, M. (2009). The attitudes of prospective teachers towards the profession of teaching (The case of Inonu University, Faculty of Education). Education and Science, 34(151), 140-155.
  • Wanga, C. K. J. & Liub, W. C. (2008). Teachers’ motivation to teach national education in Singapore: A Self-Determination Theory Approach. Asia Pacific Journal of Education, 28(4), 395-410. DOI: 10.1080/02188790802469052
  • Watters J. J. & Ginns, I. S. (2000). Developing motivation to teach elementary science: Effect of collaborative and authentic learning practices in preservice education. Journal of Science Teacher Education, 11(4), 277-313.
  • Yalçın- Ağgül, F., Yalçın, M., & Macun, B. (2017). Preschool teachers’ views about gender of teacher in preschool education. Journal of Bayburt Education Faculty, 12(24), 693-710.
  • Yenilmez, K., Balbağ, Z., & Turğut, M. (2018). Investigation of teaching motivations of prospective middle school mathematics and science teachers in terms of some variables. Journal of Research in Education and Teaching, 7(2), 105-113.
  • Yıldız, B. (2010). An evaluation of the motivation levels of primary school teachers in terms Herzberg’s Two-Factor Theory. Master’s Thesis, University of Beykent, Istanbul, Turkey.
  • Yokuş, E. (2015). Analyze of entry features of fırst grade students in education faculty. Master’s Thesis, University of Gaziantep, Gaziantep, Turkey.
  • YÖK. (2007). Teacher training and education faculties (1982-2007). Assessment of Teacher Training in University. Ankara.
Toplam 97 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Yasemin Deringöl 0000-0003-3030-7049

Yayımlanma Tarihi 31 Ağustos 2020
Kabul Tarihi 17 Şubat 2020
Yayımlandığı Sayı Yıl 2020

Kaynak Göster

APA Deringöl, Y. (2020). Teaching Motivation and Teaching Profession Attitude: The Case of Preservice Form Teachers. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 22(2), 295-310. https://doi.org/10.17556/erziefd.526330