Araştırma Makalesi
PDF Mendeley EndNote BibTex Kaynak Göster

Preservice Teachers’ Professional Engagement and Their Ability to Choose Teaching Techniques

Yıl 2022, Cilt , Sayı 21, 29 - 40, 24.01.2022
https://doi.org/10.30786/jef.831437

Öz

This study aims to investigate the relationship between the engagement of the preservice teacher to the teaching profession, and their ability to choose teaching techniques. The study adopted correlational survey research. The sample group is the students studying at the faculty of education of a state university in the Eastern Anatolia Region, and the preservice teachers taking pedagogical formation training. The obtained findings have shown that there are significant differences between the preservice teachers who have taken externally pedagogical training and the preservice teachers studying at the faculty of education in terms of their engagement to the teaching profession, their skills to choose teaching techniques, and other sub-dimensions of the scales. Based on the findings, it was concluded that the preservice teachers who took pedagogical formation training had higher average scores for professional engagement and dedication to the professional dimension; the mean scores were higher than the preservice teachers studying in the faculty of education in terms of the positive prediction and competence perception regarding the technical selection dimension. In addition, a significant relationship was found between the professional engagement of pre-service teachers and their skills in the selection of teaching techniques.

Kaynakça

  • Ames, C., & Ames, R. (1984). Systems of student and teacher motivation: Toward a qualitative definition. Journal of Educational Psychology, 76(4), 535-556.
  • Arslantaş, İ. (2011). Student views regarding teaching staffs’ sufficiencies in teaching strategies- methods and techniques, communication, measurement and evaluation. Mustafa Kemal University Journal of Social Sciences Institute, 8(15), 487-506.
  • Ataç, E. (2003). Teacher education in the 21st century: The opening speech made in the panel on the evaluation of teacher education in Turkey. Anadolu University Journal of Education Faculty, 13(2), 1-31.
  • Bakker, A. B., Schaufeli, W. B., Leiter, M. P., & Taris, W. W. (2008). Work engagement: An emerging concept in occupational health psychology. Work & Stress. An International Journal of Work Health, 22,187–200.
  • Buchanan, B. (1974). Building organizational commitment: The socialization of managers in work organizations. Administrative Science Quarterly, 19, 533-546.
  • Butucha, K. G. (2013). Teachers’ perceived commitment as measured by age, gender and school type. Greener Journal of Educational Research, 3(8), 363-372. https://doi.org/10.15580/GJER.2013.8.080913830
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2013). Scientific research methods (Improved 14. print). Ankara: Pegem.
  • Celep, C. (1995). Teacher’s dedication to educational organization. Education and Science, 22(108), 56-62.
  • Çelik, S. (2008). Relations between the management models of the educational administrators and the professional dedication of teachers at the primary schools (Unpublished master thesis). Yeditepe University, Social Sciences Institute, İstanbul.
  • Dalay, G. (2007). The relationship between the variables of organizational trust, job engagement, organizational commitment and job ınvolvement. (Unpublished master thesis). Marmara University, Social Sciences Institute, İstanbul.
  • Demircioğlu, İ. H., Genç, İ., & Demircioğlu, E. (2015). Evaluating the knowledge level of social studies teacher candidates about teaching strategies, methods and techniques. Bolu Abant Izzet Baysal University Journal of Faculty of Education, 15(USBES Special Issue I), 18-34.
  • Durdukoca, Ş. F. (2018). Primary school teacher’s views and competence perception on the selection of teaching techniques for social studies teaching practices. The Journal of Turkish Social Research, 22(1), 211-242.
  • Durdukoca, Ş. F., Yardımcıel, E., Beşeren, H., & Özbek, S. (2017). The perception scale of teachers’ applicant’s capacity to choose teaching technics. Electronic Journal of Social Sciences, 16(61), 397-411.
  • Dyer, J. E., & Osborne, E. W. (1996). Effects of teaching approach on achievement of agricultural education students with varying learning styles. Journal of Agricultural Education, 37(3), 43-51.
  • Eroğlu, S. (2007). The level of organizational dedication and motivation of teachers who worked in secondary schools in which total quality management is practiced (Unpublished master thesis). Yeditepe University, Social Sciences Institute, İstanbul.
  • Firestone, W. A., & Pennell, J. R. (1993). Teacher commitment, working conditions, and differential incentive policies. Review of Educational Research, 63, 489-525.
  • Fried, R. L. (2001). The passionate teacher: A practical guide. Boston: Beacon Press.
  • Fry, H., Ketteridge, S., & Marshall, S. (2009). A Handbook for learning and teaching in higher education: Enhancing academic practice (3rd ed.). London: Routledge.
  • Gibson, S. E. (2009). Intergenerational communication in the classroom: Recommendations for successful teacher student relationships. Nursing Education Perspectives, 30(1), 37-39.
  • Guarino, C. M., Santibañez, L., & Daley, G. A. (2006). Teacher recruitment and retention: A review of the recent empirical literature. Review of Educational Research, 76(2),173-208. doi:10.3102%2F00346543076002173
  • Hoy, W. K., & Miskel, C. K. (2010). Educational administration: Theory, research, and practice (S. Turan, trans. ed.). Ankara: Nobel. (The original study was published in 1998).
  • Kanste, O. (2011). Work engagement, work commitment and their association with well-being in health care. Scandinavian Journal of Caring Sciences, 25, 754-761.
  • Kanter, R. M. (1968). Commitment and social organizations: A study of commitment mechanisms in Utopian communities. American Sociological Review, 33(4), 499-517.
  • Kozikoğlu, İ., & Özcanlı, N. (2020). The relationship between teachers’ 21st century teaching skills and their engagement to the profession. Cumhuriyet International Journal of Education, 9(1), 270-290. http://dx.doi.org/10.30703/cije.579925.
  • Kozikoğlu, İ., & Senemoğlu, N. (2018). Development of teachers’ professional engagement scale: A study on validity and reliability. Journal of Human Sciences, 15(4), 2614-2625. doi:10.14687/jhs.v15i4.5389 2623
  • Lema, E., Mbilinyi, M. & Rajani, R. (Eds.), (2004). Nyrere on education (Nyrere khusu elimu), selected essays and speeches. Dar es Salaam: E&D Limited.
  • Manatte, R. P., & Stow, S. B. (1984). Clinical manual for teacher performance evaluation. Ames, IA: Iowa State University Research Foundation.
  • Mertler, C. A. (2002). Job satisfaction and Perception of motivation among middle and high school teachers. American Secondary Education, 31(1), 43-53.
  • Mkumbo, K. (2012). Teachers’ commitment to and experiences of the teaching profession in Tanzania: Findings of focus group research. International Journal Education Studies, 5(3), 222-227.
  • Mowday, R. T., Porter, L. W., & Steers, R. M. (1982). Employee-organization linkages: The psychology of commitment, absenteeism and turnover. New York: Academic Press.
  • Neuman, L. (2013). Social research methods: Qualitative and quantitative approaches. (2nd Vol.). Ankara: Yayın Odası.
  • Ocak, G. (2007). Methods and techniques. In G. Ocak (Ed.), Teaching principles and methods (pp. 213-282). Ankara: Pegem.
  • Rahmatullah, R. (2016). The relationship between learning effectiveness, teacher competence and teachers’ performance madrasah Tsanawiyah at Serang, Banten, Indonesia. Higher Education Studies, 6(1), 169-181.
  • Rosenholtz, S. J., & Simpson, C. (1990). Workplace conditions and the rise and fall of teacher commitment. Sociology of Education, 63(4), 241-257.
  • Rowan, B. (1990). Commitment and control: Alternative strategies for the organizational design of school. Review of Research in Education, 16, 353–389.
  • Sağsan, M., & Fırtına, B. (2015). The commitment and dedication to knowledge occupation: Paradoxes of platonic relation and the examination with professionalism. Information World, 16(1), 1-22.
  • Shinn, Y. H. (1997). Teaching Strategies, their use and effectiveness as perceived by teachers of agriculture: A national study (Doctoral dissertation). Retrieved from https://lib.dr.iastate.edu/rtd/12244.
  • Sylvia, R. D., & Hutchison, T. (1985). What makes Ms. Johnson teach? A study of teacher motivation. Human Relations, 38(9), 841-856.
  • Şimşek, H., Hırça, N., & Coşkun, S., (2012). Primary science and technology teachers’ selection of using teaching methods and techniques and the levels of their applications: The sample of Şanlıurfa city. Mustafa Kemal University Journal of Social Sciences Institute, 9(18), 249-268.
  • Şişman, M. (2011). Introduction to educational science (8th ed.). Ankara: Pegem.
  • Taşgın, A., & Coşkun, G. (2018). The relationship between academic motivations and university students’ attitudes towards learning. International Journal of Instruction, 11(4), 935-950.
  • Thapan, M. (1986). Forms of discourse: A typology of teachers and commitment. British Journal of Sociology and Education, 7(4), 415-431.
  • Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy W. K., (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248.
  • Tsui, K. T., & Cheng Y. C. (1999). School organizational health and teacher commitment: A contingency study with multi-level analysis. Educational Research and Evaluation, 5, 249-268.
  • Turhan, M., Demirli, C., & Nazik, G. (2012). Factors impacting teachers’ job commitment: The case of Elazığ. İstanbul Ticaret University Journal of Social Sciences, 11(21), 179-192.
  • Zöğ, H. (2007). The relationship between organizational commitment and job satisfaction of teachers working in the primary schools of Kağithane district of İstanbul. (Unpublished master thesis). Yıldız Teknik University, Social Sciences Institute, İstanbul.

Yıl 2022, Cilt , Sayı 21, 29 - 40, 24.01.2022
https://doi.org/10.30786/jef.831437

Öz

Kaynakça

  • Ames, C., & Ames, R. (1984). Systems of student and teacher motivation: Toward a qualitative definition. Journal of Educational Psychology, 76(4), 535-556.
  • Arslantaş, İ. (2011). Student views regarding teaching staffs’ sufficiencies in teaching strategies- methods and techniques, communication, measurement and evaluation. Mustafa Kemal University Journal of Social Sciences Institute, 8(15), 487-506.
  • Ataç, E. (2003). Teacher education in the 21st century: The opening speech made in the panel on the evaluation of teacher education in Turkey. Anadolu University Journal of Education Faculty, 13(2), 1-31.
  • Bakker, A. B., Schaufeli, W. B., Leiter, M. P., & Taris, W. W. (2008). Work engagement: An emerging concept in occupational health psychology. Work & Stress. An International Journal of Work Health, 22,187–200.
  • Buchanan, B. (1974). Building organizational commitment: The socialization of managers in work organizations. Administrative Science Quarterly, 19, 533-546.
  • Butucha, K. G. (2013). Teachers’ perceived commitment as measured by age, gender and school type. Greener Journal of Educational Research, 3(8), 363-372. https://doi.org/10.15580/GJER.2013.8.080913830
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2013). Scientific research methods (Improved 14. print). Ankara: Pegem.
  • Celep, C. (1995). Teacher’s dedication to educational organization. Education and Science, 22(108), 56-62.
  • Çelik, S. (2008). Relations between the management models of the educational administrators and the professional dedication of teachers at the primary schools (Unpublished master thesis). Yeditepe University, Social Sciences Institute, İstanbul.
  • Dalay, G. (2007). The relationship between the variables of organizational trust, job engagement, organizational commitment and job ınvolvement. (Unpublished master thesis). Marmara University, Social Sciences Institute, İstanbul.
  • Demircioğlu, İ. H., Genç, İ., & Demircioğlu, E. (2015). Evaluating the knowledge level of social studies teacher candidates about teaching strategies, methods and techniques. Bolu Abant Izzet Baysal University Journal of Faculty of Education, 15(USBES Special Issue I), 18-34.
  • Durdukoca, Ş. F. (2018). Primary school teacher’s views and competence perception on the selection of teaching techniques for social studies teaching practices. The Journal of Turkish Social Research, 22(1), 211-242.
  • Durdukoca, Ş. F., Yardımcıel, E., Beşeren, H., & Özbek, S. (2017). The perception scale of teachers’ applicant’s capacity to choose teaching technics. Electronic Journal of Social Sciences, 16(61), 397-411.
  • Dyer, J. E., & Osborne, E. W. (1996). Effects of teaching approach on achievement of agricultural education students with varying learning styles. Journal of Agricultural Education, 37(3), 43-51.
  • Eroğlu, S. (2007). The level of organizational dedication and motivation of teachers who worked in secondary schools in which total quality management is practiced (Unpublished master thesis). Yeditepe University, Social Sciences Institute, İstanbul.
  • Firestone, W. A., & Pennell, J. R. (1993). Teacher commitment, working conditions, and differential incentive policies. Review of Educational Research, 63, 489-525.
  • Fried, R. L. (2001). The passionate teacher: A practical guide. Boston: Beacon Press.
  • Fry, H., Ketteridge, S., & Marshall, S. (2009). A Handbook for learning and teaching in higher education: Enhancing academic practice (3rd ed.). London: Routledge.
  • Gibson, S. E. (2009). Intergenerational communication in the classroom: Recommendations for successful teacher student relationships. Nursing Education Perspectives, 30(1), 37-39.
  • Guarino, C. M., Santibañez, L., & Daley, G. A. (2006). Teacher recruitment and retention: A review of the recent empirical literature. Review of Educational Research, 76(2),173-208. doi:10.3102%2F00346543076002173
  • Hoy, W. K., & Miskel, C. K. (2010). Educational administration: Theory, research, and practice (S. Turan, trans. ed.). Ankara: Nobel. (The original study was published in 1998).
  • Kanste, O. (2011). Work engagement, work commitment and their association with well-being in health care. Scandinavian Journal of Caring Sciences, 25, 754-761.
  • Kanter, R. M. (1968). Commitment and social organizations: A study of commitment mechanisms in Utopian communities. American Sociological Review, 33(4), 499-517.
  • Kozikoğlu, İ., & Özcanlı, N. (2020). The relationship between teachers’ 21st century teaching skills and their engagement to the profession. Cumhuriyet International Journal of Education, 9(1), 270-290. http://dx.doi.org/10.30703/cije.579925.
  • Kozikoğlu, İ., & Senemoğlu, N. (2018). Development of teachers’ professional engagement scale: A study on validity and reliability. Journal of Human Sciences, 15(4), 2614-2625. doi:10.14687/jhs.v15i4.5389 2623
  • Lema, E., Mbilinyi, M. & Rajani, R. (Eds.), (2004). Nyrere on education (Nyrere khusu elimu), selected essays and speeches. Dar es Salaam: E&D Limited.
  • Manatte, R. P., & Stow, S. B. (1984). Clinical manual for teacher performance evaluation. Ames, IA: Iowa State University Research Foundation.
  • Mertler, C. A. (2002). Job satisfaction and Perception of motivation among middle and high school teachers. American Secondary Education, 31(1), 43-53.
  • Mkumbo, K. (2012). Teachers’ commitment to and experiences of the teaching profession in Tanzania: Findings of focus group research. International Journal Education Studies, 5(3), 222-227.
  • Mowday, R. T., Porter, L. W., & Steers, R. M. (1982). Employee-organization linkages: The psychology of commitment, absenteeism and turnover. New York: Academic Press.
  • Neuman, L. (2013). Social research methods: Qualitative and quantitative approaches. (2nd Vol.). Ankara: Yayın Odası.
  • Ocak, G. (2007). Methods and techniques. In G. Ocak (Ed.), Teaching principles and methods (pp. 213-282). Ankara: Pegem.
  • Rahmatullah, R. (2016). The relationship between learning effectiveness, teacher competence and teachers’ performance madrasah Tsanawiyah at Serang, Banten, Indonesia. Higher Education Studies, 6(1), 169-181.
  • Rosenholtz, S. J., & Simpson, C. (1990). Workplace conditions and the rise and fall of teacher commitment. Sociology of Education, 63(4), 241-257.
  • Rowan, B. (1990). Commitment and control: Alternative strategies for the organizational design of school. Review of Research in Education, 16, 353–389.
  • Sağsan, M., & Fırtına, B. (2015). The commitment and dedication to knowledge occupation: Paradoxes of platonic relation and the examination with professionalism. Information World, 16(1), 1-22.
  • Shinn, Y. H. (1997). Teaching Strategies, their use and effectiveness as perceived by teachers of agriculture: A national study (Doctoral dissertation). Retrieved from https://lib.dr.iastate.edu/rtd/12244.
  • Sylvia, R. D., & Hutchison, T. (1985). What makes Ms. Johnson teach? A study of teacher motivation. Human Relations, 38(9), 841-856.
  • Şimşek, H., Hırça, N., & Coşkun, S., (2012). Primary science and technology teachers’ selection of using teaching methods and techniques and the levels of their applications: The sample of Şanlıurfa city. Mustafa Kemal University Journal of Social Sciences Institute, 9(18), 249-268.
  • Şişman, M. (2011). Introduction to educational science (8th ed.). Ankara: Pegem.
  • Taşgın, A., & Coşkun, G. (2018). The relationship between academic motivations and university students’ attitudes towards learning. International Journal of Instruction, 11(4), 935-950.
  • Thapan, M. (1986). Forms of discourse: A typology of teachers and commitment. British Journal of Sociology and Education, 7(4), 415-431.
  • Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy W. K., (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248.
  • Tsui, K. T., & Cheng Y. C. (1999). School organizational health and teacher commitment: A contingency study with multi-level analysis. Educational Research and Evaluation, 5, 249-268.
  • Turhan, M., Demirli, C., & Nazik, G. (2012). Factors impacting teachers’ job commitment: The case of Elazığ. İstanbul Ticaret University Journal of Social Sciences, 11(21), 179-192.
  • Zöğ, H. (2007). The relationship between organizational commitment and job satisfaction of teachers working in the primary schools of Kağithane district of İstanbul. (Unpublished master thesis). Yıldız Teknik University, Social Sciences Institute, İstanbul.

Ayrıntılar

Birincil Dil İngilizce
Konular Sosyal
Bölüm Makaleler
Yazarlar

Mustafa Çağrı ENGİN
ATATÜRK ÜNİVERSİTESİ
0000-0002-4825-2675
Türkiye


Adnan TAŞGIN (Sorumlu Yazar)
Atatürk Üniversitesi
0000-0002-3704-861X
Türkiye

Yayımlanma Tarihi 24 Ocak 2022
Başvuru Tarihi 25 Kasım 2020
Kabul Tarihi 4 Aralık 2021
Yayınlandığı Sayı Yıl 2022, Cilt , Sayı 21

Kaynak Göster

Bibtex @araştırma makalesi { jef831437, journal = {Journal of Education and Future}, issn = {2146-8249}, address = {}, publisher = {Aydın Yayıncılık}, year = {2022}, number = {21}, pages = {29 - 40}, doi = {10.30786/jef.831437}, title = {Preservice Teachers’ Professional Engagement and Their Ability to Choose Teaching Techniques}, key = {cite}, author = {Engin, Mustafa Çağrı and Taşgın, Adnan} }
APA Engin, M. Ç. & Taşgın, A. (2022). Preservice Teachers’ Professional Engagement and Their Ability to Choose Teaching Techniques . Journal of Education and Future , (21) , 29-40 . DOI: 10.30786/jef.831437
MLA Engin, M. Ç. , Taşgın, A. "Preservice Teachers’ Professional Engagement and Their Ability to Choose Teaching Techniques" . Journal of Education and Future (2022 ): 29-40 <https://dergipark.org.tr/tr/pub/jef/issue/68768/831437>
Chicago Engin, M. Ç. , Taşgın, A. "Preservice Teachers’ Professional Engagement and Their Ability to Choose Teaching Techniques". Journal of Education and Future (2022 ): 29-40
RIS TY - JOUR T1 - Preservice Teachers’ Professional Engagement and Their Ability to Choose Teaching Techniques AU - Mustafa Çağrı Engin , Adnan Taşgın Y1 - 2022 PY - 2022 N1 - doi: 10.30786/jef.831437 DO - 10.30786/jef.831437 T2 - Journal of Education and Future JF - Journal JO - JOR SP - 29 EP - 40 VL - IS - 21 SN - 2146-8249- M3 - doi: 10.30786/jef.831437 UR - https://doi.org/10.30786/jef.831437 Y2 - 2021 ER -
EndNote %0 Journal of Education and Future Preservice Teachers’ Professional Engagement and Their Ability to Choose Teaching Techniques %A Mustafa Çağrı Engin , Adnan Taşgın %T Preservice Teachers’ Professional Engagement and Their Ability to Choose Teaching Techniques %D 2022 %J Journal of Education and Future %P 2146-8249- %V %N 21 %R doi: 10.30786/jef.831437 %U 10.30786/jef.831437
ISNAD Engin, Mustafa Çağrı , Taşgın, Adnan . "Preservice Teachers’ Professional Engagement and Their Ability to Choose Teaching Techniques". Journal of Education and Future / 21 (Ocak 2022): 29-40 . https://doi.org/10.30786/jef.831437
AMA Engin M. Ç. , Taşgın A. Preservice Teachers’ Professional Engagement and Their Ability to Choose Teaching Techniques. JEF. 2022; (21): 29-40.
Vancouver Engin M. Ç. , Taşgın A. Preservice Teachers’ Professional Engagement and Their Ability to Choose Teaching Techniques. Journal of Education and Future. 2022; (21): 29-40.
IEEE M. Ç. Engin ve A. Taşgın , "Preservice Teachers’ Professional Engagement and Their Ability to Choose Teaching Techniques", Journal of Education and Future, sayı. 21, ss. 29-40, Oca. 2022, doi:10.30786/jef.831437
Gereken durumlarda baş editör ile iletişim kurmak için jef.editor@gmail.com adresine e-posta gönderebilirsiniz.