Okul Öncesi Eğitim Öğretmenliği Bölümü Öğrencilerinin Motivasyon Kaynakları ve Sorunları

Yıl 2010, Sayı: 24, 173 - 187, 01.08.2010

Esra Dereli Mehmet Bahaddin Acat

Öz

Bu araştırmanın amacıokul öncesi eğitim öğretmenliği bölümü öğrencilerinin motivasyon kaynaklarıve sorunlarınıbelirlemek, motivasyon düzeylerinin, motivasyon kaynaklarıve sorunlarının devam ettikleri fakülte ve sınıfa göre farklılaşıp farklılaşmadığınıincelemektir. Araştırmada tarama modeli kullanılmıştır. Araştırmanın çalışma grubunu Selçuk Üniversitesi M.E.F. 179 , Eğitim Fakültesinde 111 Okul Öncesi Eğitim Öğretmenliği bölümüne devam eden 290 öğrenci oluşturmaktadır.Araştırma verileri Acat ve Yenilmez 2004 tarafından geliştirilen Öğretmenlik Mesleğine İlişkin Motivasyon Kaynaklarıve SorunlarıAnketi ile toplanmıştır. Araştırmanın sonucunda Okul Öncesi Eğitim Öğretmenliği Bölümü öğrencilerin öğretmenlik mesleğine ilişkin motivasyonlarının genellikle yüksek olduğu, çok az sorun yaşadıklarıve öğretmenlik mesleğine ilişkin motivasyon düzeyleri, motivasyon kaynaklarıve sorunlarının devam ettikleri fakülte ve sınıfa göre anlamlıdüzeyde farklılaştığıgözlenmiştir.

Anahtar Kelimeler

Okul Öncesi eğitim öğretmen adayları, motivasyon, öğrenme motivasyonu, öğretmen eğitimi

Motivation Source and Problems Relative Teacher Occupation of Preschool Education Teacher Department Students

Öz

New generations’ characteristics are undoubtedly identical with the characteristics of the teachers who educate them. Briefly teacher becomes a human engineer, a craftsman shaping individual’s personality. With the changes in education system, interest in students’ learning, motivation and their development has increased. Motivation is described in psychology as an internal state that arouses humans to action pushes us in particular directions, and keeps us engaged in certain activities. Motivation appears to affect learning and performance in at least four ways: it increases an individual's energy and activity level Pintrich & DeGroot, 1990 ; it directs an individual toward specific goals Blumenfeld, 1992 ; it promotes initiation of certain activities and persistence in those activities; and it affects the learning strategies and cognitive processes an individual employs McClelland, 1985 . Intrinsic motivation exists when the source of motivation lies within the individual and the task. The individual finds the task enjoyable or worthwhile in and of itself Ormrod, 1999; Akt: Ballınger, 2009 . Theories of intrinsic motivation portray people as doing what they do because of a want rather than a need Brophy, 1998: Akt: Ballınger,2009 . However, extrinsic motivation is motivation induced by rewards or punishments dependent upon success or failure in the task. Some factors may positively affect motivation, whereas some other factors may negatively influence motivation. The diverse learning styles and using different ways of teaching students can be effective tools for motivation. Motivation is closely related with learning and teaching. In this way, motivation concept can be explained as a main factor for successful learning and teaching. Teachers can influence student motivation to learn. Motivation is an important concept in successful teaching as well as in successful learning. Moreover, one of the goals of higher education is to increase motivation for life-long learning. Purpose and Significance: The aim of this study is to identify problems and motivation sources of the students’ attending preschool education teacher department and examine whether there is a significant difference according to their faculty and class. Teachers are the main component of education and their quality identifies the quality of education. In developing education’s quality developing teacher’s performance quality is the most important part. Teacher motivation in other words teacher’s willingness to teach is an important variable to develop teacher performance. Motivation appears to affect learning and performance in at least four ways : it increases an individual's energy and activity level it directs an individual toward specific goals Blumenfeld, 1992 ; it promotes initiation of certain activities and persistence in those activities; and it affects the learning strategies and cognitive processes an individual employs McClelland, 1985 . Motivation comes from within a person. What teachers really mean is that students are not motivated to learn in the way teachers would like them to learn Moreover, one of the goals of higher education is to increase motivation for life-long learning. The study is important because it will show the way to other researchers and will give another point of view to teacher education. Methods: The universe of the study is composed of students attending Selçuk University Faculty of Vocational Education, Faculty of Education Preschool Education Teacher Department. The study group of the study is composed of 179 students attending Faculty of Vocational Education and 111 students attending Faculty of Education, total number of students is 290. The descriptive research method was used for the study and as data collection device Motivation Source and Problems candidate Teacher Occupation Questionnaire which is developed by Acat& Yenilmez 2004 is used. Gathered data is analyzed using SPSS 11.0 package program. Data Analysis: Preschool Education Teacher Department students’ problems and source of motivation are analyzed using arithmetic mean and standard deviation, whether there is a significant difference between variables t-test and variance analysis are used and to find out the source of the difference Turkey HSD is used. Results: At the end of the study it is seen that Preschool Education Teacher Department students’ motivation about teaching profession is generally high, they experience very few problems and their motivation level about teaching profession differs according to department they are attending and their motivation sources, similarly there is a significant difference in their problems according to their faculty and class. Discussion and Conclusion: It is seen that Preschool Education Teacher Department students’ motivation is high and they experience few problems. When this result is considered it can be said that students internalized teaching profession. As their class level increases their motivation level also increases. As they attend higher classes their knowledge about teaching profession increases this can be the reason of above result. Moreover it is found out that students’ learning motivation is higher than any other motivation dimensions. This situation shows that materials are important in learning. • In this study it is seen that preschool education teachers’ motivation level is quite high. But in some items about their motivation sources and problems low motivation is seen. Factors causing low motivation should be identified and educational activities should be revised. • It is seen that students attending Faculty of Education have more negative motivation loads than students attending Faculty of Vocational Education. Factors leading negative motivation in Education Faculty should be identified and necessary precautions that will eliminate them should be taken. • Students’ learning motivation is important in individuals’ learning. During education process students opinions about implementation of the lessons, and their expectations should be asked and accordingly education environment can be enriched. • In different teacher departments and different universities more comprehensive studies can be conducted

Anahtar Kelimeler

Preschool teacher candidates, motivation, learning motivation, teacher education

Kaynakça

• Acat, M.B.; Yenilmez, K. (2004). “ Eğitim Fakültesi Öğrencilerinin Öğretmenlik Mesleğine İlişkin Motivasyon Düzeyleri”. Manas Üniversitesi Sosyal Bilimler Dergisi, 12, 126-140.
• Acat, M.B.; Özabacı, N. ( 2008).“Learning Motivation Teacher Canditates”. World Applied Sciences Journal, 4,3.
• Ames, C. (1992). “Classrooms: Goals, Structures, and Student Motivation”. Journal of Educational Psychology, 84,3, 261-271.
• Ballınger, K.A. (2009). “Academıc Wrıtıng Motıvatıon: A Qualıtatıve Study Of Adolescents' Perspectıves”. Doctoral Thesis, The State University
• Blumenfeld, P.C. (1992). “Classroom learning and motivation: clarifying and expanding goal theory”. Journal of Educational Psychology, 84(3), 272-281.
• Brewer, E. W.; Burgess, D. N. (2005). “Professor's Role in Motivating Students to Attend Class”. Journal of Industrial Teacher Education, 42, 23-47.
• Çakmak, M.; Ercan, L.(2006). “Views of Experienced and Student Teachers About Motivation in Effective Teaching Process”. GÜ, Gazi Eğitim Fakültesi Dergisi, 26,3,133-143.
• Çeliköz, N. (2004). “Anadolu Öğretmen Lisesi Öğrencilerinin Öğretmenlik Mesleğine Yönelik Tutumlarını Etkileyen Etmenler” Milli Eğitim Dergisi, 32, 136-145.
• Çelikten, M; Şanal, M.; Yeni, Y. (2005). “Öğretmenlik Mesleği ve Özellikleri”. Erciyes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. 19,2, 207-237.
• Ersen, H., (1997). Toplam Kalite ve İnsan Kaynakları İlişkisi Verimlilik ve Etkin Olmanın Yolu. İstanbul.
• Gürsoy, H. (2003). “Öğretmen Yetiştirmede Sorunlar ve Öneriler”. Çağdaş Eğitim Dergisi, 28 299, 28-35
• Griffin, A.R.(2008). “Meaningful Learning, Variability and Density: Effects on Motivation, Academic Engagement and Context Clue Learning”. Doctoral Thesis, Howard Unıversıty
• Hussain,I; Inamullah, H.; Ud-Din, M.N; Naz, F .; Butt, M.N.(2010). “ Role of Motivational Factors ın The Development of Profession as a Teacher”. Journal of College Teaching & Learning, 7,1, 19-21.
• Ja¨rvela, S.; Niemivirta, M.(1999). “The Changes in Learning Theory and The Topicality of The Recent Research on Motivation”. Research Dialogue in Learning and Instruction, 1, 57–65.
• Lee, E.(2005). “The Relationship of Motivation and Flow Experince to Academic Procrastination in University Students“. The Journal of Genetic Pyschology, 166, 1, 5-14.
• Lee, E.; McInerney, D.M; Liem, G.A.D; Ortiga, Y.P.(20010). “The Relationship Between Future Goals and Achievement Goal Orientations: An İntrinsic–Extrinsic Motivation Perspective”. Contemporary Educational Psychology, 10.1016, 1-16.
• Lin, Y-G; McKeachie, W.J.; Kim, Y.C.(2003). “College Student İntrinsic and/or Extrinsic Motivation and Learning”.Learning and Individual Differences, 13, 251-258.
• Malmberg, L.E. (2006).”Goal-Orientation and Teacher Motivation Among Teacher Applicants and Student Teachers” .Teaching and Teacher Education, 22, 58-76.
• McClelland, D.C. (1985). “How Motives, Skills, and Values Determine What People Do?”. American Psychologist, 40(7), 812-825.
• Özcan, M. (1996).” Improving Teacher Performance: Toward a Theory of Teacher Motivation”. Annual Meeting of the American Educational Research Association ( New york).
• Özden, Y. (1999). Eğitimde Dönüşüm Eğitimde Yeni Değerler. Ankara: Pegem A Yayınları.
• Pintrich, P., & DeGroot, E. (1990). “Motivational and Self-Regulated Learning Components of Classroom Academic Performance”. Journal of Educational Psychology, 82(1),33-40.
• Rossi, C.M.(2009).” A Study of Communıty College Learner-Centered Teachıng Styles and Students' Motıvatıon to Learn”. Doctoral Thesis, Saint Louis University.
• Şahin, E. (2005) Okul Öncesi Öğretmen Adayları ve Öğretmenleri İçin Uygulama Kılavuzu. Ankara: Anı Yayıncılık.
• Wigfield, A.; Eccles,J.S.(2002). “ Improving Academic Achievement”. Elsevier Science.
• Wild, T.C; Hawkins, W.L.(1992). “Effects of Perceived Extrinsic Versus Intrinsic Teacher Motivation on Student Reactions to Skill Acquisition”. Society for Personality and Social Psychology, 18,2,245- 251
• Woolfolk, A.E.(1999). Educational Pyschology. Seventh Edition. Allyn and Bacon Publishing.
• Yavuz, F.(2006). “Okul Motivasyonunu Değerlendirme Ölçeği Yapılandırması ve Güvenirliği”. Yayınlanmamış Yüksek Lisans Tezi. İstanbul: Marmara Üniversitesi, Eğitim Bilimleri Enstitüsü.
• Yazıcı, H. (2009).”Öğretmenlik Mesleği, Motivasyon Kaynakları ve Temel Tutumlar: Kuramsal Bir Bakış”. Kastamonu Eğitim Fakültesi Dergisi, 17, 1,33-46.