Prospective teachers’ perceptions of teaching profession

2015 ◽  
Vol 5 (1) ◽  
pp. 12 ◽  
Author(s):  
Ayse Ulku Kan
Keyword(s):  
Prospective Teachers ◽  
Descriptive Analysis ◽  
Fine Arts ◽  
Language Education ◽  
Affective Learning ◽  
Teaching Profession ◽  
Instructional Technologies ◽  
Teachers Perceptions ◽  
Qualified Teachers ◽  
Turkish Language

Training well-qualified teachers gains importance in this rapidly changing word. Schools have to train individuals who can adopt the changes and act accordingly. Teachers have a major role to prepare the individuals for the future. The better the prospective teachers are trained, the better they will perform when they work as teachers.  In this sense, the opinions of prospective teachers toward teaching profession gains importance. This is a qualitative study in nature. The aim of this study is to explore perceptions of prospective teachers of teaching profession. Prospective teachers enrolled at the departments of Classroom Teaching, Fine Arts Teaching, Turkish Language Education, and Computer and Instructional Technologies were included in the study. Ten prospective teachers in each department were selected as the study group and they were interviewed. Those who were volunteer were included in the study. An interview form was used in the study. The interview form included three semi-structured questions. N-VIVO 8 program was used to analyze the data. Descriptive analysis was utilized to analyze the data.  Keywords:  Active Learning, Administration of Education, Adult Education, Affective Learning  

scholarly journals A Study on the Use of Speech Acts: A Review of Selected Paper

2019 ◽  
Vol 1 (2) ◽  
pp. 17-22
Author(s):  
Nofita Sari Gowasa ◽  
Sonia Permata Radiana ◽  
Nur Afifah
Keyword(s):  
Foreign Language ◽  
Prospective Teachers ◽  
Speech Acts ◽  
Speech Act ◽  
Descriptive Analysis ◽  
Data Content ◽  
Action Strategies ◽  
Using Data ◽  
Faculty Of Education ◽  
Turkish Language

This article is a review of the theory of speech act by Searle & Austin (1962). Describe what the action strategies used in the language themselves are speaking and what speech acts are used by a group of prospective teachers while apologizing, complaining, rejecting and giving thanks. Focusing on the paper written by Akdeniz University, Faculty of Education Nihat Bayat, titled ‘A study on the use of speech acts.’ This present paper uses descriptive qualitative analysis in an attempt to address the gap how to determine what type of speech act is used in the Turkish language strategy, which will provide convenience in teaching Turkish as a native and foreign language. Look at using data content analysis obtained from descriptive analysis for deeper processes. The data in this study were collected through asking participants to write the structure of the language they used in apologizing, complaining, rejecting and thanking. This present article aims to review and discuss the findings, as well as the strengths and weaknesses found in Nihat's paper. The article See made seems to have a clear flow on how to explain these two types of education and made the discourse easy to understand. Therefore, the replication of Nihat's research should be easy enough for similar research purposes.

scholarly journals Perception of Prospective Teachers about Practices of Sustainable Competencies Learned During PreService Teachers Program

2017 ◽  
Vol II (I) ◽  
pp. 448-466
Author(s):  
Ambreen Siddique ◽  
Muhammad Anwer ◽  
Huma Lodhi
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Prospective Teachers ◽  
Teacher Education Program ◽  
Sampling Technique ◽  
Teaching Profession ◽  
Teacher Competencies ◽  
Teachers Perceptions ◽  
Significant Difference ◽  
Teacher Training Programs

The quality of teachers and teaching depends on prospective teacher education programs which have been enthusiastic to gain competencies among teachers. Therefore, to attain essential teacher competencies during teacher training programs has great meaning to prepare prospective teachers for the teaching profession. This research focused to explore the pre-service teachers perceptions about practices of competencies they learned during the teacher education program. Through survey research data was collected from B.Ed. Hons student through an instrument. A convenient sampling technique was employed. The result of data shows no significant difference in competencies practices on basis of gender and sector, the only significant difference was seen in in-service teacher competencies, where in-service show high mean score in particular competencies practices as compared to the pre-service teacher. Researchers should focus on these variables and plan their orientations according to the perceived lack of prospective teachers.

scholarly journals THE EFFECT OF THE ACTIVITIES WITHIN THE SCOPE OF THE 2023 EDUCATION VISION DOCUMENT ON TEACHERS’ PROFESSIONAL IMAGE PERCEPTIONS

2021 ◽  
Vol 79 (1) ◽  
pp. 60-79
Author(s):  
İlker Kösterelioğlu
Keyword(s):  
Teacher Training ◽  
Prospective Teachers ◽  
Teaching Profession ◽  
Employee Rights ◽  
Policy Makers ◽  
Teachers Perceptions ◽  
Training Support ◽  
Local Practices ◽  
Content Analysis Method ◽  
Question Form

This research aimed to present the effect of the activities conducted within the context of the 2023 Education Vision Document on the perceived teacher image by determining teachers’ perceptions in regards to the teacher image existing in today’s society. The qualitative research was conducted with the phenomenology design. The research group was composed of teachers (n=57) who completed a non-thesis master’s degree program in the field of Classroom Teaching at Amasya University, Institute of Social Sciences during 2016-2018 academic years. The research data were obtained from teachers’ written statements provided for the open-ended questions in the question form developed by the researcher. Content analysis method was used in the analysis of the collected data. While the participating teachers generally emphasized the sanctity of the teaching profession in their answers, they also stated that the perceived image of the teaching profession in today’s society was basically negative. The variables affecting the perception of the teaching profession in society were classified under the following themes: sociological changes, local practices, employee rights, policy makers, media, parents, students, teachers, teacher training and qualification of prospective teachers. Teachers’ suggestions to contribute to the image of the teaching profession were gathered under the themes of teacher motivation, teacher training, employee rights, media, innovative practices and training support for teachers. In the context of the obtained data, it can be argued that some of the actions have been put forward so far in regards to 2023 Education Vision Document, and the practices expected to be implemented in the near future will positively contribute to the perceived image of the teaching profession in society. Keywords: teacher image, teacher’ image perceptions, 2023 education vision document

scholarly journals An Investigation of Prospective Teachers' Use of the Turkish Language in Social Media

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Yalçın KARALI ◽  
◽  
Hasan AYDEMİR ◽  
Mert ŞEN
Keyword(s):  
Social Media ◽  
Prospective Teachers ◽  
Primary Schools ◽  
Descriptive Analysis ◽  
The Other ◽  
Language Curriculum ◽  
Other Hand ◽  
Grammatical Errors ◽  
Social Media Platforms ◽  
Turkish Language

Purpose: Not only in daily conversations, official correspondence, and educational settings but also on social media platforms, the correct usage of language by prospective teachers has become a necessity of the age. Twitter, which is used by many people to express their feelings, opinions, etc., is used actively by prospective teachers as well. The present study aimed to investigate the grammatical errors in prospective classroom teachers’ tweets. Method: The study employed the case study method, one of the qualitative research methods. The data were analyzed through the document analysis method. A total of three hundred tweets posted by 30 prospective teachers were analyzed. Descriptive analysis was used to analyze the data. The grammatical errors to look for in the tweets were determined based on the learning outcomes related to grammar rules specified in the Turkish Language Curriculum designed for primary schools (2019). Findings: Considering the overall results, the vast majority of tweets contained grammatical errors. It was also determined that the grammatical errors were similar in terms of their types. Punctuation errors, inverted sentences, spelling errors, and capitalization errors were some common grammatical errors. On the other hand, misspelled numbers, incorrect abbreviations, and the use of 'reinforced words' (words with a prefix to add emphasis) were rare grammatical errors. When the results were analyzed according to genders, it was found that males' tweets contained more grammatical errors than those of females. In both genders, punctuation errors, inverted sentences, misspellings, and incorrect capitalization were common grammatical errors. On the other hand, misspelled numbers, incorrect abbreviations, and the use of 'reinforced words' (words with a prefix to add emphasis) were rare grammatical errors. In conclusion, it can be said that a majority of tweets posted by prospective teachers contained grammatical errors and these grammatical errors were similar in terms of their types. Implications for Research and Practice: Also, similar studies can be carried out on the use of written language on other social media platforms such as YouTube, WhatsApp, Instagram, and Facebook, which also have millions of users.

scholarly journals Experiences of prospective social studies teachers in project-based values education

2020 ◽  
Vol 10 (4) ◽  
pp. 1001-1036
Author(s):  
Fadime Seçgin
Keyword(s):  
Social Studies ◽  
Prospective Teachers ◽  
Descriptive Analysis ◽  
Structured Interview ◽  
Values Education ◽  
Study Data ◽  
Teaching Profession ◽  
Project Planning ◽  
Social Studies Teachers ◽  
Elective Course

This study, aiming to reveal the experiences of prospective social studies teachers on project-based values education, was carried out in phenomenological design, which is one of the qualitative research designs. The study group consisted of 37 second-year students who received values education as an elective course in the social studies teaching department of a public university and who carried out projects for the values that they determined within the scope of the course. To create a project, the prospective teachers chose values such as equality, responsibility, sensitivity (cultural heritage), helpfulness, attaching importance to being healthy, patriotism, and savings. They implemented their projects on these values to the groups that they found appropriate. At the end of the process, a semi-structured interview form was used as data collection tool to reveal the participants' experiences of project-based values teaching. Descriptive analysis and content analysis were used to analyze the study data. As a result of the study, we concluded that the participants selected the values for their projects for reasons such as “raising awareness on the related values, embodying abstract values, eliminating prejudices, emphasizing the importance of cooperation in society”. Project-based values education was observed to provide the participants with many advantages such as “provision of experience both for values education and the teaching profession, project planning and conduction, improving communication skills, developing a sense of spirituality.”

scholarly journals Sosyal Bilgiler Öğretmen Adaylarının Öğretmenlik Mesleğine Yönelik Motivasyonlarının İncelenmesi / Investigation of Social Studies Prospective Teachers’ Motivation for Teaching Profession

2019 ◽  
Vol 8 (1) ◽  
pp. 320
Author(s):  
Serpil Recepoğlu ◽  
Bilgin Ünal İbret
Keyword(s):  
Social Studies ◽  
Prospective Teachers ◽  
Teacher Candidates ◽  
Grade Level ◽  
First Grade ◽  
Teaching Profession ◽  
Study Group ◽  
Teachers Perceptions ◽  
Descriptive Research ◽  
Significant Difference

<p><strong>Abstract </strong></p><p>In this study, it is aimed to determine motivation levels of social studies prospective teachers towards teaching profession. This is a descriptive research in survey model. The study group consists of total 2193 social studies prospective teachers of 1<sup>st </sup>2<sup>nd </sup>3<sup>th</sup> 4<sup>th</sup> grade at Education Faculty of 12 Universities in the 2014­2015 academic years. According to findings of this research, the perceptions of social studies prospective teachers’ motivation for teaching profession are high and agreeing. Social studies prospective teachers’ motivation for teaching profession shows a significant difference according to the gender of teacher candidates. Female prospective teachers 'perceptions are higher than male prospective teachers' perceptions. Social studies prospective teachers’ motivation for teaching profession changes significantly according to grade level. Social studies prospective teachers’ motivation for teaching profession is at the highest level in the first grade, but it is the lowest level in the 4th grade. Social studies prospective teachers’ motivation for teaching profession does not differ significantly according to university.</p><p><strong>Öz</strong></p><p>Bu çalışmada, Sosyal Bilgiler öğretmen adaylarının öğretmenlik mesleğine yönelik motivasyon düzeylerinin belirlenmesi amaçlanmaktadır. Tarama modelinde betimsel bir araştırmadır. Araştırmanın çalışma grubunu 2014-2015 öğretim yılında 12 üniversitede eğitim fakültelerinin İlköğretim Sosyal Bilgiler öğretmenliği 1.2.3.4. sınıflarında öğrenim gören 2193 öğretmen adayı oluşturmaktadır. Acat ve Yenilmez (2004) tarafından oluşturulan “Öğretmen Adaylarının Öğretmenlik Mesleğine İlişkin Motivasyon Düzeyleri” ölçeği kullanılmıştır. Araştırma bulgularına göre, öğretmenlik mesleğine yönelik motivasyona ilişkin Sosyal Bilgiler öğretmen adaylarının algılarının yüksek ve katılıyorum düzeyinde olduğu bulunmuştur. Sosyal Bilgiler öğretmen adaylarının öğretmenlik mesleğine yönelik motivasyonlarında öğretmen adaylarının cinsiyetine göre anlamlı bir farklılık görülmektedir. Kadın Sosyal Bilgiler öğretmen adaylarının algıları, erkek adayların algılarından daha yüksektir. Sosyal Bilgiler öğretmen adaylarının öğretmenlik mesleğine yönelik motivasyonları sınıf düzeyine göre anlamlı bir şekilde değişmektedir. Sosyal Bilgiler öğretmen adaylarının öğretmenlik mesleğine yönelik motivasyonları 1. Sınıfta en yüksek düzeyde; 4. Sınıfta ise en düşük düzeydedir. Sosyal Bilgiler öğretmen adaylarının öğretmenlik mesleğine yönelik motivasyonlarında üniversite değişkenine göre anlamlı farklılık görülmemektedir.</p>

scholarly journals Perception of Prospective Teachers about Practices of Sustainable Competencies Learned During PreService Teachers Program

2018 ◽  
Vol III (I) ◽  
pp. 485-502
Author(s):  
Ambreen Siddique ◽  
Muhammad Anwer ◽  
Huma Lodhi
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Prospective Teachers ◽  
Teacher Education Program ◽  
Sampling Technique ◽  
Teaching Profession ◽  
Teacher Competencies ◽  
Teachers Perceptions ◽  
Significant Difference ◽  
Teacher Training Programs

The quality of teachers and teaching depends on prospective teacher education programs which have been enthusiastic to gain competencies among teachers. Therefore, to attain essential teacher competencies during teacher training programs has great meaning to prepare prospective teachers for the teaching profession. This research focused to explore the pre-service teachers perceptions about practices of competencies they learned during the teacher education program. Through survey research data was collected from B.Ed. Hons student through an instrument. A convenient sampling technique was employed. The result of data shows no significant difference in competencies practices on basis of gender and sector, the only significant difference was seen in in-service teacher competencies, where in-service show high mean score in particular competencies practices as compared to the pre-service teacher. Researchers should focus on these variables and plan their orientations according to the perceived lack of prospective teachers

scholarly journals Turkish Language Teacher Metaphors of Pre-service Teachers According to Their Perceptions

2019 ◽  
Vol 10 (6) ◽  
pp. 72
Author(s):  
Mehmet Fatih Özcan
Keyword(s):  
Undergraduate Students ◽  
Language Teaching ◽  
Language Education ◽  
Arithmetic Mean ◽  
Language Teacher ◽  
Teachers Perceptions ◽  
The People ◽  
The Difference ◽  
Faculty Of Education ◽  
Turkish Language

The aim of this study is to determine the pre-service teachers' perceptions related to teacher / Turkish language teacher concepts through metaphors. The study group consists of first and fourth grade undergraduate students from Department of Turkish Language Teaching of Faculty of Education of Ağrı province and graduate students from Turkish Language Education in 2018-2019 academic years. The research data was collected with open ended questions. With the questions as “How do you think the concept teacher can be expressed with different words? Why?” related to teacher concept, “What is the first reaction and the first sentence you hear from the people when you tell them that you are a Turkish language teacher/study in the department of Turkish Language Teaching?” related to Turkish language teacher concept, and “What are the three words that you think of when Turkish language teacher is mentioned?” related to Turkish language teacher concept, preferability levels of the metaphors were determined with frequency, percentage, arithmetic mean and standard deviation; and t test was used to determine the difference between gender and views of the participants according to grade. According to the results obtained from the study, it was determined that the participants presented both positive and negative metaphors related to the questions. While a high number of positive metaphors such as educator / instructor, leading / guide / leader and father / mother, compassion, laborer, friend, honest, self-sacrificing, hope are produced, negative metaphors such as Hope killer / hangman and expropriator are also produced. Of the metaphors produced about the Turkish language teacher, the first four came out as silver-tongued/ calligraphic, grammar, book and poet / poem. In addition, metaphors like Unemployed and With Poor Turkish/Short-tempered were also produced.

The importance of Dede Korkut Stories in ferms of Turkish language education and volue transfer

2011 ◽  
Vol 1 (1) ◽  
pp. 21-31 ◽  
Author(s):  
Murat Özbay ◽  
Esra Karakuş
Keyword(s):  
Mother Tongue ◽  
Language Teaching ◽  
Descriptive Analysis ◽  
Language Education ◽  
Human Beings ◽  
Teaching Program ◽  
Effective Learning ◽  
The Social ◽  
Universal Values ◽  
Turkish Language

Language is the most important instrument that allows communication between human beings and which integrates individuals with society thereby enabling a person to express oneself. As a means to agreeing and transferring, learning a language can only take place with an effective learning of the mother tongue. The responsibility of gaining the basic skills of Turkish language that is under the responsibility of Turkish language teaching and the need to provide national and universal values in gaining these skills have been indicated in the programs that have been prepared. This gaining of value will be by means of text books. The objective of this research is to bear in mind and examine the twenty values that take place in the sixth and seventh grades of the Social Sciences Lesson Teaching Program of Muharrem Ergin's book titled "Twelve Stories of Dede Korkut" that is in line with the 2005 Turkish Language Teaching Program for grades sixth through eighth and to classify the value elements that these stories contain. The research utilizes the descriptive analysis method. Among these stories a total of 190 values were determined with the most examples from those that reflected the value of respect with 38, followed by love (29), responsibility (17), solidarity (16) and patriotism (15).

scholarly journals An Investigation of Prospective Teachers' Use of the Turkish Language in Social Media

2021 ◽  
Author(s):  
Yalçın KARALI ◽  
Hasan AYDEMİR ◽  
Mert ŞEN
Keyword(s):  
Social Media ◽  
Prospective Teachers ◽  
Primary Schools ◽  
Descriptive Analysis ◽  
The Other ◽  
Language Curriculum ◽  
Other Hand ◽  
Grammatical Errors ◽  
Social Media Platforms ◽  
Turkish Language

Purpose: Not only in daily conversations, official correspondence, and educational settings but also on social media platforms, the correct usage of language by prospective teachers has become a necessity of the age. Twitter, which is used by many people to express their feelings, opinions, etc., is used actively by prospective teachers as well. The present study aimed to investigate the grammatical errors in prospective classroom teachers’ tweets. Method: The study employed the case study method, one of the qualitative research methods. The data were analyzed through the document analysis method. A total of three hundred tweets posted by 30 prospective teachers were analyzed. Descriptive analysis was used to analyze the data. The grammatical errors to look for in the tweets were determined based on the learning outcomes related to grammar rules specified in the Turkish Language Curriculum designed for primary schools (2019). Findings: Considering the overall results, the vast majority of tweets contained grammatical errors. It was also determined that the grammatical errors were similar in terms of their types. Punctuation errors, inverted sentences, spelling errors, and capitalization errors were some common grammatical errors. On the other hand, misspelled numbers, incorrect abbreviations, and the use of 'reinforced words' (words with a prefix to add emphasis) were rare grammatical errors. When the results were analyzed according to genders, it was found that males' tweets contained more grammatical errors than those of females. In both genders, punctuation errors, inverted sentences, misspellings, and incorrect capitalization were common grammatical errors. On the other hand, misspelled numbers, incorrect abbreviations, and the use of 'reinforced words' (words with a prefix to add emphasis) were rare grammatical errors. In conclusion, it can be said that a majority of tweets posted by prospective teachers contained grammatical errors and these grammatical errors were similar in terms of their types. Implications for Research and Practice: Also, similar studies can be carried out on the use of written language on other social media platforms such as YouTube, WhatsApp, Instagram, and Facebook, which also have millions of users.

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