Investigation of Pedagogical Formation Certification Program Students’ Attitudes Towards Teaching Profession in Terms of Some Variables


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International Journal of Educational Research Review


Investigation of Pedagogical Formation Certification Program Students’ Attitudes Towards Teaching Profession in Terms of Some Variables

Zeynep DEMİRTAŞ1, Gökçe Pınar AKSOY2

ARTICLE INFO




ABSTRACT

Article History:
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The aim of the current study is to determine the attitudes of students who have training on pedagogical formation in order to be assigned as a teacher towards teaching profession. Within the scope of this general aim the following question is sought an answer: Do pedagogical formation certification program students’ attitudes towards teaching profession change significantly in terms of (1) gender, (2) level of education (grade or graduation) (3) department (studying or graduated), (4) faculty/ high school (studying or graduated) variables? The present study has the characteristics of descriptive survey model. The participants include 644 students who take pedagogical formation at 2010- 2011 Academic year Spring term at Sakarya University’s Faculty of Education and who are studying at or graduated from Faculty of Arts and Sciences, Faculty of Fine Arts, Faculty of Theology, School of Physical Education and Sports, Health High School, and School of State Conservatory. Attitude Scale towards Teaching Profession (ASTP), developed by Üstüner (2006), is used as a data collection tool. In order to determine whether total scores obtained from data collection tools differ in terms of variables or not T test, analysis of variance, Mann Whitney U Test and Kruskal Wallis H-test are conducted. According to results, the attitudes of students, taking pedagogical formation, towards teaching profession show significant differences in the sense of faculty/ high school variable and do not show a significant difference with regard to gender and level of education variables. Moreover, attitude scores of students differ in accordance with Faculty of Arts and Sciences and Health High School and do not differ with regards to other departments in other faculties or high schools.

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Keywords:1
Teaching Profession, Pedagogical Formation, Attitude.

INTRODUCTION

Teaching is a specific profession responsible for educating the new generations according to the demands of the time. The teaching profession requires perceptual qualifications such as attitudes and behaviours, besides cognitive qualifications such as knowledge and skills. Preparation for teaching profession is assured through liberal education, education for specific field, and pedagogic training. For prospective teachers, acquiring certain values and attitudes related to the profession is as necessary as acquiring knowledge. Besides, for the teachers to have positive attitudes towards the profession, it is important to for prospective teachers, who undergo training on field knowledge, knowledge for teaching profession, and liberal education; to be conscious about sympathy for profession, sincere attachment to the profession, internalization of the importance of the profession for the society, and continuously educating oneself in accordance with the demands of the time (Helvacı, 2007; Celep, 2010; Çelik, 2010).

For the qualifications regarding teaching profession to be gained, and for the positive attitudes to be acquired, the process of being prepared for teaching profession should be sufficient.

In Turkey, graduates of the faculties and academies that provide teaching education and that are affiliated with The Council of Higher Education, are assigned as teachers since 1982. Occasionally, in order to fulfill the need for teachers, people graduated from various institutions that provide education at associate degree and undergraduate levels (but don’t provide education for teaching profession) have also been assigned as teachers. Afterwards, besides faculties of education, people who graduated from faculties of arts and science, and who received graduate education in educational sciences have also been assigned as teachers.

Since 2010-2011 academic year, pedagogic training is began to be provided not via graduate education, but via certificate training. According to the sentence of The Council of Higher Education with the date of 28.01.2010, the students from all faculties and departments, who fulfill necessary conditions in undergraduate period or after graduation, have the right to be assigned as teachers regardless of the faculties or departments they are educated in (YÖK, 2010). “Pedagogic Training” that takes part in the process of preparation for teaching profession, could be defined as formation and development required for providing education and teaching. Pedagogical formation simply includes giving pedagogy education to people who already have taken an education in the field and this education is related to how they teach their field (Yıldırım and Vural, 2014). Within the framework of pedagogic training, the following courses are provided: Introduction to Teaching Profession, School Experience, Development and Learning, Planning and Assessment in Teaching, Education Technologies and Material Development, Classroom Management, Methods for Special Education 1 and 2, School Experience II, and Guidance. Courses included in pedagogic training are applied as a whole; beginning in the fifth semester along four semesters (2 years) for undergraduates, and two semesters (1 year) for those who completed undergraduate education.
Situation of the Problem

Several studies have investigated the attitudes of teachers and prospective undergraduate teachers towards teaching profession. However, there are limited studies regarding relationships between various variables and attitudes towards teaching profession among the students and graduates who receive pedagogic training.

In order to meet the requirements for teaching profession, one has to have positive attitudes towards the profession. Carrying out the teaching profession with sympathy is an important factor for being successful in the profession. Therefore, in order to provide opportunities to develop positive attitudes towards teaching profession, and in order to contribute to the efforts for developing and enhancing the pedagogic training, it is important to learn about the attitudes towards teaching profession among the students/graduates who did not prefer teacher education programs, but later took pedagogic training in order to be assigned as teachers.

Aim of the Study

Aim of the present study is to determine attitudes towards teaching profession among the students who receive pedagogic training in order to be assigned as teachers. Within the framework of this general aim, answers to the following questions have been sought: Do the attitudes towards teaching profession among the students who receive pedagogic training significantly change regarding the variables; (1) gender, (2) level of education (grade or status for graduation), (3) department in which one has took education / graduated from, (4) faculty/school in which one has took education / graduated from.
METHOD

The research is conducted in screening (descriptive-survey) model. Screening model aims to describe a past or present situation as it is. The sample of the present research is constituted from the students/graduates of Faculty of Science and Arts, Faculty of Fine Arts, Faculty of Theology, School of Physical Education and Sports, and School of Health, who were continuing their pedagogic training programs in Sakarya University Faculty of Education, in the academic year of 2010-2011. The participants were selected via “cluster sampling” method. Frequency distribution of students, taking part in the present study, in terms of variables was shown in Table 1.

Table 1. Frequency Distribution of Students with regard to Variables

Variables




N

%

Gender

Female

497

77.2

Male

147

22.8

Level of Education

3rd grade

321

49.8

4th grade

213

33.1

Graduated

110

17.1

Faculty/High School

Faculty of Arts and Sciences

445

69.1

Faculty of Theology

69

10.7

Faculty of Fine Arts

25

3.9

School of Physical Education and Sports

30

4.7

Health High School

30

4.7

School of State Conservatory

45

7.0

Departments

Faculty of Arts and Sciences

History

84

13.0

Geography

27

4.2

Sociology

96

14.9

Philosophy

17

2.6

Turkish Philology

88

13.7

German Philology

34

5.3

Chemistry

17

2.6

Biology

23

3.6

Mathematics

59

9.2

Faculty of Theology

Basic Islamic Sciences

37

5.7

Islamic History and Arts

32

5.0

Faculty of Fine Arts

Painting

13

2.0

Traditional Turkish Handicrafts

12

1.9

School of Physical Education and Sports

Recreation

18

2.8

Sport Management

12

1.9

Health High School

Midwifery

12

1.9

Nursing

18

2.8

School of State Conservatory

Basic Sciences

12

1.9

Turkish Folk Dances

12

1.9

Turkish Music

21

3.3


Material

In data collection, “Inventory for Attitudes towards Teaching Profession” (IATTP) that was developed by Üstüner (2006) was utilized. The inventory, which revealed single factor on five-point likert type scale, included 34 items, out of which 24 were positive and 10 were negative. Regarding the construct validity of the inventory, it is implied that the first factor which was constituted of 34 items had factor loadings ranging from .74 and .41 and explained 30% of the variance. The criterion validity of the inventory was .89, its reliability coefficient was .72, and the internal consistency coefficient (Cronbach Alpha) was .93. Demographic informations of the students/graduates who received pedagogic training were obtained from 4 questions that were on the same form.

Data Analyses

For data analyses, SPSS 13.0 Statistical Package Program was used. The items of “Inventory for Attitudes towards Teaching Profession” were scored as (5) “Totally Agree”, (4) “Mostly Agree”, (3) “Somewhat Agree”, (2) “Partially Agree”, and (1) “Disagree”. Negative items were reversed prior to the analyses. Analyses revealed the following descriptive information; 1.00-1.80: Disagree, 1.81-2.60: Partially Agree, 2.61-3.40: Somewhat Agree, 3.41-4.20: Mostly Agree, 4.21-5.00: Totally agree. T-test and analyses of variance were performed in order to investigate whether the scores differed according to the variables. 0.05 was accepted as the significance level in the research.
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