KaydedilenlerDerginizi ekleyin

Dergiler / IOJET / 2021 / Cilt: 8 - Sayı: 2

PRE-SERVICE PRIMARY SCHOOL TEACHERS’ BELIEFS ABOUT THECONSISTENCY OF THE TEACHER TRAINING PROGRAM ON THEFORMATION OF THEIR TEACHER IDENTITY

Özkan ÇELİK
Alper YORULMAZ
Halil ÇOKÇALIŞKAN
Dergi
IOJET
Sayfa
1279–1290
Yayın Tarihi
2022-11-06
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

It was concluded that there was a low positive relationship between belief about the effectiveness of teacher education program and the early teacher identity and belief about the effectiveness of teacher education program was a significant predictor of early teacher identity.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:The present study aimed to determine the effect of belief about the consistency of teacher education program in the formation of teacher identity of pre-service primary school teachers.
📊
Temel Bulgular & Veri:The participants of the research study consisted of 203 senior pre-service primary school teachers of three different state universities in 2018-2019 academic year.
💡
Sonuç & Katkı:It was concluded that there was a low positive relationship between belief about the effectiveness of teacher education program and the early teacher identity and belief about the effectiveness of teacher education program was a significant predictor of early teacher identity.
🔬Tür:Uygulamalı Anket & Alan Araştırması
📍Kapsam:2018-2019 Verileri
⚙️Değişkenler:Alan Parametreleri

Abstract

The present study aimed to determine the effect of belief about the consistency of teacher education program in the formation of teacher identity of pre-service primary school teachers. In the study, a correlational survey method was benefitted. The participants of the research study consisted of 203 senior pre-service primary school teachers of three different state universities in 2018-2019 academic year. Early Teacher Identity Scale and TEDS-M Beliefs about the Effectiveness of Teacher Education Program were used as data collection tools. As a result, it was determined that the pre-service primary school teachers’ beliefs about the effectiveness of the teacher education program are high and the early teacher identity was at a medium level. In addition, it was revealed that the beliefs about the consistency of the teacher education program differed significantly in favor of the female pre-service teachers when compared to the beliefs of the males. However, the early teacher identity level of the two groups did not differ. It was concluded that there was a low positive relationship between belief about the effectiveness of teacher education program and the early teacher identity and belief about the effectiveness of teacher education program was a significant predictor of early teacher identity.

🔖

Bu Makaleye Atıf Yap

ÇELİK, Ö., YORULMAZ, A., ÇOKÇALIŞKAN, H. (2022). PRE-SERVICE PRIMARY SCHOOL TEACHERS’ BELIEFS ABOUT THECONSISTENCY OF THE TEACHER TRAINING PROGRAM ON THEFORMATION OF THEIR TEACHER IDENTITY. IOJET, Cilt: 8 - Sayı: 2, 1279–1290. https://ajindex.com/articles/651660

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (5)

  1. Alptekin Yolcu, M. (2018). Sınıf öğretmeni adaylarının meslek öncesi öğretmen kimlik algılarının incelenmesi [Investigation of preservice primary school teachers' early teacher identity perceptions] (Unpublished Master Thesis). Hacettepe University, Educational Sciences Institute, Ankara.
  2. Arpacı, D., & Bardakçı, M. (2015). Meslek öncesi öğretmen kimliği ölçeğinin Türkçe’ye uyarlanması [Adaptation of Early Teacher Identity Measure into Turkish]. Gaziantep Üniversitesi Sosyal Bilimler Dergisi, 14(3), 687-789. doi: 10.21547/jss.256762 Avraamidou, L. (2014). Studying science teacher identity: Current insights and future research directions, Studies in Science Education, 50, 145-179. doi: 10.1080/03057267.2014.937171 Aydın, S., & Çelik, D. (2017). İlköğretim matematik öğretmeni adaylarının öğretmen eğitimi programının tutarlılığı hakkındaki inançları: Ölçek geçerlik ve güvenirlik çalışması [Preservice Elementary Mathematics Teachers’ Beliefs about The Coherence of Teacher Education Program: Scale Validity and Reliability Study]. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 13(3), 961-976 doi: 10.17860/mersinefd.312209. Barret, A. (2008). Capturing the difference: Primary school teacher identity in Tanzania. International Journal of Educational Development, 28(5), 496-507. doi: 10.1016/j.ijedudev.2007.09.005 Beijaard, D. (2019). Teacher learning as identity learning: Models, practices, and topics. Teachers and Teaching, 25(1), 1-6. doi: 10.1080/13540602.2019.1542871 Büyüköztürk, Ş. (2010). Sosyal bilimler için veri analizi el kitabı (11.Baskı). Ankara:
  3. Pegem Akademi. Canrinus, E.T., Helms-Lorenz, M., Beijaard, D., Buitink, J., & Hofman, W. H. A. (2012). Self-efficacy, job satisfaction, motivation and commitment: Exploring the relationships between indicators of teachers’ professional identity. European Journal of Psychology of Education, 27, 115–132. doi: 10.1007/s10212-011-0069-2
  4. Connelly, M., & Clandinin, J. (1999). Shaping a professional identity: Stories of educational practice. London, ON: The Althouse Press.
  5. Çelik, H. R., & Kalkan, Ö. K. (2019). Öğretmen adaylarının meslek öncesi öğretmen kimliği algıları: Pamukkale Üniversitesi Örneği [Perception of the Pre-service Teachers on the Early Teacher Identity: Pamukkale University Case]. Ege Eğitim Dergisi, 20(2), 151- 365. doi: 10.12984/egeefd.628810 Day, C., Flores, M. A., & Viana, I. (2007). Effects of national policies on teachers' sense of professionalism: findings from an empirical study in Portugal and