The aim of this study is to determine the relations between pedagogical formation students’ pre-professional identification of teaching and attitude toward teaching profession. The population of study in relational screening model consisted of pedagogical formation students enrolled at Fırat University. The sample consisted of 245 volunteer prospective teachers. The study data was collected through “Early Teacher Identity Measure” developed by Friesen and Besley (2013); adapted into Turkish by Arpacı and Bardakçı (2015), and “The validity and reliability study of attitudes towards teaching profession scale” developed by Kahramanoğlu, Yokuş, Cücük, Vural and Şiraz (2018). To analyze the data, computer aided statistical package was used. Accordingly, while a significant difference was concluded on behalf of female prospective teachers according to sex variable at the findings of the sub-dimension of counting themselves as teachers, it was not concluded according to their graduation status and ages, in prospective teachers’ identity of teaching. In attitudes toward teaching profession, a significant difference was concluded on behalf of female prospective teachers according to sex variable. A moderate, positive, significant relation was determined between prospective teachers’ early teacher identity and their attitudes toward teaching profession, as well.
pedagogical formation, identification of teaching, attitude, teaching profession
|Author :||Ayşe Ülkü KAN - Esra YEL|
|Number of pages:||300-321|