Abstract:

The aim of this study is to examine the relationship between pre-service teachers' concerns about the teaching profession and their readiness. For this purpose, the research was designed in relational research model. There are 294 pre-service teachers in the study group of the research. In the first part of the data collection tool, demographic information about the gender and department variables of the pre-service teachers, in the second part "Professional Anxiety Scale for Pre-service Teachers" and in the third part "Readiness to Teach Scale" were used. In the analysis of the data, firstly, descriptive statistics of the variables were calculated. Then, canonical correlation analysis was performed to examine the relationships between the variables. According to the findings obtained from the research, the average of the task-centered anxiety levels of the teacher candidates is higher than the average of the other anxiety levels. In addition, it was concluded that the pre-service teachers' readiness in terms of technological competence was higher than the other dimensions. In addition, it was found that there were significant and positive relationships between the sub-dimensions of the Vocational Anxiety Towards Pre-service Teachers Scale and the sub-dimensions of the Scale of Readiness for Teaching. It was calculated that the variable set obtained as a result of the canonical correlation analysis shared a 29% variance. Based on the findings obtained within the scope of this research, it can be suggested that more opportunities should be provided for school experience and teaching practices in faculties of education, practical studies should be carried out for the effective use of teaching strategies, and guidance / mentoring practices should be carried out for personal and professional development in order to eliminate the task-centred anxieties of pre-service teachers and to be ready for the profession.

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