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Bu araştırmanın amacı, Pamukkale Üniversitesi Eğitim Fakültesi ve pedagojik formasyon sertifika programına kayıtlı öğretmen adaylarının meslek öncesi öğretmen kimliği algılarını belirlemek ve çeşitli değişkenler açısından incelemektir. Araştırmanın verileri, 2018-2019 Güz yarıyılında Pamukkale Üniversitesi Eğitim Fakültesi’nde öğrenim gören 577 öğretmen adayı ve pedagojik formasyon sertifika programına kayıtlı 502 öğretmen adayı olmak üzere, toplam 1.079 katılımcıdan uygun örnekleme yöntemiyle elde edilmiştir. Veri toplama aracı olarak Arpacı ve Bardakçı (2015) tarafından Türkçe’ye uyarlanan Meslek Öncesi Öğretmen Kimliği Ölçeği (MÖÖKÖ) kullanılmıştır. Araştırmanın bulguları tüm öğretmen adaylarının yüksek düzeyde meslek öncesi öğretmen kimliği algısına sahip olduklarını ortaya koymuştur. Bunun yanı sıra, öğretmen adaylarının meslek öncesi öğretmen kimliği algıları cinsiyet, fakülte, bölüm ve eğitim fakültesi sınıf düzeylerine göre anlamlı farklılıklar göstermiştir. Araştırma sonuçları öğretmen eğitimi program tasarımlarında, öğretmen meslek kimliğinin dikkate alınması gerektiğine vurgu yapmaktadır.
The purpose of this study was to determine the perceptions of the pre-service teachers enrolled in the Pamukkale University Faculty of Education and pre-service teachers enrolled in the pedagogical formation certificate program on early teacher identity and to examine it according to various parameters. The data of the study were collected from a total of 1079 participants; of which 577 were pre-service teachers from Pamukkale University Faculty of Education and 502 are pre-service teachers enrolled in the pedagogical formation certificate program during 2018-2019 Summer semester through convenience sampling. Early Teacher Identity Measure (ETIM) adopted into Turkish by Arpacı and Bardakçı (2015) was used to collect data. The findings of the study revealed that all pre-service teachers had a high level of early teacher identity perception. In addition, pre-service teachers' perceptions of early teacher identity showed significant differences according to gender, faculty, department, and education faculty class levels. The results of the research suggest that the teacher's professional identity should be taken into consideration in the design of the teacher education program.
The purpose of this study was to determine the perceptions of the pre-service teachers enrolled in the Pamukkale University Faculty of Education and pre-service teachers enrolled in the pedagogical formation certificate program on early teacher identity and to examine it according to various parameters. The data of the study were collected from a total of 1079 participants; of which 577 were pre-service teachers from Pamukkale University Faculty of Education and 502 are pre-service teachers enrolled in the pedagogical formation certificate program during 2018-2019 Fall semester through convenience sampling. Early Teacher Identity Measure (ETIM) adopted into Turkish by Arpacı and Bardakçı (2015) was used to collect data. The findings of the study revealed that all pre-service teachers had a high level of early teacher identity perception. In addition, pre-service teachers' perceptions of early teacher identity showed significant differences according to gender, faculty, department, and education faculty class levels. The results of the research suggest that teacher professional identity should be taken into consideration in the design of the teacher education program.
Field : Fen Bilimleri ve Matematik
Journal Type : Uluslararası
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