Özet:

This research aimed to determine the reasons why prospective teachers preferred the teaching profession by gender and discuss the common stereotype that labels teaching as a female profession. The research employed a qualitative descriptive and phenomenological design and typical case sampling method, which is a purposive sampling technique. The study group of the research consisted of 1st, 2nd, 3rd, and 4th-year prospective teachers at two education faculties of state universities in Turkey, Departments of Primary Education, Social Sciences and Turkish Education, Foreign Languages, Mathematics and Science Education, Computer and Instructional Technologies Education, Educational Sciences, and Fine Arts Education. Data were collected using a semi-structured questionnaire and analyzed with content analysis. Participants preferred the teaching profession mostly because of individual reasons, such as their own choice or being interested in the field. Another reason following these reasons was "self-identification". According to the participants' views, the teaching profession was characterized by being both a male and female profession (not identifying gender; loving the profession; being talented), being a profession appropriate for females (working hours suitable for females; identifying females with the profession; being compassionate and patient; being aesthetical and polite; and low salary), being a profession appropriate for males (establishing authority in the classroom; being natural; identifying females with the profession due to the lack of knowledge), and considering the job as a male or female profession depending on the situation. Based on the research findings, we concluded that prospective teachers might be trying to establish a balance between economic factors and gender factor.

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