Abstract:

The purpose of this research is to determine what are the professional and student-centered concerns of teachers candidates who are on or graduate in different faculty or units outside the university’s educational faculty, from the perspective of various variables. The research was implemented in 2017 to 669 volunteers from students who received pedagogical formation training in nine different teaching branches at Hacettepe and Erzincan Binali Yıldırım University. The data of the study was collected with the "Teacher Candidate Worry Scale" developed by Saban, Korkmaz and Akbaşlı (2004). The research was carried out with visual scanning and relative scanning model. Shaphiro Wilk’s statistics were used to test the conformity of the normal distribution of the research data; in comparison of the characteristics with the nomal distribution in 2 independent groups, the Student t-test was used. One-directional variance analysis for normal distribution features in comparison of numerical data in more than 2 independent groups has been used by the ANOVA and LSD multi-comparation test. For normal non-dispersed features, the Kruskal Wallis test and the All Pairwise multi-comparation statistics were used. Relationships between numerical variables have been tested by the Pearson Correlation ratio. According to the research findings, it is clear that both professional and student-centered concerns of teachers candidates are at almost the same levels. The professional and student-centered concerns of female and male teachers candidates appear to be largely positive. It has been found that the professional concerns of the teacher candidates and the student-centered concerns have a strong relationship in a positive direction. As the concerns about the teaching profession increase, the findings have been found that the student-centered concerns are increasing in the same direction. The relationship between the professional concerns of the teacher candidates and income levels has been shown to have a positive and very weak level. The relationship between student-centered concerns and income exchanges has also been found to be in a positive direction and a very weak rate. It has been found that the concerns of female teacher candidates regarding both the profession and student-centered variables are significantly different from the male teacher candidates. Women are more in professional and student-centered concerns than men. There are statistically significant differences between teaching candidates' professional concerns and student-centered concerns according to their graduate categories. In terms of graduate fields, professional concerns are more than student-centered concerns. According to the results of the research, the teaching profession has been found to cause concern in the teaching candidates, especially in terms of job-based variables. The fact that teaching profession requires different qualifications in many areas leads to increased concerns based on task in teachers' candidates. Women's teachers candidates, although they did not start their job, have achieved the results of their attributes and skills related to the teaching profession, which are concerned about them. According to the results of the research, it was suggested that the teaching candidates should be given in the educational faculty by monitoring the integrity of the system with a complementary, supporting and developing teaching understanding of "general culture, special field and pedagogical formation training".

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