Özet:

Abstract enThe objective of this study is to determine the differences in the attitudes of teacher candidates towards the teaching profession and the factors that influence their career choice as a teacher. This study was based on a cross sectional design.  Rational screening model was used, employing mixed methods research strategy. Quantitative instruments were used to determine the attitudes of teacher candidates towards the profession, and qualitative instruments to determine the reasons for choosing teaching as a career. In terms of mixed methods design, concurrent procedures were utilized. Teacher candidates have a moderately positive attitude towards their teaching profession. However, attitude scores of teacher candidates differed significantly in terms of their year of study and this difference was especially obvious between first and fourth graders. Attitude scores of students in their final year of study were significantly lower. Attitude scores of teacher candidates differ significantly according to their departments. The highest attitude scores are shown by CT, SST, and PT departments and the lowest scores by GPC, TMH, and CEIT. In addition, extrinsic motivators are more dominant in career choice. Teacher education programs need to be revised and developed with adequate emphasis on affective dimensions. Suitable measures will have to be taken to improve the attitudes in such programs as GPC, TMH, and CEIT. Affective dimensions, such as attitude levels of the candidates towards the teaching profession, needs to be assessed through interviews. Besides, teacher education programs need to be so revised as to include and strengthen especially the affective skills of teacher candidates. For this, the employment policy must be revised and the existing quota of some undergraduate programs will have to be curtailed.

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