Exploring Possible-selves of Turkish Prospective Teachers

Teacher candidates have to go through to a variety of processes, phases and transformations to become a teacher. Examining new teacher identity can be considered as an important step to develop more effective teacher training programmes, and identity development of a teacher is related to understanding the notion of ‘self’ (Beauchamp &Thomas, 2009).This study investigates the possible-selves of preservice teachers in relation to the concept of self-knowledge. The main purpose of the study is to investigate the possible selves of senior students who expect to become teachers in the near feature. A six-point Likert type scale was applied to undergraduate students attending primary school teaching, science teaching and English language teaching programmes to measure their expected and feared possible-selves about their first year of teaching. The results of the statistical analyses showed that the preservice primary school and science teachers had higher scores than the EFL preservice teachers regarding the expected possible-selves in the first year of their in-service teaching.

Türk Öğretmen Adaylarının Olası Benliklerinin İncelenmesi

Öğretmen adayları, öğretmen olmak için birçok süreç, aşama ve dönüşümden geçer. Yeni öğretmen kimliğini araştırmanın daha etkili öğretmen yetiştirme programları geliştirmede önemli bir adım olduğu ve öğretmenin kimlik oluşumunun “öz” kavramını anlama ile ilgili olduğu düşünülebilir (Beauchamp & Thomas, 2009). Bu araştırmada öğretmen adaylarının olası benlikleri “kendini tanıma” bağlamında incelenmiştir. Çalışmada, yakın gelecekte öğretmen olacak olan son sınıf öğrencilerinin olası benlik ve korku düzeylerinin ölçülmesi amaçlanmaktadır Sınıf, fen bilgisi ve İngiliz dili eğitimi programlarına kayıtlı üç grup öğrenciye öğretmenliklerinin ilk yılına ilişkin olası umulan ve korkulan olası benliklerini ölçme amacıyla altılı likert ölçeği uygulanmıştır. İstatistiksel analiz sonuçları, sınıf ve fen bilgisi eğitimi programlarına kayıtlı öğrencilerin mesleklerindeki ilk yıla ilişkin benlik düzeylerinin İngiliz dili eğitimi programına kayıtlı öğrencilere göre daha yüksek olduğunu ortaya çıkarmıştır.

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