İngilizce Öğretmen Adaylarının Türkiye’de Öğretmenlik Mesleğini Kariyer Olarak Nasıl Algıladıkları Gerçeği: Bulguların Analizi
Kariyer seçiminde etkili olan faktörler, bireylerin meslek seçiminde dikkat ettikleri niteliklere karşılık
gelmektedir. Öğretmenlik mesleğini bireylere nasıl daha cazip hale getirebiliriz sorusuna cevap
ararken, diğer yandan öğrencilerin öğretmenlik mesleğine yönelmelerinde hangi faktörlerin etkili
olduğuna dair literatürdeki bilgi sınırlıdır. Bireylerin öğretmenlik mesleğini seçip seçmeme
kararlarını; öğretmenlik mesleği ile ilgili algılarının ve bir meslekte neye değer verdiklerinin
belirlediği düşünülmektedir. Eğer bunları belirleyebilirsek, yüksek donanıma sahip öğrencilerin
öğretmenlik mesleğini seçmelerini daha kolay sağlayabiliriz. Bu çalışma, 1. sınıf İngilizce öğretmen
adaylarının öğretmenlik mesleğini kariyer olarak nasıl algıladıklarını ve nasıl bir bakış açısına sahip
olduklarını araştırmaktadır. Öğrencilere üç bölümden oluşan likert tipi bir anket uygulanmıştır.
Birinci bölüm kişisel bilgi formundan oluşmaktadır. 20 maddelik ikinci bölümde öğrencilerden
kariyer seçiminde etkili olan faktörleri önem sırasına göre derecelendirmeleri; 10 maddelik üçüncü
bölümde ise öğretmenlik mesleğinin, derecelendirdikleri bu faktörlerin ne kadarını karşıladığını
düşündüklerini belirtmeleriistenmiş ve sonuçlar değerlendirilmiştir.
Prospective English Language Teachers' Attitudes to Teaching as A Career in Turkey: A Critical Analysis of Findings
Career choice factors refer to those characteristics people look for in a job. While assumptions existabout how to make the teaching profession more attractive to the individuals, knowledge about the factors that might encourage students interested in these fields to consider teaching as a career is limited. Individuals’ decision to go into teaching or not is believed to be influenced by what they value in a job and their perceptions of teaching. If we are able to identify those factors which individuals consider important in their choice of career, and highlight the factors in teaching which match these, then we might hope to persuade better qualified students to consider teaching. This study explored first –year pre-‐‑service English language teachers’ views of teaching as a career choice. They were asked to rate the importance of factors in influencing their choice of career, and then the extent to which they thought teaching as a career offers these factors, using a questionnaire survey.
___
- Alexander, D., Chant, D., & Cox, B. (1994). What motivates people to become teachers. Australian Journal of Teacher Education, 19(2), 40-49.
- Akintomide, G., &Oluwatosin, A. (2011). TeacherCharacteristicsandStudents’ Choice of Teaching as a Career in Osun State. EdoJournal of Counselling, 4 (2), 116-129.
- Bastick, T.A motivation model describing the career choice of teacher trainees in Jamaica. Paper presented at the Biennual Conference of the International Study Association on Teachers and Teaching, July 1999, Dublin.
- Brown, M. M. (1992). Carribean first-year teachers’ reasons for choosing teaching as a career. Journal of Education for Teaching, 18, 185-195.
- Chivore, B. S. R. (1988). A Review of factors that determine the attractiveness of teaching profession in Zimbabwe. International Review of Education, 34(1), 59-77.
- Chuene, K., Lubben, F., &Newson, G. (1999). The views of pre-service and novice teachers on mathematics teaching in South Africa related to their educational experience. Educational Research, 41, 23-34.
- Feeney, S., & R. Chun. (1985). Effectiveteachers of youngchildren. YoungChildren, 41 (1), 47–52.
- Isenberg, J. P. (1990). Teachers' thinking and beliefs and classroom practice. Childhood Education, 66, 322-327.
- Johnson, S. M., &Birkeland, S. E. (2003). Pursuing a Sense of Success: new teachers explain their career decisions. American Educational Research Journal, 40(3), 581-617.
- Johnston, J., McKeown, E., & McEwan, A. (1999). Choosing primary teaching as a career: the perspectives of males and females in training. Journal of Education for Teaching, 25, 55-64.
- Joseph, P. B., & Green, N. (1986). Perspectives on reasons for becoming teachers. Journal of Teacher Education, 37(6), 28-33.
- Kyriacou, C., &Kobori, M. (1998). Motivation to learn and teach English in Slovenia. Educational Studies, 24, 345-351.
- Kyriacou, C., &Benmansour, N. (1999). Motivation to become a teacher of a foreign language. Language Learning Journal, 19, 69-72.
- Kyriacou, C. &Coulthard, M. (2000). Undergraduates’ Views of Teaching as a Career Choice. Journal of Education for Teaching, 26(2), 117-126.
- Kyriacou, C., &Benmansour, N. (2002). Moroccan foreign language students’ views of a career in teaching. Journal of Educational Enguiry, 3(2), 84-95.
- In N. Popov, C. Wolhuter, P. Almeida,G. Hilton,J. Ogunleye,O. Chigisheva (Eds.),Education in One World: Perspectives from Different Nations(pp.128-132).Bulgaria: Investpress.
- Moran, A., Kilpatrick, R., Abbott, L., Dallatt, J., &McClune, B. (2001). Training to teach: motivating factors and implications for recruitment. Evaluation & Research in Education, 15(1), 17-32.
- Pajares, M. F. (1992). Teachers’ beliefsandeducationalresearch: cleaning up a messy construct. Review of EducationalResearch, 62(3), 307-333.
- Richardson, P. W., & Watt, H. M. G. (2005). ‘I’ve decided to become a teacher’: Influences on career change. Teaching and Teacher Education, 21, 475-489.
- Richardson, P. W., & Watt, H. M. G. (2006). Who chooses teaching and why? Profiling characteristics and motivations across three Australian universities. Asia-Pacific Journal of Teacher Education, 34(1), 27-56.
- Reid, I., & Caudwell, J. (1997). Why did secondary PGCE students choose teaching as a career? Research in Education. November, 58, 46-58.
- Shen J., & Hsieh C. (1999). Improving the professional status of teaching: perspectives of future teachers, current teachers, and education professors. Teaching and Teacher Education, 15(3), 315-323.
- Yong, B. C. S. (1995). Teacher trainees’ motives for entering into a teaching career in Brunei Darussalam. Teaching and Teacher Education, 11(3), 275-280.