Sınıf Öğretmeni Adaylarının Meslek Öncesi Öğretmen Kimlik Algılarının İncelenmesi

Abstract

The main purpose of this study was to investigate preservice primary school teachers’ perceptions of early teacher identity. It was also aimed to investigate the relationship between preservice primary school teachers’ perceptions of early teacher identity and their gender, university, grade level, grade point averages, person and situation influential in choosing the profession, and teaching self-efficacy. This study was conducted with preservice primary school teachers at Hacettepe, Gazi and Ankara Universities in spring semester of 2015-2016 academic year. Data were collected using Personal Information Form, Early Teacher Identity Scale and Teachers’ Sense of Efficacy Scale. Standard deviation, arithmetic mean, independent samples t-test, One Way Analysis of Variance (ANOVA) and correlation analysis were utilized for analyzing the data. Analyses of the data indicated that preservice primary school teachers’ perceptions of early teacher identity were not significantly different based on the universities they attended. It was also determined that preservice primary school teachers’ perceptions of early teacher identity were not differing significantly according to their grade level. However, it was shown that female preservice teachers’ perceptions of early teacher identity were higher than that of males. It was found that preservice primary school teachers’ grade point averages increased with an increase in their perceptions of early teacher identity. The most influential factors in choosing the profession of teaching for the preservice primary school teachers were found as themselves and their teachers. In addition, interest in profession of teaching and university entrance exam scores were appeared as the most influential situations in choosing the profession of teaching. Moreover, it was indicated that preservice primary school teachers’ perceptions of early teacher identity increased with an increase in their sense of efficacy for student engagement, instructional strategies, and classroom management. In line with the findings obtained from the study, suggestions for teacher education programs were provided.