An Investigation Of Non-Thesis Master S Program Geography Teacher Candidates Attitudes Towards Teaching Profession Regarding Several Socio-Cultural Features
This document summarizes a study that examined the attitudes of 218 geography teacher candidates enrolled in non-thesis master's degree programs towards the teaching profession based on various socio-cultural factors. The study found that (1) female candidates had a more positive attitude on average, (2) there was no difference based on employment status, and (3) reasons for choosing geography as a subject did influence attitudes towards teaching. The document provides context on teacher training programs in Turkey and defines key terms like attitude before detailing the study methods and findings.
An Analysis of the Relationship between in-service Teachers’ Efficacy Levels,...inventionjournals
This study aims to investigate the relationship between the attitudes of Physics, Chemistry and Biology teachers towards the constructivist approach to teaching and towards their profession, and their efficacy levels. 1958 high school teachers within the Ministry of National Education from several cities in Turkey participated in the study. Data were gathered through Ohio Teacher Efficacy Scale (Tschannen-Moran & Woolfolk-Hoy, 2001; Baloglu&Karadag, 2008), Constructivist Approach Attitude Scale (Balim, Kesercioglu, Inel&Evrekli, 2002) and Attitudes Towards Teaching Profession Scale (Cetin, 2006) in order to find out whether there was a statistically significant relationship between teachers’ attitudes and their efficacy levels. Results showed that there existed a positive statistically significant correlation between the attitudes and the efficacy levels. Namely, as the participants’ efficacy levels increased, their attitudes towards teaching profession and towards the constructivist approach to teaching increased, as well.
This study examined the work motivation levels of primary school teachers in Istanbul, Turkey. A survey was administered to 343 primary school teachers across 14 schools. The results found that the average work motivation score was 41.84 out of 90, indicating a generally low level of motivation. Work motivation did not vary by gender, age, or marital status. The study aimed to evaluate factors that influence teacher motivation to help increase motivation levels.
This study examined the work motivation levels of primary school teachers in Istanbul, Turkey. A survey was administered to 343 primary school teachers across 14 schools. The results found that the average work motivation score was 41.84 out of 90, indicating a generally low level of motivation. Work motivation did not vary by gender, age, or marital status. The study aimed to understand factors that influence teacher motivation in order to improve education quality and student success.
The document discusses curriculum development and assessment approaches. It notes that curriculum has four dimensions: aims, content, organization of learning activities, and evaluation. Previously, Turkey took a behaviorist approach but now uses a cognitive approach. This has impacted teaching methods, assessment, and the evaluation component of curricula. The document also discusses different types of assessment (diagnostic, formative, summative) and notes that performance assessment is important but teachers face difficulties in preparing and implementing performance tasks. The study aimed to determine these difficulties by interviewing and observing teachers. It found teachers struggle with determining appropriate topics and criteria for tasks, and lack knowledge in preparing rubrics. They also face issues with implementation like classroom size, time, resources,
The document summarizes a study that examined the attitudes of secondary school teachers in Pakistan towards the teaching profession. Some key findings from the study include:
1. The majority of secondary school teachers did not have a positive attitude towards the teaching profession based on their scores on an attitude scale.
2. Female teachers had a more positive attitude than male teachers, and teachers in public schools had a more positive attitude than those in private schools.
3. Teachers working in rural areas had a more positive and committed attitude compared to those working in urban areas.
So in summary, the study found that several factors like gender, type of school, and location were related to the attitudes secondary school teachers held towards their profession
Effects of students attitude towards teaching professionArul Sekar J.M.
The purpose of this study was to examine the interaction effects of gender and programs of study on attitudes of
postgraduate diploma in teaching (PGDT) students towards the teaching profession. The main aim of the study
was to find out whether there are any significant interaction effects of gender and programs of study of PGDT
students’ attitude towards the teaching profession. A descriptive survey was carried out among PGDT students
during the year 2016/2017 regular session with a population of 371 students. The survey was conducted between
science and non-science students in the department of teacher education at Mekelle University, Ethiopia. Using
a stratified random sampling method, 130 student-teachers were selected as samples for the study. A scale entitled
“attitude towards teaching profession” was developed and validated by the researchers based on established
procedures in the literature (Aliyu Musa and Ado Abdu Bichi, 2015). A scale contained 15 items to be scored on
the five-point Likert scale as Strongly Agree (SA), Agree (A), Neutral(N), Disagree (D) and Strongly Disagree
(SD) was used. The data analysis of descriptive statistics through quantitative analysis by computing SPSS 16.0
(Statistical Package for the Social Sciences) for Windows 10 was employed. Statistical techniques which include
percentage analysis for levels, mean, standard deviation, and two-way analysis of variance (ANOVA) were also
used for data analysis and interpretation. The findings of the two-way ANOVA demonstrated that there are no
significant interaction effects of gender and programs of study on attitude towards the teaching profession of
PGDT students. Correlation analysis of gender and programs of a study indicated that the student teachers’
attitude towards the teaching profession was positively related to gender and programs of study.
After The Content Course An Expert-Novice Study Of Disciplinary Literacy Pra...Carmen Pell
This study examined how teacher candidates learn disciplinary practices from content experts in history and economics courses, and how they enact those practices during field placements. Researchers analyzed data from teacher candidates' card sorting activities, interviews, classroom artifacts, and observations. The findings provide insights into how teacher candidates are prepared in social studies. Teacher candidates organized U.S. history curriculum primarily through chronology, with few connections between events. Their organization differed from disciplinary experts. The study aims to understand how teacher candidates develop specialized knowledge and literacy practices from experts to meet advanced social studies demands.
This research aimed to reveal the views of secondary school students on ideal teacher qualifications. For this purpose, research was carried out in a phenomenological pattern, which is one of the qualitative research methods. The study was carried out with 76 students who were studying in a secondary school in the 2017-2018 academic year. The data were obtained with the repertory grid technique and interview technique. As a result of the analysis of the data, it was seen that the qualifications of the teachers considered ideal by the participants were among the general competencies of the teaching profession. According to the results of this research, ideally, teachers are expected to provide good and fun lessons, not discriminate among students, be friendly and calm in communications with students, and ensure discipline and democracy in the classroom environment.
An Analysis of the Relationship between in-service Teachers’ Efficacy Levels,...inventionjournals
This study aims to investigate the relationship between the attitudes of Physics, Chemistry and Biology teachers towards the constructivist approach to teaching and towards their profession, and their efficacy levels. 1958 high school teachers within the Ministry of National Education from several cities in Turkey participated in the study. Data were gathered through Ohio Teacher Efficacy Scale (Tschannen-Moran & Woolfolk-Hoy, 2001; Baloglu&Karadag, 2008), Constructivist Approach Attitude Scale (Balim, Kesercioglu, Inel&Evrekli, 2002) and Attitudes Towards Teaching Profession Scale (Cetin, 2006) in order to find out whether there was a statistically significant relationship between teachers’ attitudes and their efficacy levels. Results showed that there existed a positive statistically significant correlation between the attitudes and the efficacy levels. Namely, as the participants’ efficacy levels increased, their attitudes towards teaching profession and towards the constructivist approach to teaching increased, as well.
This study examined the work motivation levels of primary school teachers in Istanbul, Turkey. A survey was administered to 343 primary school teachers across 14 schools. The results found that the average work motivation score was 41.84 out of 90, indicating a generally low level of motivation. Work motivation did not vary by gender, age, or marital status. The study aimed to evaluate factors that influence teacher motivation to help increase motivation levels.
This study examined the work motivation levels of primary school teachers in Istanbul, Turkey. A survey was administered to 343 primary school teachers across 14 schools. The results found that the average work motivation score was 41.84 out of 90, indicating a generally low level of motivation. Work motivation did not vary by gender, age, or marital status. The study aimed to understand factors that influence teacher motivation in order to improve education quality and student success.
The document discusses curriculum development and assessment approaches. It notes that curriculum has four dimensions: aims, content, organization of learning activities, and evaluation. Previously, Turkey took a behaviorist approach but now uses a cognitive approach. This has impacted teaching methods, assessment, and the evaluation component of curricula. The document also discusses different types of assessment (diagnostic, formative, summative) and notes that performance assessment is important but teachers face difficulties in preparing and implementing performance tasks. The study aimed to determine these difficulties by interviewing and observing teachers. It found teachers struggle with determining appropriate topics and criteria for tasks, and lack knowledge in preparing rubrics. They also face issues with implementation like classroom size, time, resources,
The document summarizes a study that examined the attitudes of secondary school teachers in Pakistan towards the teaching profession. Some key findings from the study include:
1. The majority of secondary school teachers did not have a positive attitude towards the teaching profession based on their scores on an attitude scale.
2. Female teachers had a more positive attitude than male teachers, and teachers in public schools had a more positive attitude than those in private schools.
3. Teachers working in rural areas had a more positive and committed attitude compared to those working in urban areas.
So in summary, the study found that several factors like gender, type of school, and location were related to the attitudes secondary school teachers held towards their profession
Effects of students attitude towards teaching professionArul Sekar J.M.
The purpose of this study was to examine the interaction effects of gender and programs of study on attitudes of
postgraduate diploma in teaching (PGDT) students towards the teaching profession. The main aim of the study
was to find out whether there are any significant interaction effects of gender and programs of study of PGDT
students’ attitude towards the teaching profession. A descriptive survey was carried out among PGDT students
during the year 2016/2017 regular session with a population of 371 students. The survey was conducted between
science and non-science students in the department of teacher education at Mekelle University, Ethiopia. Using
a stratified random sampling method, 130 student-teachers were selected as samples for the study. A scale entitled
“attitude towards teaching profession” was developed and validated by the researchers based on established
procedures in the literature (Aliyu Musa and Ado Abdu Bichi, 2015). A scale contained 15 items to be scored on
the five-point Likert scale as Strongly Agree (SA), Agree (A), Neutral(N), Disagree (D) and Strongly Disagree
(SD) was used. The data analysis of descriptive statistics through quantitative analysis by computing SPSS 16.0
(Statistical Package for the Social Sciences) for Windows 10 was employed. Statistical techniques which include
percentage analysis for levels, mean, standard deviation, and two-way analysis of variance (ANOVA) were also
used for data analysis and interpretation. The findings of the two-way ANOVA demonstrated that there are no
significant interaction effects of gender and programs of study on attitude towards the teaching profession of
PGDT students. Correlation analysis of gender and programs of a study indicated that the student teachers’
attitude towards the teaching profession was positively related to gender and programs of study.
After The Content Course An Expert-Novice Study Of Disciplinary Literacy Pra...Carmen Pell
This study examined how teacher candidates learn disciplinary practices from content experts in history and economics courses, and how they enact those practices during field placements. Researchers analyzed data from teacher candidates' card sorting activities, interviews, classroom artifacts, and observations. The findings provide insights into how teacher candidates are prepared in social studies. Teacher candidates organized U.S. history curriculum primarily through chronology, with few connections between events. Their organization differed from disciplinary experts. The study aims to understand how teacher candidates develop specialized knowledge and literacy practices from experts to meet advanced social studies demands.
This research aimed to reveal the views of secondary school students on ideal teacher qualifications. For this purpose, research was carried out in a phenomenological pattern, which is one of the qualitative research methods. The study was carried out with 76 students who were studying in a secondary school in the 2017-2018 academic year. The data were obtained with the repertory grid technique and interview technique. As a result of the analysis of the data, it was seen that the qualifications of the teachers considered ideal by the participants were among the general competencies of the teaching profession. According to the results of this research, ideally, teachers are expected to provide good and fun lessons, not discriminate among students, be friendly and calm in communications with students, and ensure discipline and democracy in the classroom environment.
One of the most important elements involved in the development of countries is teachers. Therefore, developing countries should pay attention to training good teachers. Thus, the purpose of this study was to present the opinions of teachers and prospective teachers on the “teaching experience” course. The study is based on a qualitative research. The data were collected from 84 teachers in Şanlıurfa, an eastern city of Turkey and 88 prospective teachers (undergraduate seniors) studying at Mersin University, Turkey. Semi-structured interview form was utilized to collect the required data. Besides, content analysis was applied in the study. The data have been expressed in numbers. Results have displayed that there are problems arising from the stakeholders in the “teaching experience” lesson. The types of schools attending internships are not inclusive. Not all stakeholders are working cooperatively. Moreover, the following suggestions were accordingly put forward: 1) The internship duration can be extended; 2) Applications covering all types of schools should be added; and 3) Stakeholders should be encouraged to work in a collaborative way.
An Analysis Of The Units Quot I M Learning My Past Quot And Quot The Pl...Kelly Lipiec
This study analyzed two units ("I'm Learning My Past" and "The Place Where We Live") from a 4th grade Turkish social studies textbook based on critical thinking standards. The researchers conducted a qualitative document analysis of the units using themes related to critical thinking standards like clarity, accuracy, relevance, sufficiency, depth, and precision. They found that the textbook activities generally met standards of clarity, accuracy, relevance, and sufficiency, but only partially met standards of depth and precision. The researchers recommend that social studies textbooks be developed according to critical thinking standards in order to improve students' higher-order thinking skills and the overall quality of education.
1) This study examines the level of effectiveness of social studies teachers in teaching at Bataan National High School for the 2012-2013 school year. It aims to determine how teacher characteristics, student characteristics, and school facilities affect teacher effectiveness.
2) The study surveyed 22 social studies teachers and their students. It assessed teacher effectiveness using a performance appraisal and examined relationships between teacher effectiveness and other factors.
3) The results of this study could help teachers identify strengths and weaknesses, help students and administrators evaluate the curriculum and teaching methods, and provide a basis for future research on social studies teacher effectiveness.
The aim of this research was to examine graduate thesis studies conducted in
the field of special education in Turkey about special education teachers in
terms of various variables. In the thesis scanning center of the Council of
Higher Education Center (YOK), it was determined that 89 graduate thesis
studies in the special education field were conducted. Yet, due to the reason
that six of them did not have access permissions, 83 graduate thesis studies
were examined. Of the postgraduate thesis examined, 79 of them are master's
and four are doctoral dissertations. As a result of the research, it was
determined that most of the graduate thesis studies were conducted in 2019.
Moreover, when the distribution of universities is examined it has been
observed that most of the graduate thesis were studied at Necmettin Erbakan
University and Marmara University, and most of the thesis advisor titles are
Assist. Prof. Dr. It was concluded that most of the postgraduate thesis were
carried out in the Special Education Department and when the methods used
in the studies were examined, it was noted that the quantitative method was
preferred the most. Considering the research models used in the studies, it
was concluded that the correlational survey model was used the most and the
sources used in the graduate thesis were mainly domestic sources.
factors-affecting-the-development-of-mathematical-knowledge-for-teaching-and-...AKSHATHA C S
This document discusses factors that influence the development of mathematical knowledge for teaching (MKT) and mathematical beliefs (MB) of prospective primary school teachers. It provides background on MKT and MB, describing them as types of knowledge that influence teaching effectiveness. MKT includes mathematical content knowledge and pedagogical content knowledge. MB can be instrumental, platonic, or constructivist. The document also discusses factors like educational background, material support, and social relationships that can influence knowledge acquisition in teacher education programs. The purpose is to examine factors influencing MKT development and MB of prospective primary teachers.
IMPACT OF TEACHER CHARACTERISTICS ON STUDENTS ACADEMIC PERFORMANCE IN PUBLIC...Kimberly Williams
This document summarizes a study that examined the impact of teacher characteristics on student academic performance in public secondary schools in Nigeria. The study used a survey design and collected data from 400 students across 3 schools. The findings showed that teachers' knowledge of the subject matter and teaching method had a significant positive relationship with student academic performance. Specifically, teachers who demonstrated mastery of the subject content, answered student questions well, and used varied teaching methods like field trips had a stronger impact on student learning and exam scores compared to those who relied solely on lectures. The study recommends ongoing teacher evaluation and professional development to help ensure teachers are effectively carrying out their duties.
he objective this study was to determine whether music teacher candidates’
attitudes towards the teaching profession in Turkey differ with respect to
different variables. In this direction, a meta-analysis study was carried out on
the pre-service music teachers’ attitudes towards their profession. The study
consists of 12 studies chosen with predetermined criteria. Since the effect
sizes of these studies display a heterogeneous structure, the random effects
model was conducted. Effect sizes in the random effects model were
calculated by using Hedges g coefficient with 12 studies for gender and nine
studies for the form of high school graduated. Taking the results of the
findings into consideration, it was concluded that the attitudes of female
music teacher candidates towards the teaching profession are more positive
than male candidates. There is no difference between Fine Arts and other
high schools regarding the variable of the form of high school.
Teacher Professional Competence and Elementary School Student Creativity in S...AJHSSR Journal
ABSTRACT: The implementation of the 2013 Curriculum in the primary school education system in
Indonesia aims to develop students' creativity as one of the 21st-century skills. This research describes the
correlation between the teachers’ professional competence and the primary school students’ creativity. The
problem in this research is whether the students’ creativity is correlated with the teachers’ professional
competence in primary schools. Data were collected by distributing questionnaires to 1281 students in 26
primary schools. The teachers’ professional competence questionnaire consists of 6 items while the students’
creativity questionnaire consists of 14 items. The research samples were taken at simple random. The data
analysis method used Spearman correlation description analysis. Based on the results of the Spearmen
correlation test, it was found that: (1) there was a significant correlation between the teachers’ professional
competence and the elementary school students’ creativity; (2) category of correlation between the teachers’
professional competence and the students’ creativity was weak; (3) the direction of the correlation between the
teachers’ professional competence and the students’ creativity was positive. The correlation between the
teachers’ pedagogic competence and the students’ creativity shows the need for efforts to increase the teachers’
professional competence to increase the primary school students’ creativity.
KEYWORDS -competence, creativity, primary school, professional, teacher
Curriculum Management as Strengthening Pancasila Students ProfilesAJHSSR Journal
ABSTRACT: The independent curriculum as a revolutionary curriculum in Indonesia has many
implementations, one of which is strengthening the Pancasila student profile project. Globalization and
industrial revolution 4.0 have encouraged the government to instill students' morals with Pancasila values.
Curriculum management as a basis for implementing a program is very much needed. In fact, not all educational
units understand and interpret this profile project correctly. Therefore, researchers conducted research to analyze
curriculum management related to planning, implementing, and evaluating of strengthening the Pancasila
student profile project at State JHS 1 Getasan. The research method used is qualitative research, where
interviews, observations and documentation are carried out to strengthen the findings. The results of this
research illustrate that curriculum management is meaningful for the sustainability of profile projects. Planning,
implementation, evaluation and follow-up need to be improved in the areas of collaboration, communication,
and additional references. Therefore, it is hoped that this research can become an illustration and reference for
improving curriculum management to strengthen the profile of Pancasila students.
Keywords–curriculum management, education, Pancasila Students’ Profile, character, diversity.
Degree of creative teaching skills used by teachers practicing social studies...Alexander Decker
1) The document discusses a study that aimed to determine the degree to which social studies teachers in Jordan use creative teaching skills and how their qualifications, experience, and gender affect these skills.
2) The study found that social studies teachers had a large degree of creative teaching skills overall. It also found statistically significant differences based on qualifications, with masters degree holders having higher skills, and experience, with less experienced teachers having higher skills. No significant differences were found based on gender.
3) The study used a questionnaire to measure teachers' creative skills like lesson planning, content analysis, teaching methods, questioning techniques, and classroom management. It surveyed 145 teachers and analyzed results based on their qualifications, experience, and gender.
This study investigated the teaching materials used in social studies lessons in Turkey. A survey was administered to 160 social studies teachers to examine how various teacher characteristics influence their use of printed materials, audiovisual materials, and experience-giving teaching methods. The results showed that female teachers and teachers who received in-service training used printed materials and experience-giving methods significantly more than other groups. Teachers with 16 or more years of experience also used printed materials and experience-giving methods significantly more. Having sufficient teaching materials at school also positively influenced material usage. No significant relationships were found between material usage and a teacher's personal computer access or interest in technology.
Agricultural Teachers Professional Competencies For Working With Students Wi...Amy Roman
This document summarizes a study that aimed to identify the professional competencies of agricultural teachers working with students with special needs in Iran. In the first phase, the researchers identified six general competencies through analyzing literature: instruction design, professional development, professional ethics, cooperation, perceived student diversity, and technology. In the second phase, the researchers used the Delphi technique with agricultural teachers working at exceptional schools to identify 24 specific competencies, which were grouped into agricultural competencies and exceptional competencies. The study aims to help inform teacher training and recruitment to better support agricultural teachers in working with students with special needs.
This document discusses a study on the uses of pedagogical content knowledge (PCK) by social science teachers in classroom instruction at the elementary level in India. The study examined 30 social science teachers, 15 with a D.EL.Ed qualification and 15 with a B.Ed qualification. Data was collected through classroom observations using a schedule to assess teachers' use of general pedagogy, content knowledge, knowledge of student context and learners. The study found that while most teachers frequently used teaching strategies suited to student mental development, few used play-based techniques or analyzed student mistakes. It was also found that qualification level impacted some uses of PCK, with B.Ed teachers using some strategies more frequently. The study concluded
This document summarizes a study examining perceptions of administrators in higher education regarding inclusive education of Syrian refugee students. Administrators experienced incongruity due to differences in language, behavior, culture and education systems between Syrian and Turkish students. Inclusion was seen as a tool to integrate refugees into the Turkish education system and culture. Administrators had no preparation for inclusion and learned through experience and improvisation. The study concluded inclusion programs and orientation for refugees and administrators, as well as events promoting social interaction, could improve inclusion of Syrian refugees in higher education.
A comparative study of government and private secondary school teachers towar...Alexander Decker
This study compared the teaching attitudes of government and private secondary school teachers in India. 200 teachers were surveyed using the Teaching Attitude Scale. The results showed that government secondary school teachers had significantly higher attitudes towards teaching compared to private secondary school teachers. When comparing attitudes by gender within each school type, government male teachers had higher attitudes than females, while private female teachers had higher attitudes than males. The study aimed to understand differences in teaching attitudes that could impact the quality of education.
Analytical study of the professional qualifications of the teacher in the ara...Alexander Decker
This document analyzes 30 previous studies on the professional competencies of teachers in the Arab world. It finds that the most important competencies for Arab teachers are: lesson planning and implementation; human relations skills; entrepreneurial spirit; membership in educational associations; ability to review journals; upholding cultural values; specialization depth; good communication skills; fair treatment of students; commitment to time; self-learning; knowledge of multiple subjects; mastery of teaching material and methods; community service; participation in parent-teacher councils; relating lessons to real life; use of audiovisual aids; hygiene; and having a smiling face. The researcher recommends training, workshops, and seminars on necessary professional competencies and taking advantage of international experience
This document discusses the relationship between instructional leadership behaviors of high school principals and teachers' organizational commitment. It analyzes data collected from 441 teachers across 28 high schools in Istanbul, Turkey. The findings show that principals displayed instructional leadership behaviors most in setting and sharing school goals, and least in supporting and developing teachers. Teachers' organizational commitment was low in compliance but medium in identification and internalization. A negative correlation was found between principal behaviors and commitment in adaptation, while a positive correlation was found for identification and internalization. Establishing an organized instructional environment significantly predicted organizational commitment sub-dimensions.
Teachers' concerns about inclusive education in Ahmedabad, IndiaAshwini Tiwari
This study examined the concerns of 560 primary school teachers in Ahmedabad, India about including students with disabilities in their classrooms. The teachers reported being moderately concerned overall. They were most concerned about a lack of infrastructural resources and least concerned about a lack of social acceptance of students with disabilities. The teachers' concerns differed based on their gender, qualifications in special education, teaching experience, and the number of students with disabilities in their classes. The study aimed to identify teachers' concerns to help address barriers to inclusive education in India.
The degree of basic stage schools' teachers' practicing of personal, professi...Alexander Decker
This document summarizes a study that aimed to identify the degree to which teachers at basic stage schools in Jordan practice personal, professional, and social competencies. A questionnaire was developed and administered to 40 male and female teachers to measure these competencies. The study found that teachers generally practiced the competencies at a high level, with personal competencies being the highest and professional competencies the lowest. There were no significant differences found based on gender or academic qualification for most competencies, but personal competency practice was higher for bachelor's degree holders. The study recommends experience sharing to enhance competencies for teachers of deaf students.
The document provides instructions for requesting writing assistance from HelpWriting.net. It outlines a 5-step process: 1) Create an account; 2) Complete a request form providing instructions, sources, and deadline; 3) Review bids from writers and select one; 4) Review the completed paper and authorize payment; 5) Request revisions to ensure satisfaction, with the option of a full refund for plagiarized work.
The document provides instructions for creating an account, submitting a request, and receiving writing assistance on the HelpWriting.net website. It outlines a 5-step process: 1) Create an account with an email and password. 2) Complete a request form with instructions, sources, and deadline. 3) Review bids from writers and choose one. 4) Review the completed paper and authorize payment. 5) Request revisions to ensure satisfaction, with a refund option for plagiarism. The instructions aim to guide users through obtaining writing help on the site.
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Semelhante a An Investigation Of Non-Thesis Master S Program Geography Teacher Candidates Attitudes Towards Teaching Profession Regarding Several Socio-Cultural Features
One of the most important elements involved in the development of countries is teachers. Therefore, developing countries should pay attention to training good teachers. Thus, the purpose of this study was to present the opinions of teachers and prospective teachers on the “teaching experience” course. The study is based on a qualitative research. The data were collected from 84 teachers in Şanlıurfa, an eastern city of Turkey and 88 prospective teachers (undergraduate seniors) studying at Mersin University, Turkey. Semi-structured interview form was utilized to collect the required data. Besides, content analysis was applied in the study. The data have been expressed in numbers. Results have displayed that there are problems arising from the stakeholders in the “teaching experience” lesson. The types of schools attending internships are not inclusive. Not all stakeholders are working cooperatively. Moreover, the following suggestions were accordingly put forward: 1) The internship duration can be extended; 2) Applications covering all types of schools should be added; and 3) Stakeholders should be encouraged to work in a collaborative way.
An Analysis Of The Units Quot I M Learning My Past Quot And Quot The Pl...Kelly Lipiec
This study analyzed two units ("I'm Learning My Past" and "The Place Where We Live") from a 4th grade Turkish social studies textbook based on critical thinking standards. The researchers conducted a qualitative document analysis of the units using themes related to critical thinking standards like clarity, accuracy, relevance, sufficiency, depth, and precision. They found that the textbook activities generally met standards of clarity, accuracy, relevance, and sufficiency, but only partially met standards of depth and precision. The researchers recommend that social studies textbooks be developed according to critical thinking standards in order to improve students' higher-order thinking skills and the overall quality of education.
1) This study examines the level of effectiveness of social studies teachers in teaching at Bataan National High School for the 2012-2013 school year. It aims to determine how teacher characteristics, student characteristics, and school facilities affect teacher effectiveness.
2) The study surveyed 22 social studies teachers and their students. It assessed teacher effectiveness using a performance appraisal and examined relationships between teacher effectiveness and other factors.
3) The results of this study could help teachers identify strengths and weaknesses, help students and administrators evaluate the curriculum and teaching methods, and provide a basis for future research on social studies teacher effectiveness.
The aim of this research was to examine graduate thesis studies conducted in
the field of special education in Turkey about special education teachers in
terms of various variables. In the thesis scanning center of the Council of
Higher Education Center (YOK), it was determined that 89 graduate thesis
studies in the special education field were conducted. Yet, due to the reason
that six of them did not have access permissions, 83 graduate thesis studies
were examined. Of the postgraduate thesis examined, 79 of them are master's
and four are doctoral dissertations. As a result of the research, it was
determined that most of the graduate thesis studies were conducted in 2019.
Moreover, when the distribution of universities is examined it has been
observed that most of the graduate thesis were studied at Necmettin Erbakan
University and Marmara University, and most of the thesis advisor titles are
Assist. Prof. Dr. It was concluded that most of the postgraduate thesis were
carried out in the Special Education Department and when the methods used
in the studies were examined, it was noted that the quantitative method was
preferred the most. Considering the research models used in the studies, it
was concluded that the correlational survey model was used the most and the
sources used in the graduate thesis were mainly domestic sources.
factors-affecting-the-development-of-mathematical-knowledge-for-teaching-and-...AKSHATHA C S
This document discusses factors that influence the development of mathematical knowledge for teaching (MKT) and mathematical beliefs (MB) of prospective primary school teachers. It provides background on MKT and MB, describing them as types of knowledge that influence teaching effectiveness. MKT includes mathematical content knowledge and pedagogical content knowledge. MB can be instrumental, platonic, or constructivist. The document also discusses factors like educational background, material support, and social relationships that can influence knowledge acquisition in teacher education programs. The purpose is to examine factors influencing MKT development and MB of prospective primary teachers.
IMPACT OF TEACHER CHARACTERISTICS ON STUDENTS ACADEMIC PERFORMANCE IN PUBLIC...Kimberly Williams
This document summarizes a study that examined the impact of teacher characteristics on student academic performance in public secondary schools in Nigeria. The study used a survey design and collected data from 400 students across 3 schools. The findings showed that teachers' knowledge of the subject matter and teaching method had a significant positive relationship with student academic performance. Specifically, teachers who demonstrated mastery of the subject content, answered student questions well, and used varied teaching methods like field trips had a stronger impact on student learning and exam scores compared to those who relied solely on lectures. The study recommends ongoing teacher evaluation and professional development to help ensure teachers are effectively carrying out their duties.
he objective this study was to determine whether music teacher candidates’
attitudes towards the teaching profession in Turkey differ with respect to
different variables. In this direction, a meta-analysis study was carried out on
the pre-service music teachers’ attitudes towards their profession. The study
consists of 12 studies chosen with predetermined criteria. Since the effect
sizes of these studies display a heterogeneous structure, the random effects
model was conducted. Effect sizes in the random effects model were
calculated by using Hedges g coefficient with 12 studies for gender and nine
studies for the form of high school graduated. Taking the results of the
findings into consideration, it was concluded that the attitudes of female
music teacher candidates towards the teaching profession are more positive
than male candidates. There is no difference between Fine Arts and other
high schools regarding the variable of the form of high school.
Teacher Professional Competence and Elementary School Student Creativity in S...AJHSSR Journal
ABSTRACT: The implementation of the 2013 Curriculum in the primary school education system in
Indonesia aims to develop students' creativity as one of the 21st-century skills. This research describes the
correlation between the teachers’ professional competence and the primary school students’ creativity. The
problem in this research is whether the students’ creativity is correlated with the teachers’ professional
competence in primary schools. Data were collected by distributing questionnaires to 1281 students in 26
primary schools. The teachers’ professional competence questionnaire consists of 6 items while the students’
creativity questionnaire consists of 14 items. The research samples were taken at simple random. The data
analysis method used Spearman correlation description analysis. Based on the results of the Spearmen
correlation test, it was found that: (1) there was a significant correlation between the teachers’ professional
competence and the elementary school students’ creativity; (2) category of correlation between the teachers’
professional competence and the students’ creativity was weak; (3) the direction of the correlation between the
teachers’ professional competence and the students’ creativity was positive. The correlation between the
teachers’ pedagogic competence and the students’ creativity shows the need for efforts to increase the teachers’
professional competence to increase the primary school students’ creativity.
KEYWORDS -competence, creativity, primary school, professional, teacher
Curriculum Management as Strengthening Pancasila Students ProfilesAJHSSR Journal
ABSTRACT: The independent curriculum as a revolutionary curriculum in Indonesia has many
implementations, one of which is strengthening the Pancasila student profile project. Globalization and
industrial revolution 4.0 have encouraged the government to instill students' morals with Pancasila values.
Curriculum management as a basis for implementing a program is very much needed. In fact, not all educational
units understand and interpret this profile project correctly. Therefore, researchers conducted research to analyze
curriculum management related to planning, implementing, and evaluating of strengthening the Pancasila
student profile project at State JHS 1 Getasan. The research method used is qualitative research, where
interviews, observations and documentation are carried out to strengthen the findings. The results of this
research illustrate that curriculum management is meaningful for the sustainability of profile projects. Planning,
implementation, evaluation and follow-up need to be improved in the areas of collaboration, communication,
and additional references. Therefore, it is hoped that this research can become an illustration and reference for
improving curriculum management to strengthen the profile of Pancasila students.
Keywords–curriculum management, education, Pancasila Students’ Profile, character, diversity.
Degree of creative teaching skills used by teachers practicing social studies...Alexander Decker
1) The document discusses a study that aimed to determine the degree to which social studies teachers in Jordan use creative teaching skills and how their qualifications, experience, and gender affect these skills.
2) The study found that social studies teachers had a large degree of creative teaching skills overall. It also found statistically significant differences based on qualifications, with masters degree holders having higher skills, and experience, with less experienced teachers having higher skills. No significant differences were found based on gender.
3) The study used a questionnaire to measure teachers' creative skills like lesson planning, content analysis, teaching methods, questioning techniques, and classroom management. It surveyed 145 teachers and analyzed results based on their qualifications, experience, and gender.
This study investigated the teaching materials used in social studies lessons in Turkey. A survey was administered to 160 social studies teachers to examine how various teacher characteristics influence their use of printed materials, audiovisual materials, and experience-giving teaching methods. The results showed that female teachers and teachers who received in-service training used printed materials and experience-giving methods significantly more than other groups. Teachers with 16 or more years of experience also used printed materials and experience-giving methods significantly more. Having sufficient teaching materials at school also positively influenced material usage. No significant relationships were found between material usage and a teacher's personal computer access or interest in technology.
Agricultural Teachers Professional Competencies For Working With Students Wi...Amy Roman
This document summarizes a study that aimed to identify the professional competencies of agricultural teachers working with students with special needs in Iran. In the first phase, the researchers identified six general competencies through analyzing literature: instruction design, professional development, professional ethics, cooperation, perceived student diversity, and technology. In the second phase, the researchers used the Delphi technique with agricultural teachers working at exceptional schools to identify 24 specific competencies, which were grouped into agricultural competencies and exceptional competencies. The study aims to help inform teacher training and recruitment to better support agricultural teachers in working with students with special needs.
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This document summarizes a study examining perceptions of administrators in higher education regarding inclusive education of Syrian refugee students. Administrators experienced incongruity due to differences in language, behavior, culture and education systems between Syrian and Turkish students. Inclusion was seen as a tool to integrate refugees into the Turkish education system and culture. Administrators had no preparation for inclusion and learned through experience and improvisation. The study concluded inclusion programs and orientation for refugees and administrators, as well as events promoting social interaction, could improve inclusion of Syrian refugees in higher education.
A comparative study of government and private secondary school teachers towar...Alexander Decker
This study compared the teaching attitudes of government and private secondary school teachers in India. 200 teachers were surveyed using the Teaching Attitude Scale. The results showed that government secondary school teachers had significantly higher attitudes towards teaching compared to private secondary school teachers. When comparing attitudes by gender within each school type, government male teachers had higher attitudes than females, while private female teachers had higher attitudes than males. The study aimed to understand differences in teaching attitudes that could impact the quality of education.
Analytical study of the professional qualifications of the teacher in the ara...Alexander Decker
This document analyzes 30 previous studies on the professional competencies of teachers in the Arab world. It finds that the most important competencies for Arab teachers are: lesson planning and implementation; human relations skills; entrepreneurial spirit; membership in educational associations; ability to review journals; upholding cultural values; specialization depth; good communication skills; fair treatment of students; commitment to time; self-learning; knowledge of multiple subjects; mastery of teaching material and methods; community service; participation in parent-teacher councils; relating lessons to real life; use of audiovisual aids; hygiene; and having a smiling face. The researcher recommends training, workshops, and seminars on necessary professional competencies and taking advantage of international experience
This document discusses the relationship between instructional leadership behaviors of high school principals and teachers' organizational commitment. It analyzes data collected from 441 teachers across 28 high schools in Istanbul, Turkey. The findings show that principals displayed instructional leadership behaviors most in setting and sharing school goals, and least in supporting and developing teachers. Teachers' organizational commitment was low in compliance but medium in identification and internalization. A negative correlation was found between principal behaviors and commitment in adaptation, while a positive correlation was found for identification and internalization. Establishing an organized instructional environment significantly predicted organizational commitment sub-dimensions.
Teachers' concerns about inclusive education in Ahmedabad, IndiaAshwini Tiwari
This study examined the concerns of 560 primary school teachers in Ahmedabad, India about including students with disabilities in their classrooms. The teachers reported being moderately concerned overall. They were most concerned about a lack of infrastructural resources and least concerned about a lack of social acceptance of students with disabilities. The teachers' concerns differed based on their gender, qualifications in special education, teaching experience, and the number of students with disabilities in their classes. The study aimed to identify teachers' concerns to help address barriers to inclusive education in India.
The degree of basic stage schools' teachers' practicing of personal, professi...Alexander Decker
This document summarizes a study that aimed to identify the degree to which teachers at basic stage schools in Jordan practice personal, professional, and social competencies. A questionnaire was developed and administered to 40 male and female teachers to measure these competencies. The study found that teachers generally practiced the competencies at a high level, with personal competencies being the highest and professional competencies the lowest. There were no significant differences found based on gender or academic qualification for most competencies, but personal competency practice was higher for bachelor's degree holders. The study recommends experience sharing to enhance competencies for teachers of deaf students.
Semelhante a An Investigation Of Non-Thesis Master S Program Geography Teacher Candidates Attitudes Towards Teaching Profession Regarding Several Socio-Cultural Features (20)
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Here are the key points of support that will be provided for the new Kappa chapter
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Importance Of Secondary Speech And English EducJoaquin Hamad
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The document discusses the emergence of nationalism in the 19th century. It began as a replacement for religion as the main unifying force. The French Revolution is seen as the first emergence of modern nationalism. Renaissance and Protestant Reformation ideas also contributed to rising European nationalism. The document then discusses the recorded history of Bangladesh and how it was ruled by various powers until nationalism grew in the 19th century and fueled movements for independence from British rule.
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Napoleon was a great military leader who modernized the French army and established the Napoleonic Code. He rose to power as a general during the French Revolution and established himself as emperor of France through a series of military victories across Europe. However, his overconfidence led to his downfall, as he was eventually defeated and exiled due to overextending his armies.
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This document discusses transracial adoption and the debates surrounding it. It provides background on transracial adoption, which involves adopting children of a different race. It notes celebrities like Angelina Jolie and Brad Pitt who have adopted children of varied races. The document also discusses arguments for and against transracial adoption. Those against it argue children may struggle without learning skills to cope with racism from parents of their own race. Those for it argue love and stability in a family are most important, and same-race matching can delay adoption.
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
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Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
An Investigation Of Non-Thesis Master S Program Geography Teacher Candidates Attitudes Towards Teaching Profession Regarding Several Socio-Cultural Features
1. US-China Education Review, ISSN 1548-6613
May 2011, Vol. 8, No. 5, 682-697
An Investigation of Non-Thesis Master’s Program Geography
Teacher Candidates’ Attitudes Towards Teaching Profession
Regarding Several Socio-Cultural Features
Adem Sezer, Hasan Kara
Uşak University, Uşak, Turkey
Adnan Pinar
Selçuk University, Konya, Turkey
The purpose of this study is to examine the attitudes of non-thesis master’s degree program: geography teacher
candidates towards teaching profession regarding several socio-cultural features. The study was conducted in
different universities with 218 geography teacher candidates enrolled in the geography education non-thesis
master’s degree program. The study was made by survey model. Data were collected by the “Attitude Scales
Towards Teaching Profession” developed by Çetin (2006) and “Personal Information Form” developed by the
authors. Data were analyzed by t-test, ANOVA (the one-way analysis of variance) (F) and LSD (least significant
difference) techniques. The results are given as follows: (1) The average of candidates’ attitude grades are in favor
of female candidates; (2) There is no difference between whether candidates work at a job; (3) According to
variables of the types of high school graduated, educational level of the parents, occupations, income level and
living place, there is no difference in candidates’ attitudes scores; and (4) Candidates’ enrolled in the geography
education non-thesis master’s degree program reason of preference influence on attitudes to teaching profession.
Keywords: geography, attitude, teaching occupation, socio-cultural, student
Introduction
Today, one of the basic requirements of existing as an individual or a society is to be able to develop
adopting to the rapid changes in all fields all over the world. The pathway to this development is the education
of the individual and the society in accordance with today’s conditions. The education process of the individual
starts with the birth. In this process, lots of information, skills, attitudes and values will be internalized. Some
of these internalizations will be realized through the own lives of the individuals and the support of another
person or persons is necessary for the realization of some other internalizations. The said other person may be
the parents, friends, media, environment or teachers. If the internalization takes place in accordance with
pre-determined purposes in order to create the required attitudes of the individual, this is called teaching. The
places where teaching takes place in a planned and programmed form are schools (Eskicumalı, 2002, p. 8).
The planned, controlled organized teaching activities in the schools are called education (Erden, 1998, p. 20).
The specialized persons who carry out the teaching activities in formal education institutions are called teachers
Adem Sezer, Ph.D., assistant professor, Faculty of Education, Uşak University.
Hasan Kara, Ph.D., assistant professor, Faculty of Sciences and Arts, Uşak University.
Adnan Pinar, Ph.D., assistant professor, Faculty of Education, Selçuk University.
2. NON-THESIS MASTER’S DEGREE PROGRAM GEOGRAPHY TEACHER CANDIDATES’
ATTITUDE
683
(Eskicumalı, 2002, p. 8). In Article 43 of the Basic Code of National Education No. 1739, teaching is defined as a
specifically specialized profession carrying the education, teaching and the related management duties of the state.
Teaching will be defined as a vocational activity in professional status, requiring an academic study and formation
based on specialized knowledge and skills in its field, with social, cultural, economical, scientific and technologic
dimensions, related with the sector of education by Hacıoğlu and Alkan (1997, p. 24).
The teachers who perform the geography courses that are included in the curriculum of the secondary
education are called geography student teachers. Today in Turkey, geography student teachers will be educated
with the Program of Faculty of Education of five years and the non-thesis master’s degree program of one year
in which the graduates of Faculty of Arts and Sciences participate. In the program of the Faculty of Education,
there are two different applications being “3.5 + 1.5” years and five years. The students attending the program
of geography students program of five years in the Faculty of Education also attend the teacher formation
courses besides the courses starting in the first class. The students attending the program of “3.5 + 1.5” years in
the Faculty of Education attend the courses of the Faculty of Arts and Sciences during the first 3.5 years and the
teacher formation courses of the Faculty of Education during the last 1.5 years.
The graduates of the Faculty of Arts and Sciences attend the courses of teacher formation knowledge for a
short period term of one year and have the right to act as geography students teachers after the graduation from
the program. As the first application in the non-thesis master’s degree programs, of which the application
started in the academic year of 1998-1999, was carried out in three terms, this has been decreased to two terms
in the academic year of 2008-2009. There have been critics that the non-thesis master’s degree programs will
not be able to develop the love and spirit as well as the feeling of service related with the profession (Kavcar,
2002). The facts that the students receive the courses of geography student teacher formation during the first
two terms, that they make applications in the schools and that they participate in the KPSS examinations for the
teachers at the end of the same year, have caused great difficulties with regard to the application of the program.
The High Education Institution has announced that the non-thesis master’s degree programs have been ended as
of the end of the academic year 2009-2010, and a new system will be applied for the students attending the
Faculty of Arts and Sciences to become teachers.
The formation of a sound society is only possible with the orderly and regularly maintenance of the
education system in accordance with the requirements of the era. An education system can only be successful,
if qualified teachers take place in the system (Çeliköz & Çetin, 2004). The different dimensions of the
characteristics that a qualified teacher has to have, have been tried to be demonstrated in various studies
(Küçükahmet, 1999; Özdemir & Yalın, 1999). These studies emphasize that one of the significant factors that
secure the success in the teaching profession is the attitudes towards the teaching profession.
The teaching profession requires capacities related with general culture, field knowledge and pedagogical
formation (Eskicumalı, 2002, p. 12). The accumulated knowledge of the individuals who will act as teachers in
the field of their teaching, is not alone sufficient (Hoşgürür & Kılıç ve Dündar, 2002). Because a teacher does not
only give knowledge and skills; at the same time, the teacher will assist the individual to gain attitudes in certain
issues, interpret the knowledge neutrally, and use it during the process of self-realization (Dalgan, 1998, p. 42).
The basic element which can secure that the education in the school changes the behavior of the individual
in the required direction, is the teacher. The teacher has influence on the students with his/her enthusiasm,
personality, behavior, knowledge and determines if the students gain on positive or negative behavior. The
characteristics which the teacher is supposed to have during this process include general culture, field
3. NON-THESIS MASTER’S DEGREE PROGRAM GEOGRAPHY TEACHER CANDIDATES’
ATTITUDE
684
knowledge and knowledge of teaching profession. However, the sensual reactions of the teacher, especially the
attitudes of the teacher that are developed with regard to the profession are significant besides the said
capacities (N. Semerci & C. Semerci, 2004). Because the attitude of an individual with regard to the profession
is the leading factor effecting the professional success of the individual (Gürbüz & Kışoğlu, 2007).
Attitude will be defined as:
Attitude is a mental and nervous state of preparation that is formed as result of the life and experiences having a
directive or dynamic effect on the behavior of the individual against all objects and situations with which the individual
has contact. (as cited in Allport, 1935; Freedman, Sears, & Carlsmith, 1989, p. 276)
On the other hand, Tezbaşaran (1997) defined attitude as “A learned trend of positive or negative reaction
against certain objects, situations, institutions, concepts or other individuals”.
An attitude influences the thoughts, feelings and behavior of an individual through adapting them to each
other (Baykara Pehlivan, 2008). The positive attitude that a teacher candidate has towards the teaching
profession will affect the behavior to be demonstrated at the beginning of the profession as well as the
consistency of the feelings and all characteristics related with the teaching profession in a positive way. Varış
(1973) related the required success of an education system with the cognitive, sensual and motional
qualifications of the teachers who are a significant part of the system. Because the students will be effected
mostly by the approach and the way of interpretation of the events by the teacher rather than the subject being
explained by the teacher. Therefore, the ideal attitudes, emotional reactions, various habits and the approach
towards the students of the teacher are significant at a great extend (as cited in Şenel, 1999).
In Turkey, it is possible to find studies in the literature related with the determination of the attitudes of the
teacher candidates towards the profession in various teaching profession areas (Baykara Pehlivan, 2008;
Hoşgürür, Kılıç, & Dündar, 2002; Derman, Özkan, Gödek Altuk, & Mülazımoğlu, 2008; Köğce, Aydın, &
Yıldız, 2009). It is also possible to find studies in the literature that were made to determine the attitudes of the
students of non-thesis master’s degree program towards the teaching profession (Yüksel, 2004; Çakır, Kan, &
Sümbül, 2006; Gürbüz & Kışoğlu, 2007). But the geography teacher candidates of non-thesis master’s degree
program were not included in these studies.
The attitude developed towards a profession is the most significant determinative factor for the success of
the individual in the related profession. Therefore, it is important to know that the attitudes of the persons, who
will carry out the teaching profession that requires patience and sacrifice, towards the teaching profession. The
purpose of this study is to determine the attitudes of the geography teacher candidates attending the non-thesis
master’s degree program depending on some socio-cultural characteristics. Answers to the following standing
questions were searched in accordance with this general purpose.
Of the geography teacher candidates attending the non-thesis master’s degree program:
(1) What are their attitudes towards the teaching profession?
(2) Are there any differences between the attitudes towards the teaching profession depending on gender,
being employed in any profession, educational status of the parents, profession of the parents, monthly income of
the family, settlement unit of the family, the reason of preferring geography and geography students teaching?
4. NON-THESIS MASTER’S DEGREE PROGRAM GEOGRAPHY TEACHER CANDIDATES’
ATTITUDE
685
Method
Study Model
This study has been carried out with general scanning method. General scanning methods are
arrangements of scanning on a group, sample or sampling of the cosmos consisting of many elements generally
or a part thereof, in order to reach a judgment about the cosmos (Karasar, 2008, p. 79).
Cosmos and Sampling
The cosmos of the study are the geography teacher candidates attending the non-thesis master’s degree
program of the social sciences/educational sciences institutes, education of social fields, geography teaching of
the universities. As the sampling, totally 218 students were taken, who were in the class on the day of
application and enrolled in the geography students teaching non-thesis master’s degree program during the
academic year 2009-2010 of Afyon Kocatepe University, Atatürk University, Çanakkale 18 Mart University,
Marmara University, Selçuk University and Uşak University. The distribution of the geography teacher
candidates in accordance with the universities and the gender variable are given in Table 1.
Table 1
Distribution of the Geography Teacher Candidates Teaching in Accordance With the Universities and the
Gender Variable Who Are Included in the Sampling
University
Total
Atatürk Selçuk Çanakkale 18 Mart Uşak Afyon Kocatepe Marmara
Female
n 18 15 14 18 19 18 102
% 8.3 6.9 6.4 8.3 8.7 46.2 46.8
Male
n 24 23 17 19 12 21 116
% 11 10.6 7.8 8.7 5.5 9.6 53.2
Total
n 42 38 31 37 31 39 218
% 19.3 17.4 14.2 17 14.2 17.9 100
Data Collection Instrument
In the study, a questionnaire form consisting of two sections has been used in order to determine the
attitudes of the candidate teachers towards the teaching profession. In the first section of the questionnaire
form, the “Personal Information Form” developed by the researchers has been used, in order to determine the
socio-cultural characteristics of the geography teacher candidates. In this form, questions with the purpose of
determining the genders, educational status of the parents, profession of the parents, monthly income of the
family, settlement unit of the family, the state of employment in any profession, the reason of preferring
geography and geography students teaching, were included. In the second section of the questionnaire form, the
“Teaching Profession Attitude Scale” developed by Çetin (2006) has been used. The scale, of which the
reliability coefficient is 0.95 (Cronbach Alpha), consists of the sub-dimensions of love, value and harmony.
There are totally 35 attitude statements in the scale, 20 of which are positive and 15 are negative. These articles
have been scaled in five categories as “I agree definitely”, “I agree”, “I cannot decide”, “I do not agree” and “I
do not agree definitely”.
Analysis of Data
SPSS 13.0 program has been used for data analysis. In the analysis related with the socio-cultural
5. NON-THESIS MASTER’S DEGREE PROGRAM GEOGRAPHY TEACHER CANDIDATES’
ATTITUDE
686
characteristics of the geography teacher candidates, frequency distribution has been used. The frequency
distribution shows the data in figures and percent in order to describe the characteristics of the distribution of
the values or points related with one or more variables (Büyüköztürk, 2007, p. 21).
For the positive articles included in the scale related with the distribution of the attitudes of the geography
teacher candidates towards the teaching profession, the answers were graded as “I agree definitely”, 5; “I
agree”, 4; “I cannot decide”, 3; “I do not agree”, 2; and “I do not agree definitely”, 1. For the negative articles,
the grading was adversely (“I agree definitely”, 1; “I do not agree definitely”, 5). The attitude points of each
participant were determined totally and in relation with the sub-dimensions.
In the analysis of the data that were obtained with the application of attitude scale, t-test of un-related
(independent) samplings were used in order to determine if the attitudes of the geography teacher candidates
towards the teaching profession differ according to their genders, their states of employment in any profession.
Variance analysis (F-test) with one factor (direction) was used in order to determine if the attitudes differ
according to the educational status of the parents, profession of the parents, monthly income of the family,
settlement unit of the family, the reason of preferring geography and geography teaching. For unrelated
sampling, t-test will be used in order to test if the differences between the averages of two un-related samplings
are meaningful; and variance analysis will be used in order to test if the differences between the averages of
two un-related or more samplings are meaningfully different from zero (Büyüköztürk, 2007, pp. 40-47).
Findings
Findings Related With the Social-Cultural Characteristics of Geography Teacher Candidates of
Non-Thesis Master’s Degree Program
The distribution of the geography teacher candidates in accordance with the educational status of the
parents is given in Table 2.
Table 2
Distribution of the Geography Teacher Candidates in Accordance With the Educational Status of the Parents
Educational status
Mother Father
n % n %
Unalphabet yazmaz 39 17.9 7 3.2
Alphabet 33 15.1 12 5.5
Primary school 126 57.8 148 67.9
Secondary school 16 7.3 39 17.9
University 4 1.8 12 5.5
Total 218 100 218 100
In Table 2, it can be seen that the educational level of the mothers (57.8%) and fathers (67.9%) of the
geography teacher candidates is primary school level. In the second rank, analphabet for mothers with 17.9%
and secondary school level for fathers can be seen. With regard to the educational level of the mothers, we can
see in the third rank the group of which the mother is an analphabet and with regard to the educational level of
the fathers, we can see in the third rank alphabet father with 5.5% and the group that are university graduates.
The distribution of the geography teacher candidates in accordance to the professions of the mothers and
fathers is given in Table 3.
6. NON-THESIS MASTER’S DEGREE PROGRAM GEOGRAPHY TEACHER CANDIDATES’
ATTITUDE
687
Table 3
Distribution of the Geography Teacher Candidates in Accordance to the Professions of the Mothers and Fathers
Profession
Mother Father
n % n %
Housewife 204 93.6
Civil servant 2 0.9 18 8.3
Worker 3 1.4 23 10.6
Teacher 1 0.5 5 2.3
Farmer 33 15.1
Tradesman 1 0.5 12 5.5
Retired 6 2.8 92 42.2
Jobless 3 1.4
Freelance 19 8.7
Deceased 9 4.1
Others 1 0.5 4 1.8
Total 218 100 218 100
Accordingly, 93.6% of the geography teacher candidates have stated that their mothers are housewives. With
regard to the profession of the fathers, the greatest group is with 42.2%, of which the fathers are retired. In the second
rank, we see farmers (15.1%) and in the third rank we see the group of which the fathers are workers (10.6%).
The distribution of the geography teacher candidates in accordance with the monthly income status of the
families is given in Table 4.
Table 4
Distribution of the Geography Teacher Candidates in Accordance With the Monthly Income Status of the Families
Monthly income n %
Below 500 34 15.6
501-1,000 94 43.1
1,001-1,500 57 26.1
1,501-2,000 23 10.6
Over 2,001 10 4.6
Total 218 100
According to Table 4, the monthly income of more than the half of the parents of the geography teacher
candidates (58.7%) is 1,000 TL (Turkish Lira) or under. The rate of the geography teacher candidates of which
the families have an income of 2,001 TL or over is only 4.6%. Twenty-six point one percent of the families
have an income between 1,001-1,500 TL, 10.6% of the families have an income of 1,501-2,000 TL.
The distribution of the geography teacher candidates in accordance with the settlement units of the
families is given in Table 5.
When we examine Table 5, we see that most of the geography teacher candidates live in districts (31.7%),
cities (24.3%) and great cities (21.6%). The rate of the geography teacher candidates who live in villages is
13.8%, and who live in towns is 8.7%.
7. NON-THESIS MASTER’S DEGREE PROGRAM GEOGRAPHY TEACHER CANDIDATES’
ATTITUDE
688
Table 5
Distribution of the Geography Teacher Candidates in Accordance With the Settlement Units of the Families
Settlement unit n %
Village 30 13.8
Town 19 8.7
District 69 31.7
City 53 24.3
Great city 47 21.6
Total 218 100
The distribution of the geography teacher candidates in accordance with the graduated type of lyceum is
given in Table 6.
Table 6
Distribution of the Geography Teacher Candidates in Accordance With the Graduated Type of Lyceum
Graduated type of lyceum n %
General lyceum 191 87.6
Lyceum weighted with foreign language 7 3.2
Anadolu lyceum 7 3.2
Vocational lyceum 2 0.9
Lyceum with multi-program 6 2.8
Other 5 2.3
Total 218 100
In Table 6, it can be seen that 87.6% of the geography teacher candidates enrolled in the non-thesis
master’s degree program are graduates of general lyceums. There are seven (3.2%) geography teacher
candidates who are graduates of lyceums weighted with foreign language and Anadolu lyceums respectively.
Graduates of lyceums with multi-programs follow them with 2.3% and of vocational lyceums with 0.9%.
The distribution of the geography teacher candidates in accordance with their employment or
non-employment is given in Table 7.
Table 7
Distribution of the Geography Teacher Candidates in Accordance With Their Employment or Non-Employment
Employed in sector
Employed Non-employed
n % n %
41 18.8 177 81.2
Geography teacher in private sector 33 15.1
Employed in the field excluding teaching 2 0.9
Another job outside of field 6 2.8
In Table 7, it can be seen that 18.8% of the geography teacher candidates who have participated in the study
are attending the non-thesis master’s degree program and are employed at the same time. Fifteen point one percent
of the candidates who stated that they worked in any job as geography teachers in private sector and 2.8% in
another job outside of the field; two geography teachers stated that they worked in jobs outside of the field.
8. NON-THESIS MASTER’S DEGREE PROGRAM GEOGRAPHY TEACHER CANDIDATES’
ATTITUDE
689
The distribution of the geography teacher candidates in accordance with the reason of their preference of
geography as they were enrolled in the university is given in Table 8.
Table 8
Distribution of the Geography Teacher Candidates in Accordance With the Reason of Their Preference of
Geography
Reasons for preference of geography n %
Interest in geography 81 37.2
Wish to be a geographic 12 5.5
Wish to be a geography teacher 37 17
The fact that ÖSYS points were sufficient for this branch 80 36.7
Wish of the family 2 0.9
The thought that there might be alternative job possibilities 3 1.4
Others 3 1.4
Total 218 100
As it can be seen in Table 8, the interest for geography is in the first rank with 37.2% among the reasons of
preference of geography of the geography teacher candidates during enrollment in the university. In the second
rank is the fact that the ÖSYS (Student Selection and Placement Examination) points were sufficient for this
branch with 36.7%. The rate of the candidates who chose the geography department because they wished to be
geography teachers is 17%.
The distribution of the geography teacher candidates in accordance with the reasons of their preference to
be a geography teacher as they were enrolled in the university is given in Table 9.
Table 9
Distribution of the Geography Teacher Candidates in Accordance With the Reason of Their Preference to Be a
Geography Teacher
Reason of preference to a geography teacher n %
Interest in geography 125 57.3
Interest in teaching 51 23.4
Wish of the family 5 2.3
Easiness to find a job 12 5.5
Liking to teach 7 3.2
Not able to find another job in the field 13 6
Others 5 2.3
Total 218 100
Fifty-seven point three percent of the geography candidates participating in the study stated that their
interest in geography was effective in their choosing the geography teaching. The rate of the candidates who
wanted to be geography teachers due to the interest in teaching was 23.4%. Six percent of the geography
teacher candidates stated that they preferred to be geography teachers since they found no other job.
9. NON-THESIS MASTER’S DEGREE PROGRAM GEOGRAPHY TEACHER CANDIDATES’
ATTITUDE
690
Findings Related With the Attitudes of the Geography Teacher Candidates in the Non-Thesis Master’s
Degree Program Towards the Teaching Profession
The point averages of the geography teacher candidates in the non-thesis masters degree program towards
the teaching profession are given in Table 10.
Table 10
Point Averages of the Geography Teacher Candidates Towards the Teaching Profession
N
Minimum Maximum
X Ss
Possible Received Possible Received
Love 218 22 47 110 108 87.89 13.06
Value 218 8 21 40 38 33.23 3.09
Harmony 218 5 7 25 25 19.94 3.72
Total 218 35 90 175 168 141.06 17.47
In Table 10, it can be seen that the average attitude points of the geography teacher candidates towards the
teaching profession X is 141.06, considering that the highest possible point is 175, we can say that this point
is high. It can also be seen that the point averages related with the sub-dimensions of the scale, namely, love,
value and harmony, are very close to the possible highest points. Accordingly, it is possible to say that the
attitudes of the geography teacher candidates towards the teaching profession are relatively high.
The t-test results of the attitude point averages of the geography teacher candidates towards the teaching
profession in accordance with the gender are given in Table 11.
Table 11
T-Test Related With the Differences Between the Attitude Point Averages of the Geography Teacher Candidates
Towards the Teaching Profession in Accordance With the Variable Gender
Gender N X SD df t P
Love
Female 102 91.33 12.43
216 3.75 0.00
Male 116 84.87 12.89
Value
Female 102 34.16 2.37
216 4.34 0.00
Male 116 32.41 3.41
Harmony
Female 102 20.55 3.08
216 2.32 0.02
Male 116 19.39 4.14
Total
Female 102 146.05 15.91
216 4.09 0.00
Male 116 136.68 17.67
The attitudes of the geography teachers towards the teaching profession differ meaningfully in accordance
with the gender (t(216) = 4.09, P < 0.05). The attitudes of the female geography teacher candidates towards the
teaching profession ( X = 146.05) is more positive in comparison to the male geography teacher candidates ( X
= 136.68). Also in the love, value and harmony sub-dimensions of the attitudes towards the teaching profession,
the attitude point averages of the female geography teachers are higher than those of the male candidates. In
other words, we can say that the gender is a factor for the attitudes of the geography teacher candidates towards
the teaching profession.
The results of the F-test related with the differences between the attitude point averages of the geography
10. NON-THESIS MASTER’S DEGREE PROGRAM GEOGRAPHY TEACHER CANDIDATES’
ATTITUDE
691
teacher candidates towards the teaching profession in accordance with the educational status of the parents are
given in Table 12.
Table 12
F-Test Related With the Differences Between the Attitude Point Averages of the Geography Teacher
Candidates Towards the Teaching Profession in Accordance With the Educational Status of the Parents
Source of the change
Mother Father
Total squares df Mean squares F P Total squares df Mean squares F P
Groups 128.80 4 282,020 0.922 0.45 1,109.49 4 277.37 0.906 0.46
Groups internal 65,175.15 213 305.98 65,194.47 213 306.07
According to Table 12, the F-value that was determined through the testing of the differences between the
attitude point averages of the geography teacher candidates according to the profession of the mothers (0.922)
is not meaningful at the P > 0.05 level. Similarly, the F-value that was determined through the testing of the
difference between the attitude point averages of the geography teacher candidates according to the profession
of the fathers (0.906) is also not meaningful at the P > 0.05 level. According to these results, it can be said that
the educational status of the parents of geography teacher candidates is not effective on the formation of their
attitudes towards the teaching profession.
The results of the F-test related with the differences between the attitude point averages of the geography
teacher candidates towards the teaching profession in accordance with the professions of the parents are given
in Table 13.
Table 13
F-Test Related With the Differences Between the Attitude Point Averages of the Geography Teacher
Candidates Towards the Teaching Profession in Accordance With the Professions of the Parents
Source of the change
Mother Father
Total
squares
df Mean squares F P Total squares df Mean squares F P
Groups 63,863.89 6 406.67 1.344 0.23 62,223.10 9 453.42 1.516 0.14
Groups internal 66,303.96 211 302.67 66,303.96 208 299.15
According to Table 13, the F-value determined through the testing of the differences between the attitude
point averages of the geography teacher candidates according to the profession of the mothers (1.344) is not
meaningful at the P > 0.05 level. Similarly, the F-value determined through the testing of the differences
between the attitude point averages of the geography teacher candidates according to the profession of the
fathers (1.516) is also not meaningful at the P > 0.05 level. According to these results, it can be said that the
professions of the parents of geography teacher candidates are not effective on the formation of their attitudes
towards the teaching profession.
The results of the F-test related with the differences between the attitude point averages of the geography
teacher candidates towards the teaching profession in accordance with the monthly income of the parents are
given in Table 14.
11. NON-THESIS MASTER’S DEGREE PROGRAM GEOGRAPHY TEACHER CANDIDATES’
ATTITUDE
692
Table 14
F-Test Related With the Differences Between the Attitude Point Averages of the Geography Teacher
Candidates Towards the Teaching Profession in Accordance With the Monthly Income of the Parents
Source of the change Total squares df Mean squares F P
Between groups 1,348.55 4 337.143 1.106 0.355
Groups Internal 64,955.494 213 304.955
According to Table 14, the F-value determined through the testing of the differences between the attitude
point averages of the geography teacher candidates according to monthly income of the parents (1.106) is not
meaningful at the P > 0.05 level. In other words, it can be said that the monthly income of the parents of
geography teacher candidates is not effective on the formation of their attitudes towards the teaching profession.
The results of the F-test related with the difference between the attitude point averages of the geography
teacher candidates towards the teaching profession in accordance with the settlement unit of the parents are
given in Table 15.
Table 15
F-Test Related With the Differences Between the Attitude Point Averages of the Geography Teacher
Candidates Towards the Teaching Profession in Accordance With the Settlement Unit of the Parents
Source of the change Total squares df Mean squares F P
Between groups 799.300 4 199.825 0.650 0.628
Groups internal 65, 504.668 213 307.534
According to Table 15, the F-value determined through the testing of the differences between the attitude
point averages of the geography teacher candidates according to monthly income of the parents (0.650) is not
meaningful at the P > 0.05 level. In other words, it can be said that the settlement unit of the parents of
geography teacher candidates is not effective on the formation of their attitudes towards the teaching profession.
The results of the F-test related with the difference between the attitudes point averages of the geography
teacher candidates towards the teaching profession in accordance with the type of graduated school are given in
Table 16.
Table 16
F-Test Related With the Difference Between the Attitude Point Averages of the Geography Teacher Candidates
Towards the Teaching Profession in Accordance With the Type of Graduated School
Source of the change Total squares df Mean squares F P
Between groups 613.637 5 122.727 0.396 0.851
Groups internal 65, 690.331 212 309.860
According to Table 16, the F-value determined through the testing of the difference between the attitude
point averages of the geography teacher candidates according to monthly income of the parents (0.396) is not
meaningful at the P > 0.05 level. In other words, it can be said that the type of graduated school of geography
teacher candidates is not effective on the formation of their attitude towards the teaching profession.
The results of the t-test related with attitude point averages of the geography teacher candidates towards
the teaching profession in accordance with the employment in any type of job or non-employment are given in
Table 17.
12. NON-THESIS MASTER’S DEGREE PROGRAM GEOGRAPHY TEACHER CANDIDATES’
ATTITUDE
693
Table 17
T-Test Related With the Difference Between Attitude Point Averages of the Geography Teacher Candidates
Towards the Teaching Profession in Accordance With the Employment in Any Type of Job or Non-Employment
Job N X SD df t P
Attitude
Non-employed 177 141.14 17.93 216 0.127 0.899
Employed 41 140.75 15.54
The attitudes of the geography teacher attitudes towards the teaching profession do not differ meaningfully
in accordance with the employment or non-employment (t(216) = 0.127, P < 0.05). In other words, we can say
that the employment or non-employment is not a factor for the attitudes of the geography teacher candidates
towards the teaching profession.
The results of the F-test related with the differences between the attitude point averages of the geography
teacher candidates towards the teaching profession in accordance with the reason of preference of geography
are given in Table 18.
Table 18
F-Test Related With the Difference Between the Attitude Point Averages of the Geography Teacher Candidates
Towards the Teaching Profession in Accordance With the Reason of Preference of Geography
Source of the change Total squares df Mean squares F P
Between groups 6,276.697 6 1,046.116 3.677 0.002
Groups Internal 60,027.271 211 284.489
According to Table 18, the F-value determined through the testing of the differences between the attitude
point averages of the geography teacher candidates according to the reason of preference of geography (3.677) is
meaningful at the P < 0.05 level. LSD test was applied in order to determine between which groups (reasons of
preference of geography) the difference is. According to the obtained findings, it has been understood that it is
not to the benefit of the wish of the parents between the options the wish of the parents with ( X = 100), the
interest in geography ( X = 143.23), wish to be a geographic ( X = 139.08), wish to be a geography teacher ( X
= 143.91), ÖSS points ( X = 138.91) and others ( X = 158). Another difference is, it has been understood that it
is not to the benefit of the thought that there may be alternative job possibilities between the options there may
be alternative job possibilities with ( X = 123.33), the interest in geography, the wish to be a geography teacher
and other options. According to these results, we can say that the preference of geography is a factor for the
formation of the attitude of the geography teacher candidates towards the teaching profession.
The results of the F-test related with the difference between the attitude point averages of the geography
teacher candidates towards the teaching profession in accordance with the reason of preference to be geography
teacher are given in Table 19.
Table 19
F-Test Related With the Difference Between the Attitude Point Averages of the Geography Teacher Candidates
Towards the Teaching Profession in Accordance With the Reason of Preference to Be Geography Teacher
Source of the change Total squares df Mean squares F P
Between groups 13,510.016 6 2,251.669 8.999 0.000
Groups Internal 52,793.952 211 250.208
13. NON-THESIS MASTER’S DEGREE PROGRAM GEOGRAPHY TEACHER CANDIDATES’
ATTITUDE
694
According to Table 19, the F-value that was determined through the testing of the differences between the
attitude point averages of the geography teacher candidates according to the reasons of preference of geography
(8.999) is meaningful at the P < 0.01 level. LSD test was applied in order to determine between which groups
(reasons of preference of being geography teacher) the difference is. According to the obtained findings, it has
been understood that it is not to the benefit of the wish of the parents between the options the wish of the
parents ( X = 113), the interest in geography ( X = 142.23), interest in teaching ( X = 148.72), liking to teach
( X = 148.57), and others ( X = 121.84). It has been seen that it is not to the benefit of not being able to find
any job in the field between the options not being able to find any job in the field with ( X =121.84), interest in
geography, interest in teaching and liking to teach; not to the benefit of easiness to find a job between the
options the benefit of easiness to find a job, interest in geography and interest in teaching; to the benefit of
interest in teaching between the options interest in teaching and interest in geography. According to these
results, we can say that the preference of being geography teachers is a factor for the formation of the attitudes
of the geography teacher candidates towards the teaching profession.
Result and Discussion
The findings that were obtained through the analysis of the data collected for this study with the purpose
of examining the attitudes of non-thesis master’s degree program geography teacher candidates towards
teaching profession regarding several socio-cultural features, have been interpreted and the following results
were achieved.
The number of the male candidates among the geography teacher candidates is higher than the female
candidates. Similar findings are in question in the studies conducted in relation with geography teacher
candidates or teachers (Özey, 1998; Alım & Bekdemir, 2006; Sezer, 2009; Aladağ, 2003). In other words, the
rate of the male candidates is higher among those who prefer the geography departments of the universities.
The educational level of most of the parents of the geography teacher candidates is primary school. But the
rate of the analphabet mothers is so high that it cannot be ignored. If we consider that the rate of the analphabets
in the Turkish population is 7.67% according to the ADNKS (Address Based Population Registration System)
data, this result is more considerable.
Most of the mothers of the geography teacher candidates are housewives. The greatest group stated that the
fathers are retired. This is followed respectively by farmer, worker, freelance and civil servant. The distribution of
the geography teachers according to the profession of the parents is similar in the study of Aladağ (2003).
More than a half of the geography teacher candidates are children of families with a monthly income
below 1,000 TL. The rate of the geography teacher candidates of which the families have a monthly income
over 2,000 TL is only 4.6%. If we consider that the hunger limit of a family with four persons in our country is
almost 1,000 TL and the poverty limit is extremely above 2,000 TL (http://www.turkis.org.tr, 2010), we can
say that the geography teacher candidates consist of the children of families with lower income levels.
Generally, the teaching profession is chosen by the children of families of which the income level is low or
medium. It can be said that seeing a higher possibility of being employed as state personnel after completing
the university education is the basic factor in this issue.
The geography teacher candidates are mainly children of families who live in districts, cities and great
cities (77.6%). In accordance with the data of December 31, 2009, 75.5% of the Turkish population lives in the
centers of cities and districts, and 24.5% live in towns and villages (Tuik, 2010). In this regard, it can be said
14. NON-THESIS MASTER’S DEGREE PROGRAM GEOGRAPHY TEACHER CANDIDATES’
ATTITUDE
695
that there is a similarity between the distribution of the geography teacher candidates participating in the study
and the settlement unit of the families.
The rate of the candidates coming from any other type of lyceum except the general lyceums to the
Geography Department of the Faculty of Arts and Sciences is only 12.3% due to non-thesis masters’ degree
program. In other words, it can be said that the geography programs of the universities will be more preferred
by the graduates of general lyceums. It is a fact that the points of the Faculties of Arts and Sciences among the
faculties with integrated education in high education are low with regard to the employment difficulties after
graduation. In Turkey, the graduates of Science Lyceums, Anadolu Teacher Lyceum and Anadolu Lyceum
obtain higher points respectively during the placement in the universities after the secondary school. General
lyceums are the schools in which the students will be enrolled, who are not able to be placed in the above
mentioned types of lyceums in accordance with the system of transferring to the secondary education after
primary education with examination. The result is that the successful students of the general lyceums are able to
be placed mainly in the Faculties of Arts and Sciences.
Forty-one of the 218 geography teacher candidates of non-thesis master’s degree program participating in
the study stated that they worked also in another job, 33 of them were employed as geography teachers in the
private sector, 6 of them worked outside of field and 2 of them worked in fields outside of teaching field.
It is possible to say that the attitude of the geography teacher candidates participating in the study towards
the teaching profession is relatively high. This result is also valid for the love, value and harmony
sub-dimensions of the attitude. This state can be interpreted in such a way that the geography teacher
candidates have one of the most significant conditions that is necessary for the productivity in the execution
phase of the profession.
The attitude point of the female geography teacher candidates is higher than those of the male candidates.
In the study conducted by Alım and Bekdemir (2006), the gender has not been determined as a factor in the
attitudes of the geography teacher candidates towards the teaching profession. But there are findings in some
studies (Sözer, 1996; Kaya & Büyükkasap, 2005; Baykara Pehlivan, 2008; Köğce, Aydın, & Yıldız, 2009)
related with the attitudes of teacher candidates in different fields, that the gender is a factor. The opinion that
the teaching profession is more appropriate for females in our country due to the economical and social
conditions of today is very common. At the same time, the fact that the employment areas where females can
be employed are limited, may have caused the female geography teacher candidates to develop more positive
attitudes towards the profession.
For the attitudes of the geography teacher candidates, the educational status of the parents, profession of
the parents, monthly income of the family, settlement unit of the family, type of graduated lyceum are no
factors. Findings which state that the above mentioned socio-cultural characteristics are effective or not on the
attitudes of the geography teacher candidates towards the profession are in question. For example, the
differentiation between the attitude points in accordance with the educational status of the father was
determined in the study conducted by Baykara Pehlivan (2008) among class teacher candidates and at the same
time, it was determined that the educational status of the mother, profession of the parents and the economical
status of the families are not effective on the attitude towards the profession. Although the type of graduated
lyceum has not been determined as a factor of the attitude in study that was made by Üstün (2007) among
teachers of different branches, the type of lyceum has been determined as a factor in a similar study conducted
by Derman et al. (2008) among chemistry teachers. In the same study, a finding is in question that the
15. NON-THESIS MASTER’S DEGREE PROGRAM GEOGRAPHY TEACHER CANDIDATES’
ATTITUDE
696
educational level of the parents is not effective on the attitude towards the teaching profession.
One of the most important factors in the selection of the profession is the wishes and dreams of the individual
(Temel, 2006). Therefore, the reasons of preference of geography and teaching of the geography teacher
candidates are quite important. The interest in geography is in the first rank among the reasons of preference of
geography of the geography teacher candidates. However, the fact that 36.7% of the participants indicate that the
reason of preference is the insufficiency of the ÖSS points for the related program, is an issue to be considered. In
the study conducted by Özey (1998, p. 222) in the academic year of 1997-1998, it has been stated that 72% of the
students being educated in the Geography Departments and Major Geography Education programs were placed in
the related units with their own wishes and 28% were placed due to preference mistakes.
More than a half of the geography teacher candidates have stated that the reason for preferring to be a
geography teacher is their interest in geography. The candidates stating that the reason of preferring to be a
geography teacher is their interest in teaching are in the second rank and not being able to find a job in the field
is in the third rank.
It has been determined that the reasons of preference of the geography teacher candidates for geography
and geography teacher cause differentiations in their attitudes towards teaching. The attitude point averages of
the candidates, who stated that the reason of their preference for geography and geography teachers is the
wishes to be a teacher or the interest in teaching, are the highest. The results of the studies of Gürbüz and
Kışoğlu (2007) as well as Yumuşak et al. (2006) support the said finding.
The following recommendations can be made according to the results of this study:
(1) Arrangements must be made which secure that each individual can choose a profession in accordance
with his/her wishes in order to raise happy individuals; or more applications must take place during the
education related with the profession which have the purpose that the individual likes the profession and creates
positive attitudes;
(2) During the acceptance of the graduates of the Geography Department of the Faculties of Arts and
Sciences to the non-thesis master’s degree program, more attention must be paid to the selection of those who
like the teaching profession and who want to carry out this profession.
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