Research article    |    Open Access
International Journal on New Trends in Education and Their Implications 2014, Vol. 5(3) 80-89

Thoughts of Pre-Service Classroom Teachers on Teaching Profession

Tugba HOSGORUR,  Vural HOSGORUR

pp. 80 - 89

Publish Date: July 31, 2014  |   Single/Total View: 0/0   |   Single/Total Download: 0/0


Abstract

The purpose of this research is to identify the thoughts of pre-service teachers studying at the Department of Classroom Teaching, of the Faculty of Education at Muğla Sıtkı Koçman University on the teaching profession, as well as their reasons for selecting it. The data from the research patterned in line with the survey model were collected by means of opinion forms developed by the researchers. The data collection tool was administered to a total of 119 students, 73 of whom were in their 1st year and 46 in their 4th year of their study at the Department of Classroom Teaching, of the Faculty of Education at Muğla Sıtkı Koçman University. Based on the findings of the study, it was found out that more than half of the pre-service classroom teachers attending to the above programme did not select it because they loved the teaching profession, and they would be ready to quit the profession if/when appropriate conditions existed. The findings also showed that almost all pre-service teachers were concerned about their appointment as classroom teachers.

Keywords: Teaching profession, classroom teaching, pre-service teachers, teacher training


How to Cite this Article?

APA 7th edition
HOSGORUR, T., & HOSGORUR, Â.V. (2014). Thoughts of Pre-Service Classroom Teachers on Teaching Profession. International Journal on New Trends in Education and Their Implications, 5(3), 80-89.

Harvard
HOSGORUR, T. and HOSGORUR, Â. (2014). Thoughts of Pre-Service Classroom Teachers on Teaching Profession. International Journal on New Trends in Education and Their Implications, 5(3), pp. 80-89.

Chicago 16th edition
HOSGORUR, Tugba and   Vural HOSGORUR (2014). "Thoughts of Pre-Service Classroom Teachers on Teaching Profession". International Journal on New Trends in Education and Their Implications 5 (3):80-89.