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Öğretmen Adaylarının Öğretmenlik Mesleğine Dair Yeterliklerine İlişkin Algıları

Year 2017, Volume: 6 Issue: 2, 230 - 248, 09.10.2017

Aydın Balyer

https://doi.org/10.30703/cije.334295
Cited By: 2

Abstract

Bu çalışmanın temel amacı öğretmen adaylarının öğretmenlik mesleğine dair
yeterliklerine ilişkin algılarını belirlemektir. Araştırma nicel araştırma yöntemlerinden
tarama yöntemiyle yürütülmüştür ve örneklem 993 öğretmen adayından oluşmaktadır.
Veriler Foster‘in “Mesleğe Yeni Başlayan Öğretmenler İçin Standartlar” adlı
araştımasında geliştirmiş olduğu ve araştırmacı tarafından kültürümüze göre uyarlanan
“Hizmet Öncesi Öğretmenlerinin Yeterlik Algıları Ölçeği (INTASC Standards for
Beginning Teachers-2001) aracılığıyla ile toplanmıştır. Bu kapsamda katılımcılardan elde
edilen cevaplar beşli Likert ölçeğinde belirtilmiş ve ölçeğin Cronbach Alfa katsayısı .96
olarak hesaplanmıştır. Araştırmada aynı zamanda aritmetik ortalama ve standart sapma
değerleri de hesaplanmıştır. Bunun yanı sıra cinsiyet ve bölüm değişkenlerini belirlemek
üzere tek yönlü varyans analizi (One-way ANOVA) uygulanmıştır. Yine araştırmada
bağımsız grup farklılıklarını belirlemek için de MANOVA testi uygulanmıştır.
Araştırmada elde edilen sonuçlar, hizmet öncesi öğretmen adaylarının kendilerini
yeterli ve öğretmenlik mesleğine hazır algıladıklarını göstermektedir. Bu kapsamda
katılımcıların algıları söz konusu olduğunda, cinsiyete göre bir farklılık bulunmazken
bölüm değişkenine göre değişik farklılıkların bulunduğu sonucunda ulaşılmıştır.
Araştırma sonucunda ortaya çıkan bu durum, Yükseköğretim Kurulu (YÖK) ve Milli
Eğitim Bakanlığı (MEB) yetkilileri ya da karar vericilerinin sistem hakkında verecekleri
kararlar konusunda işbirliği içerisinde çalışarak ve en son yenilikleri de göz önünde
bulundurarak öğretmen yetiştirme sistemini bugünkü durumundan daha iyi bir yere
taşımaları hususunun önemli olduğu ve karar vericilerin bunu göz önünde
bulundurmaları önerilmektedir. 

Keywords

Öğretmen öğretmen adayı mesleki yeterlik öğretme öğrenme

References

  • Bandura, A. (1989). Social cognitive theory. In R. Vasta (Ed.), Annals of Child Development, (p.1-60). Greenwich, CT: JAI Press.
  • Baskan, G. A. , Yildiz, E. P., & Tok, G. (2013). Teacher training system in Finland and comparisons related to Turkey. Procedia-Social and Behavioral Sciences, 83, 1073-1076.
  • Bellah, R.N., Madsen, R., Sullivan, W.M. Swidler, A., & Tipton, S.M. (1985). Habits of the heart: Individualism and commitment in American life. New York: Harper & Row.
  • Boyer, E.L. (1997). Scholarship reconsidered: Priorities of the professoriate. San Francisco: Jossey-Bass.
  • Brauer, J. (2010). Teacher creativity and teacher professional competency, Teacher/Mentor, 1-22.
  • Cobb, V.L. (1999). An international comparison of teacher education. ERIC Digest No: ED436486.
  • Cochran-Smith, M. (2004). Taking stock in 2004: Teacher education in dangerous times. Journal of Teacher Education, 55(1), 3-7.
  • Coskun, E., Gelen, İ., & Öztürk, E. P. (2009). Türkçe ögretmeni adaylarinin ögretimi planlama, uygulama ve degerlendirme yeterlik algilari, An evaluation of competency perceptions of prospective Turkish teachers Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 6(12), 140-163.
  • Covey, S.R. (1989). The seven habits of highly effective people: Powerful lessons or personal change. New York: Simon & Schuster.
  • Çepni, S. (2010). Eğitim öğretimde kullanilan temel kavramlar, stratejiler ve öğrenme teorileriyle ilişkileri. Çepni, S. ve Akyıldız, S. (Ed.). (126-142), Öğretim ilke ve yöntemleri. Trabzon: Celepler Matbaacılık.
  • Darling-Hammond, L., & Bransford, J. (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco, CA: Jossey-Bass.
  • Dewey, J. (1916). Democracy and education. New York: Macmillan.
  • Diamond, L. (2006). Implementing and sustaining an effective reading program, the consortium on reading excellence, A CORE Briefing Paper, 1-14.
  • James, M., & Pollard, A. (2006). Principles for teaching and learning, in improving teaching and learning: A commentary by the teaching and learning research programme, Mary James and Andrew Pollard (ed.), 1-48.
  • Farrell, T.S.C. (2004). Reflective practice in action: 80 reflection breaks for busy teachers. Thousand Oaks, CA: Corwin Press.
  • Fook, Ch.Y. (2012). Best practices in teaching in higher education in United States: a case study. Procedia-Social and Behavioral Sciences, 46, 4817-4821.
  • Foster, E. (2001). INTASC Standards for beginning teachers, Texas University,1-2.
  • Friedman, T. L. (2005). The world is flat. New York: Farrar, Straus, and Giroux.
  • Fullan M., & Hargreaves, A. (Eds.). (1992). Teacher development and educational change. The Falmer Press, New York.
  • Garet, M. S.; Porter, A. C.; Desimone, L.; Birman., B. F., & Yoon. K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915-45.
  • Gay, G. (2005). A synthesis of scholarship in multicultural education. Naperville, IL: North Central Regional Educational Laboratory.
  • Gelen, İ., & Özer, B. (2008). Öğretmenlik mesleği genel yeterliklerine sahip olma düzeyleri hakkinda öğretmen adaylari ve öğretmenlerin görüşlerinin değerlendirilmesi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(9), 39-55.
  • Gökalp, M. (2016). Investigating classroom teaching competencies of pre service elementary mathematics teachers, Eurasia Journal of Mathematics, Science & Technology Education, 12(3), 503-512.
  • Gözütok, F. D. (1995). Öğretmenlerin demokratik tutumlari, Ankara: Ekin Yayıncılık.
  • Güven, S. (2010). Vocational education faculty students‘ impressions of practice teaching schools and teachers. Procedia-Social and Behavioral Sciences, 2, 2501-2505.
  • Hallman, S. R., Wenzel, S. A., & Fendt, C. R. (2004). Interim evaluation report: CMSI/CUSP elementary school development. Report B: The Specialist Report. Chicago: UIC CMSI Evaluation Project.
  • Hassard, J. (1999). Student’s experience in constructivist learning environments, http://scied.gsu.edu/Hassard/Teems.html, retrieved on 22.05.2012, 11:00.
  • Hawley, W. D., & L. Valli. (1999). The essentials of effective professional development. In teaching as the learning profession: handbook of policy and practice, (ed.) L. DarlingHammond & G. Sykes, San Fran cisco: Jossey-Bass. 127-150.
  • Haycock, K. (1998). Good teaching matters: How well qualified teachers can close the gap. Thinking K-16. 3(2), 3-16.
  • Hutcheson, G., & Sofroniou, N. (1999). The multivariate social scientist: Introductory statistics using generalized linear models, London and Thousand Oaks, 224-225.
  • Jangira, N. K. (1995). Rethinking teacher education, Prospects, 25(2), 261-272
  • Karacaoğlu, Ö. C.(2008). Öğretmenlerin yeterlilik algıları, The perceptions of teachers’ sufficiency Yüzüncü Yıl Üniversitesi, Eğitim Fakültesi Dergisi, 5(1), 70-97.
  • Karasar, N. (2004). Bilimsel araştirma yöntemi. Ankara: Nobel Yayın Dağıtım.
  • Kauchak, D., & Eggen, P. (2005). Introduction to teaching: Becoming a professional. Upper Saddle River, NJ: Pearson Education.
  • Köksal, N. (2013). Competencies in teacher education: Preservice teachers’ perceptions about competencies and their attitudes, Educational Research and Reviews, 8(6), 270-276.
  • Kösterelioğlu, İ., & Akın Kösterelioğlu, M. (2008). Stajyer öğretmenlerin mesleki yeterliklerini kazanma düzeylerine ilişkin algıları, Novice teachers’ perceptions of their competency acquisition SAÜ Fen Edebiyat Dergisi, 2, 257-275.
  • Küçükahmet, L. (1993). Öğretmen yetiştirme (Programları ve Uygulamaları). Ankara: Gazi Üniversitesi İletişim Fakültesi Matbaası.
  • Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491.
  • Laitsch, D., Heilman, E., & Shaker, P. (2002). Teacher education, pro-market policy and advocacy research. Teaching Education,13(3), 251-271.
  • Li, Z., & Lowe, J. (2006). Practice training in ınitial teacher education: Case study comparisons in England and China. Preparing Teachers for a Changing Context. Institute of Education, 3-6 May, London.
  • Mangin, M.M., & Stoelinga, S. R (2010). The future of instructional teacher leader roles, the Educational Forum, Kappa Delta Pi, 74, 49—62.
  • MEB (2006). Generic teacher competencies, Turkish Republic Ministry of National Education General Directorate of Teacher Training, Ankara, 1-61.
  • MEB (2008). Öğretmenlik yeterlikleri, öğretmenlik mesleği genel ve özel alan yeterlikleri,Ankara, MEB Yayınları.
  • Medley, D.M. (1982).Teacher competency testing and the teacher educator, Association of Teacher Educators and the Bureau of Educational Research in Charlottesville, 1-43.
  • Mentiş Taş, A. (2004). Sosyal bilgiler öğretmenliği eğitimi program standartlarının belirlenmesi. Determining standarts of teacher education in social sciences Eğitim Bilimleri Fakültesi Dergisi, 37(1), 28-51.
  • Naylor, D. A., Campbell-Evans, G., & Maloney, C. (2015). Learning to teach: What do pre-service teachers report? Australian Journal of Teacher Education, 40(11), 120–136. http://dx.doi.org/10.14221/ajte.2015v40n11.7
  • OECD (2010). Teachers’ professional development Europe in international comparison, Office for Official Publications of the European Union.
  • Özder, H., Konedralı, G., & Zeki, C. P. (2010). Öğretmen adaylarının öğretmenlik mesleğine yönelik tutumlarının çeşitli değişkenler açısından incelenmesi. The Relationship between the Teaching Profession Attitudes and Self-Esteem of Classroom Teachers. Kuram ve Uygulamada Eğitim Yönetimi, 16(2), 253-275.
  • Pedro, J. (2006). Taking reflection into the real world of teaching. Kappa Delta Pi Record, 42(3), 129-133.
  • PGG (2011). Professional growth guide for teacher candidates student teaching and ınternship 2010-2011, College of Education, University of Saskatchewan, 1-32.
  • Philips, D.C., & Soltis, J.F. (2005). Öğrenme: Perspektifler. (Soner Durmuş, Çev). Ankara, Nobel Yayın Dağıtım.
  • Rauduvaita, A, Lasauskiene, J., & Barkauskaite, M. (2015). Experience in teaching practice of pre-service teachers: Analysis of written reflections, Procedia-Social and Behavioral Sciences,191(2015),1048 -1053.
  • Richardson, V., &Placier, P. (2001). Teacher change. ın handbook of research on teaching, 4th ed. (ed.) V. Richard son, 905-47. New York: Macmillan.
  • Rogers, E.M. (2003). Diffusion of innovations (5th ed.). New York: Free Press.
  • Ross, J.A. (1992). Teacher efficacy and the effects of coaching on student achievement. Canadian Journal of Education, 17(1), 51-65.
  • Ros-Voseles, D., & Moss, L. (2007). The role of dispositions in the education of future teachers. Young Children 62(5), 90-98.
  • Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
  • Schön, D.A. (1996). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass.
  • Scherer, R. F., Wiebe, F. A., Luther, D. C., & Adams J. S. (1988). Dimensionality of coping: Factor stability using the ways of coping questionnaire. Psychological, Reports, 62, 763-770.
  • Selke, M., & Alouf, J. (2004). Position framework: ATE. Retrieved from http://www.ate1.org/pubs/ATE_Position_Frame.cfm
  • Strang, F.A. (1995). An analysis of self-ratings of teaching competencies and stressors of student teaching interns (Unpublished Thesis) Memorial university of Newfoundland.
  • Şahin, A.E. (2004). Meslek ve öğretmenlik, S. Veysel (Ed.). Öğretmenlik mesleğine giriş, Ankara: Anı Yayıncılık.
  • Tamhane, A. C. (1979). A comparison of procedures for multiple comparisons of means with unequal variances. Journal of the American Statistical Association, 74(366), 471-480.
  • TED. (2009). Öğretmen yeterlikleri. Ankara: Türk Eğitim Derneği Yayınları.
  • Vieira, A. L. (2011). Interactive LISREL in practice, getting started with a SIMPLIS Approach, Springer Heidelberg Dordrecht, London New York.
  • Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Pre-Service Teachers’ Perceptions of their Competency for the Teaching Profession

Year 2017, Volume: 6 Issue: 2, 230 - 248, 09.10.2017

Aydın Balyer

https://doi.org/10.30703/cije.334295
Cited By: 2

Abstract

The  main  purpose  of  this  research  was  to  discover  pre-service teachers’ perceptions of their competence and their readiness for the teaching profession. The research employed a survey method, and the  sample  consisted  of  993  pre-service  teachers.  The  data  were collected  through  the  Pre-Service  Teachers’  Competency  Scale (PTCS) adapted by the researcher based on Foster‘s research called “INTASC Standards for Beginning Teachers (2001)”. The responses were  indicated  on  a  5-point  Likert  scale  and  the  Cronbach  Alpha coefficient  was  .96  and  the  weighted  arithmetic  means  and  the standard  deviation  were  also  calculated.  The  one-way  variance analysis  (ANOVA)  was  implemented  to  determine  if  there  is  a significant difference in terms of gender and department. The one-way multivariate variance analysis (MANOVA) was also applied to assess differences between the independent groups. Results revealed that  the  pre-service  teachers  perceived  themselves  competent  and ready  for  their  career.  When  the  participants’  perceptions  are considered, there was a significant difference in departments, while there was not significant difference in terms of gender. It is suggested that the authorities of the Higher Education Council (YÖK) and the Ministry  of  National  Education  (MoNE)  work  collaboratively  to make the teacher training system better to catch up with the latest developments. 

 


Keywords: Teacher, pre-service teacher, professional competency, teaching, learning 

Keywords

Pre-service teacher professional competency teaching

References

  • Bandura, A. (1989). Social cognitive theory. In R. Vasta (Ed.), Annals of Child Development, (p.1-60). Greenwich, CT: JAI Press.
  • Baskan, G. A. , Yildiz, E. P., & Tok, G. (2013). Teacher training system in Finland and comparisons related to Turkey. Procedia-Social and Behavioral Sciences, 83, 1073-1076.
  • Bellah, R.N., Madsen, R., Sullivan, W.M. Swidler, A., & Tipton, S.M. (1985). Habits of the heart: Individualism and commitment in American life. New York: Harper & Row.
  • Boyer, E.L. (1997). Scholarship reconsidered: Priorities of the professoriate. San Francisco: Jossey-Bass.
  • Brauer, J. (2010). Teacher creativity and teacher professional competency, Teacher/Mentor, 1-22.
  • Cobb, V.L. (1999). An international comparison of teacher education. ERIC Digest No: ED436486.
  • Cochran-Smith, M. (2004). Taking stock in 2004: Teacher education in dangerous times. Journal of Teacher Education, 55(1), 3-7.
  • Coskun, E., Gelen, İ., & Öztürk, E. P. (2009). Türkçe ögretmeni adaylarinin ögretimi planlama, uygulama ve degerlendirme yeterlik algilari, An evaluation of competency perceptions of prospective Turkish teachers Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 6(12), 140-163.
  • Covey, S.R. (1989). The seven habits of highly effective people: Powerful lessons or personal change. New York: Simon & Schuster.
  • Çepni, S. (2010). Eğitim öğretimde kullanilan temel kavramlar, stratejiler ve öğrenme teorileriyle ilişkileri. Çepni, S. ve Akyıldız, S. (Ed.). (126-142), Öğretim ilke ve yöntemleri. Trabzon: Celepler Matbaacılık.
  • Darling-Hammond, L., & Bransford, J. (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco, CA: Jossey-Bass.
  • Dewey, J. (1916). Democracy and education. New York: Macmillan.
  • Diamond, L. (2006). Implementing and sustaining an effective reading program, the consortium on reading excellence, A CORE Briefing Paper, 1-14.
  • James, M., & Pollard, A. (2006). Principles for teaching and learning, in improving teaching and learning: A commentary by the teaching and learning research programme, Mary James and Andrew Pollard (ed.), 1-48.
  • Farrell, T.S.C. (2004). Reflective practice in action: 80 reflection breaks for busy teachers. Thousand Oaks, CA: Corwin Press.
  • Fook, Ch.Y. (2012). Best practices in teaching in higher education in United States: a case study. Procedia-Social and Behavioral Sciences, 46, 4817-4821.
  • Foster, E. (2001). INTASC Standards for beginning teachers, Texas University,1-2.
  • Friedman, T. L. (2005). The world is flat. New York: Farrar, Straus, and Giroux.
  • Fullan M., & Hargreaves, A. (Eds.). (1992). Teacher development and educational change. The Falmer Press, New York.
  • Garet, M. S.; Porter, A. C.; Desimone, L.; Birman., B. F., & Yoon. K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915-45.
  • Gay, G. (2005). A synthesis of scholarship in multicultural education. Naperville, IL: North Central Regional Educational Laboratory.
  • Gelen, İ., & Özer, B. (2008). Öğretmenlik mesleği genel yeterliklerine sahip olma düzeyleri hakkinda öğretmen adaylari ve öğretmenlerin görüşlerinin değerlendirilmesi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(9), 39-55.
  • Gökalp, M. (2016). Investigating classroom teaching competencies of pre service elementary mathematics teachers, Eurasia Journal of Mathematics, Science & Technology Education, 12(3), 503-512.
  • Gözütok, F. D. (1995). Öğretmenlerin demokratik tutumlari, Ankara: Ekin Yayıncılık.
  • Güven, S. (2010). Vocational education faculty students‘ impressions of practice teaching schools and teachers. Procedia-Social and Behavioral Sciences, 2, 2501-2505.
  • Hallman, S. R., Wenzel, S. A., & Fendt, C. R. (2004). Interim evaluation report: CMSI/CUSP elementary school development. Report B: The Specialist Report. Chicago: UIC CMSI Evaluation Project.
  • Hassard, J. (1999). Student’s experience in constructivist learning environments, http://scied.gsu.edu/Hassard/Teems.html, retrieved on 22.05.2012, 11:00.
  • Hawley, W. D., & L. Valli. (1999). The essentials of effective professional development. In teaching as the learning profession: handbook of policy and practice, (ed.) L. DarlingHammond & G. Sykes, San Fran cisco: Jossey-Bass. 127-150.
  • Haycock, K. (1998). Good teaching matters: How well qualified teachers can close the gap. Thinking K-16. 3(2), 3-16.
  • Hutcheson, G., & Sofroniou, N. (1999). The multivariate social scientist: Introductory statistics using generalized linear models, London and Thousand Oaks, 224-225.
  • Jangira, N. K. (1995). Rethinking teacher education, Prospects, 25(2), 261-272
  • Karacaoğlu, Ö. C.(2008). Öğretmenlerin yeterlilik algıları, The perceptions of teachers’ sufficiency Yüzüncü Yıl Üniversitesi, Eğitim Fakültesi Dergisi, 5(1), 70-97.
  • Karasar, N. (2004). Bilimsel araştirma yöntemi. Ankara: Nobel Yayın Dağıtım.
  • Kauchak, D., & Eggen, P. (2005). Introduction to teaching: Becoming a professional. Upper Saddle River, NJ: Pearson Education.
  • Köksal, N. (2013). Competencies in teacher education: Preservice teachers’ perceptions about competencies and their attitudes, Educational Research and Reviews, 8(6), 270-276.
  • Kösterelioğlu, İ., & Akın Kösterelioğlu, M. (2008). Stajyer öğretmenlerin mesleki yeterliklerini kazanma düzeylerine ilişkin algıları, Novice teachers’ perceptions of their competency acquisition SAÜ Fen Edebiyat Dergisi, 2, 257-275.
  • Küçükahmet, L. (1993). Öğretmen yetiştirme (Programları ve Uygulamaları). Ankara: Gazi Üniversitesi İletişim Fakültesi Matbaası.
  • Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491.
  • Laitsch, D., Heilman, E., & Shaker, P. (2002). Teacher education, pro-market policy and advocacy research. Teaching Education,13(3), 251-271.
  • Li, Z., & Lowe, J. (2006). Practice training in ınitial teacher education: Case study comparisons in England and China. Preparing Teachers for a Changing Context. Institute of Education, 3-6 May, London.
  • Mangin, M.M., & Stoelinga, S. R (2010). The future of instructional teacher leader roles, the Educational Forum, Kappa Delta Pi, 74, 49—62.
  • MEB (2006). Generic teacher competencies, Turkish Republic Ministry of National Education General Directorate of Teacher Training, Ankara, 1-61.
  • MEB (2008). Öğretmenlik yeterlikleri, öğretmenlik mesleği genel ve özel alan yeterlikleri,Ankara, MEB Yayınları.
  • Medley, D.M. (1982).Teacher competency testing and the teacher educator, Association of Teacher Educators and the Bureau of Educational Research in Charlottesville, 1-43.
  • Mentiş Taş, A. (2004). Sosyal bilgiler öğretmenliği eğitimi program standartlarının belirlenmesi. Determining standarts of teacher education in social sciences Eğitim Bilimleri Fakültesi Dergisi, 37(1), 28-51.
  • Naylor, D. A., Campbell-Evans, G., & Maloney, C. (2015). Learning to teach: What do pre-service teachers report? Australian Journal of Teacher Education, 40(11), 120–136. http://dx.doi.org/10.14221/ajte.2015v40n11.7
  • OECD (2010). Teachers’ professional development Europe in international comparison, Office for Official Publications of the European Union.
  • Özder, H., Konedralı, G., & Zeki, C. P. (2010). Öğretmen adaylarının öğretmenlik mesleğine yönelik tutumlarının çeşitli değişkenler açısından incelenmesi. The Relationship between the Teaching Profession Attitudes and Self-Esteem of Classroom Teachers. Kuram ve Uygulamada Eğitim Yönetimi, 16(2), 253-275.
  • Pedro, J. (2006). Taking reflection into the real world of teaching. Kappa Delta Pi Record, 42(3), 129-133.
  • PGG (2011). Professional growth guide for teacher candidates student teaching and ınternship 2010-2011, College of Education, University of Saskatchewan, 1-32.
  • Philips, D.C., & Soltis, J.F. (2005). Öğrenme: Perspektifler. (Soner Durmuş, Çev). Ankara, Nobel Yayın Dağıtım.
  • Rauduvaita, A, Lasauskiene, J., & Barkauskaite, M. (2015). Experience in teaching practice of pre-service teachers: Analysis of written reflections, Procedia-Social and Behavioral Sciences,191(2015),1048 -1053.
  • Richardson, V., &Placier, P. (2001). Teacher change. ın handbook of research on teaching, 4th ed. (ed.) V. Richard son, 905-47. New York: Macmillan.
  • Rogers, E.M. (2003). Diffusion of innovations (5th ed.). New York: Free Press.
  • Ross, J.A. (1992). Teacher efficacy and the effects of coaching on student achievement. Canadian Journal of Education, 17(1), 51-65.
  • Ros-Voseles, D., & Moss, L. (2007). The role of dispositions in the education of future teachers. Young Children 62(5), 90-98.
  • Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
  • Schön, D.A. (1996). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass.
  • Scherer, R. F., Wiebe, F. A., Luther, D. C., & Adams J. S. (1988). Dimensionality of coping: Factor stability using the ways of coping questionnaire. Psychological, Reports, 62, 763-770.
  • Selke, M., & Alouf, J. (2004). Position framework: ATE. Retrieved from http://www.ate1.org/pubs/ATE_Position_Frame.cfm
  • Strang, F.A. (1995). An analysis of self-ratings of teaching competencies and stressors of student teaching interns (Unpublished Thesis) Memorial university of Newfoundland.
  • Şahin, A.E. (2004). Meslek ve öğretmenlik, S. Veysel (Ed.). Öğretmenlik mesleğine giriş, Ankara: Anı Yayıncılık.
  • Tamhane, A. C. (1979). A comparison of procedures for multiple comparisons of means with unequal variances. Journal of the American Statistical Association, 74(366), 471-480.
  • TED. (2009). Öğretmen yeterlikleri. Ankara: Türk Eğitim Derneği Yayınları.
  • Vieira, A. L. (2011). Interactive LISREL in practice, getting started with a SIMPLIS Approach, Springer Heidelberg Dordrecht, London New York.
  • Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
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Aydın Balyer 0000-0003-1784-2522

Publication Date October 9, 2017
Published in Issue Year 2017Volume: 6 Issue: 2

Cite

APA Balyer, A. (2017). Öğretmen Adaylarının Öğretmenlik Mesleğine Dair Yeterliklerine İlişkin Algıları. Cumhuriyet Uluslararası Eğitim Dergisi, 6(2), 230-248. https://doi.org/10.30703/cije.334295

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