Investigating the Attitudes of Students from Pedagogical Formation Certificate Programs and Faculties of Education on the Prof

These days, in the era known as globalism, meanings attributed to the teaching profession have been alienated from the ideal and gained a market-based content. In the market, for this “new” teacher, his/her professional life at school is based more on teaching than learning. The concept of training teachers is handled with the acquisition of “instructing”, teaching certificates are given to people from various fields via certification programs. In this context, teacher candidates' perceptions of the teaching profession do not differ from those of the market /society, the profession of teaching does not mean anything. This research aims at investigating the attitudes of students being trained at pedagogical formation certificate programs (PFCP) and of those being educated at the faculties of education (EF) on the profession of teaching. Method: This research, which aims at investigating the attitudes of students being trained at PCPs and of those being educated at EFs on the profession of teaching, is a survey model. Population Sample:The population of the research consists of 4th grade students studying at PFCP and EF at Bülent Ecevit University during the autumn term of the 2012-2013 academic year. Since it was aimed to reach all students, separate samples were not arranged for each group. In total 427 students participated in the research, 189 of whom were PFCP students and 238 of whom were EF students. In data analysis: the “Scale of Attitudes on Teaching Profession” (SATP) which was developed by Üstüner (2006) was used. The scale is a one-directional Likert type scale consisting of 34 items. The internal validity coefficient is .89, reliability coefficient .72 and Cronbach alpha is .93. In this research the reliability coefficiency for data gathering for EF and PFCP groups were .65 and .64 respectively. Apart from descriptive statistics, t-test was used in the paired comparison of attitudes, and ANOVA techniques were used in comparisons with three and more variables. LSD test was used when any difference was observed. Scores for arithmetic means were specified as “1.00-1.80 I strongly disagree”; “1.81-2.60 I slightly agree”; “2.61-3.40 Neutral”; “3.41-4.20 I slightly agree” and“4.21-5.00 I strongly agree” and the findings were evaluated within this regard. Findings: The attitude of the PFCP group against the profession of teaching was found significantly higher than EF group. Furthermore, students' attitudes to the teaching profession in both groups are at the “medium” level. The attitudes of students studying at EFs regarding the profession of teaching differ significantly in their departments/programs. The department/program on which students are educated affects attitudes to the teaching profession. There is a significantly relationship between the EF students' attitudes to the teaching profession and their reasons for choosing this profession. The attitude scores of the students who have chosen this profession because they enjoy teaching are higher compared to those who have chosen the profession due to family pressure or other reasons. Recommendations:The reasons for students' low attitudes to the profession of teaching should be revealed, necessary precautions should be taken for resolutions and serious policies should be created in teacher training.

Bu araştırma, pedagojik formasyon sertifika programı (PFSP) öğrencileriyle eğitim fakültesi (EF) öğrencilerinin öğretmenlik mesleğine yönelik tutumlarının incelenmesini amaçlamıştır. Tarama modelinde olan araştırmanın örneklemini Bülent Ecevit Üniversitesi, 189 PFSP öğrencisi ve 238 EF öğrencisi oluşturmuştur. Verilerin çözümlenmesinde, t-testi, varyans analizi gibi istatistiksel teknikler kullanılmıştır. Araştırmadan elde edilen bulgulara göre, PFSP öğrencilerinin öğretmenlik mesleğine yönelik tutumları EF öğrencilerinden anlamlı olarak daha yüksektir. EF öğrencilerinin öğretmenlik mesleğine yönelik tutumları, cinsiyet değişkenine göre anlamlı farklılık göstermezken, öğrenim görülen program ve öğretmenlik mesleğini tercih etme değişkenlerine göre anlamlı bir farklılık göstermektedir. PFP öğrencilerinin öğretmenlik mesleğine yönelik tutumları ise cinsiyet, mezun olunan fakülte ve iş değişkenine göre anlamlı farklılık göstermemektedir