Öğretmen Adaylarının Öğretmenlik Mesleğine Yönelik Kariyer Uyumları

OpenAlex · İngilizce

The purpose of this research is to examine the career adaptability of preservice teachers who attended “pedagogical formation certificated program” in relation to certain demographic variables. Besides, another purpose of the study is to investigate the views of the teachers getting the highest and lowest career adaptability scores about their career adaptability. This study model is based on mixed research design. In first stage of the research, a total of 260 preservice teachers, 192 of whom were females and 68 of whom were males was accessed. ‘Career Adaptability and Optimism Scale’ and personal information form were used to collect quantitative data. The data were analyzed with independent t-test and one way ANOVA. According to the results, there are no significant differences in teachers’ career adaptability in terms of gender, marital status and the degree done at university. Via criterion sampling method 10 preservice teachers getting the highest score and 10 preservice teachers getting the lowest score from ‘Career Adaptability and Optimism Scale’ participated in the second stage of the study. Semi-structured questionnaire which was developed by the researchers were used to collect data. The data were analyzed with content analysis. The results of the content analysis showed that preservice teachers who had the highest career adaptability scores chose their occupations consciously and intentionally while most preservice teachers who had the lowest career adaptability scores chose their occupations due to their scores in university admission exam. Both groups stated that they attended “pedagogical formation certificated program” because they liked teaching profession and may need pedagogical formation certificate in future. Almost all of the preservice teachers planned to be teacher in future and they indicated being appointed as a teacher to a state school and financial difficulties as career obstacles. Besides, parents were found to be the most important source of support for preservice teachers.