An investigation of teacher candidates’ teaching motivation in terms of various variables
An investigation of teacher candidates’ teaching motivation
Abstract
In this study, it is aimed to examine the teaching motivation of teacher candidates in terms of various variables (gender, department, graduated type of university, order of university preference, general academic average, eagerness to do another profession other than teaching and liking the program they are studying). The study group of this research, which was conducted with the relational survey model, consists of teacher candidates who are studying in a fourth year of science, mathematics, class and social studies teaching of a public university in the spring term of 2018-2020 academic year. In the research, Personal Information Form and Teaching Motivation Scale were data collection instruments. Teaching Motivation Scale which was developed by Kauffman, Yılmaz-Soylu and Duke (2011) and it was devised to measure the internal and external motivations of prospective teachers was used. As a result of the data obtained from this study It was determined that the teacher motivation of the teacher candidates was generally at a medium level and the intrinsic motivation of the teacher candidates was higher than their extrinsic motivation. On the other hand, it was found that teacher candidates' teaching motivation did not differ significantly according to gender, high school type, university preference variables; It was determined that there was a significant difference according to the variables of department, academic achievement, eagerness to do another profession other than teaching and liking the program they studied.
Downloads
Published
Issue
Section
License
Copyright (c) 2021 International Journal of Curriculum and Instruction
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.
Copyrights for articles published in International Journal of Curriculum and Instruction are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.
