Preservice science teachers perception of professin with metaphorical images and reasons of choosing teaching as a profession.

Güzel Stichert, Elif
This study indented to explore preservice elementary and secondary science teacher̕s perception of their professional roles and investigate their reasons of choosing teaching as a profession. To explore the perception of professional roles, metaphorical images were also used as a tool. The present study was conducted during the spring semester of 2004-2005 academic year with a total number of 441 (n=287 females; n=153 males and n=1 gender not provided) senior preservice elementary and secondary science teachers who enrolled in the elementary science and secondary science (biology, physics and chemistry) teacher education programs of three different universities in Ankara. Data were collected utilizing a questionnaire developed by Saban (2003) composed of five basic sections which investigates the participant̕s perception of teaching as a profession and their roles in instruction process and reasons of choosing teaching as a profession. Data of the present study were analyzed utilizing descriptive and inferential statistics. Analysis of the data showed that preservice teachers perceive their roles mostly with student-centered metaphors and define their selves as pedagogical expert who fosters student̕s social, emotional, and moral growth. Besides, most of the preservice teachers have altruistic reasons to choose teaching as a profession.


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Citation Formats
E. Güzel Stichert, “Preservice science teachers perception of professin with metaphorical images and reasons of choosing teaching as a profession.,” M.S. - Master of Science, Middle East Technical University, 2005.