Who are the future teachers in Turkey? Characteristics of entering student teachers

Date

2010-01-01

Author

Aksu, Meral
Daloğlu, Ayşegül
Yıldırım, İbrahim Soner

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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This exploratory study examines the background characteristics, socio-cultural values and pedagogical beliefs that entering student teachers bring with them into the faculties of education and explores their possible implications for teacher education in the Turkish context. The study comprised 18,226 first-year student teachers from 51 faculties of education who participated in the study by responding to a three-section questionnaire developed by the research team. Their responses indicate that students entering education faculties typically come from families of lower-middle socio-economic status living in urban areas, tend to possess more traditional than secular-rational values and have not yet formed clear pedagogical beliefs.

Subject Keywords

Entering student teachers, Background characteristics, Socio-cultural values, Pedagogical beliefs, Turkey

URI

https://hdl.handle.net/11511/30049

Journal

INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT

DOI

https://doi.org/10.1016/j.ijedudev.2009.06.005

Collections

Graduate School of Social Sciences, Article

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Citation Formats

M. Aksu, A. Daloğlu, and İ. S. Yıldırım, “Who are the future teachers in Turkey? Characteristics of entering student teachers,” INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT, pp. 91–101, 2010, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/30049.