Academic journal article Education

Expectations of Social Studies Teacher Candidates' from Department and Reasons for Their Preference

Academic journal article Education

Expectations of Social Studies Teacher Candidates' from Department and Reasons for Their Preference

Article excerpt

Introduction

One of the most significant choice of individuals in their entire life is the choice of profession. Individuals actually determine their future life with the choice of profession (Korukcu & Oguz, 2011: 78). Individuals have expectations about the profession when they prefer to take an education in a certain department. As they begin to recognize the profession, the level of anticipation about the realization of these expectations begins to change. Expectations during the studentship and the level of anticipation about the realization of these expectations have a considerable influence on the morale of individual in the profession in the earlier stages and also on the motivation level. It is also clear that in case the most pivotal expectations of individuals about which they have high expectations do not come true, individuals' morale and the level of motivation decrease and, consequently, this have an negative effect on the professional success and efficiency (Uras & Kunt, 2006: 73). For this reason, it is highly significant to research opinions of individuals about what they expect about their profession in their future life. This is because attaching credence to the requirements of their profession is certainly essential for teachers to become successful and for the job satisfaction. Since individuals prefer taking an education about certain profession, they have created some expectations about this profession. The expectations during the studentship and the realization level of these expectations are highly influential in the individuals' morale in the earlier stages of their profession (Sevik, Perkmen & Alkan, 2012: 41). The expectation of teacher has an influence on students during their entire life since it is in relation to school success (Tatar, 2005: 2).

One of the most significant issues about teacher training is the reason they prefer this profession. As is known, there are a wide range of reasons about their choice of this profession. These factors can be listed as follows: They can consider that this profession is appropriate for them. Maybe, they like this profession. They can think that they will be happy while teaching. Or, their parents want them to do this profession (Sahin, 2011: 1167). For the qualified teacher training, it is highly important the ones who choose this profession consciously, like and want to do this profession prefer teaching profession. For this reason, it is essential for institutions giving an education about teaching profession to examine the viewpoints of teacher candidates about the teaching profession and, as a result of these examinations, these institutions should enable teacher candidates develop positive attitudes about this profession. The determination of factors which have an influence on the choice of this profession by the students registered to the Faculty of Education carries an important for the benefit of teacher training programs within the Faculty of Education and for examining whether there occurred any change in the reasons of students choice of this profession over years (Sara & Kocabas, 2012: 9).

Findings of studies about this matter indicate that the teacher candidates' choice of this profession is shaped on the basis of factors within three primary categories. These factors are as follows: (1) altruist reasons (based on self-sacrifice); the desire of serving people, the desire of being beneficial for the people, serving to the country etc. Internal reasons (2); liking for the profession, liking for children, liking for human beings, being interested in, thinking of s/he is capable etc. and (3) external reasons; job guarantee, holiday for a long time, social security, conditions for the appointment etc. The reasons why people choose this profession vary on the grounds of societies' various social, cultural and economical structures (Cermik, Dogan & Sahin, 2010: 202).

Without doubt, social studies teachers have significant responsibilities for their profession to achieve its objectives like other teachers in various branches. …

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