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Year 2021, Volume 8, Issue 2, 98 - 117, 30.06.2021
https://doi.org/10.33200/ijcer.750217

Abstract

References

  • Adamson, B. (2012). International comparative studies in teaching and teacher education. Teaching and Teacher Education, 28(5), 641-648. https://doi.org/10.1016/j.tate.2012.02.003
  • Aktemur Gürler, S., & Tekmen, B. (2020). A research on the perception of teacher competency of preschool teacher candidates. Başkent University Journal of Education, 7(1), 158-168.
  • Akyıldız, S., Altun, T., & Kasım, Ş. (2020). Evaluation of teacher candidacy training process based on candidate teachers’ views. IBAD Journal of Social Sciences, 6, 117-131. https://doi.org/10.21733/ibad.655108
  • Ataş Akdemir, Ö. (2019). Student teachers' preparedness to teach: The case of Turkey. International Education Studies, 12(3), 90-96. https://doi.org/10.5539/ies.v12n3p90
  • Atteberry, A., Loeb, S., & Wyckoff, J. (2015). Do first impressions matter? Predicting early career teacher effectiveness. AERA Open, 1, 1-23. https://doi.org/10.1177/2332858415607834
  • Aybek, B., & Aslan, S. (2019). The predictive power of the pre-service teachers’ self-efficacy beliefs upon their preparedness to teach. International Education Studies, 12(9), 27-33. https://doi.org/10.5539/ies.v12n9p27
  • Beare, P., Torgerson, C., Marshall, J., Tracz, S., & Chiero, R. (2012). Examination of alternative programs of teacher preparation on a single campus. Teacher Education Quarterly, 39(4), 55-74.
  • Bektaş, M., & Ayvaz Can, A. (2019). Equipping the classroom teachers with mentorship tasks and responsibilities. Education and Science, 44(200), 23-45. https://doi.org/10.15390/EB.2019.8251
  • Bingimlas, K. (2009). Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature. Eurasia Journal of Mathematics, Science & Technology Education, 5(3), 235-245. https://doi.org/10.12973/ejmste/75275
  • Blomberg, S., & Knight, B. A. (2015). Investigating novice teacher experiences of the teaching dynamics operating in selected school communities in Finland. Improving Schools, 18(2), 157-170. https://doi.org/10.1177/1365480215576176
  • Brown, A. L., Lee, J., & Collins, D. (2015). Does student teaching matter? Investigating pre-service teachers’ sense of efficacy and preparedness. Teaching Education, 26(1), 77-93. https://doi.org/10.1080/10476210.2014.957666
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2014). Scientific research method (16. ed.). Ankara: Pegem Academy.
  • Cochran Smith, M., & Power, C. (2010). New directions for teacher preparation. Educational Leadership, 67(8), 6-13.
  • Couse, L, J., & Chen, D. W. (2010). A tablet computer for young children? Exploring its viability for early childhood education. Journal of Research on Technology in Education, 43(1), 75-98. https://doi.org/10.1080/15391523.2010.10782562
  • Creswell, J. W. (2017). A concise introduction to mixed methods research (M. Sözbilir, T.Ed.). Ankara: Pegem Academy.
  • Croft, A. (2018). Pre-service early childhood teachers’ preparedness to teach education for sustainability. Australian Journal of Environmental Education, 34(1), 95-96. https://doi.org/10.1017/aee.2018.13
  • Crosswell, L., & Beutel, D. A. (2012) Investigating pre-service teachers’ perceptions of their preparedness to teach. The International Journal of Learning, 18(4), 1-15.
  • Çamlıbel Çakmak, Ö. (2012). Examining the relationship between pre-school teacher candidates' attitudes towards science education and understanding levels of science concepts. Journal of Turkish Science Education, 9(3), 40-51.
  • Çetin, A., & Ünsal, S. (2019). Mental structures of pre-service teachers regarding values. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 49, 187-210.
  • Çelik, Ö., Esmer, B., & Yılmaz, E. (2016). Perceptions of primary school teacher candidates on teaching values. International Periodical for the Languages, Literature and History of Turkish, 11(19), 229-244. http://dx.doi.org/10.7827/TurkishStudies.9995
  • Çoban, A. (2015). Micro-teaching and different approaches in teacher training, Electronic Journal of Social Sciences ,14(53), 219-231. https://doi.org/10.17755/esosder.43863
  • Darling Hammond, L. (2000). Teacher quality and student achievement. Education policy analysis archives, 8(1), 1-44. https://doi.org/10.14507/epaa.v8n1.2000
  • Darling Hammond, L., Chung, R., & Frelow, F. (2002). Variation in teacher preparation: How well do different pathways prepare teachers to teach? Journal of teacher education, 53(4), 286-302. https://doi.org/10.1177/0022487102053004002
  • Demirel, M., & Akkoyunlu, B. (2017). Prospective teachers' lifelong learning tendencies and information literacy self-efficacy. Educational Research and Reviews, 12(6), 329-337. https://doi.org/10.5897/ERR2016.3119
  • Edmunds, H. (1999). The focus group research handbook. The Bottom Line, 12(3), 46-46. https://doi.org/10.1108/bl.1999.12.3.46.1
  • Ekiz, D. (2003). Introduction to research methods and techniques in education. Ankara: Anı Publishing.
  • Feuerstein, A. (2011). The politics of accountability and teacher preparation. Action in Teacher Education, 33(1), 3-23. https://doi.org/10.1080/01626620.2011.559421
  • Fontaine, S., Kane, R., Duquette, O., & Savoie Zajc, L. (2011). New teachers’ career intentions: Factors influencing new teachers’ decisions to stay or to leave the profession. Alberta Journal of Educational Research, 57(4), 379-408.
  • Girmen, P., Kılıç, Z., & Kaya, M. F. (2016). The investigation of instructional practices of the primary school teacher candidates within teaching practice course. Journal of Education and Humanities: Theory and Practice,7(13), 89-108.
  • Goldhaber, D., Liddle, S., & Theobald, R. (2013). The gateway to the profession: Assessing teacher preparation programs based on student achievement. Economics of Education Review, 34, 29-44. https://doi.org/10.1016/j.econedurev.2013.01.011
  • Gök, B., & Şahin, A. (2009). The multiple uses of assessment methods in 4th and 5th grades and the competency levels of teachers. Education and Science, 34(153), 127-143.
  • Gürdoğan Bayır, Ö., Çengelci Köse, T., & Deveci H. (2016). Value education in elementary schools from the perspective of pre-service elementary teachers. Ahi Evran University Journal of Kırşehir Education Faculty, 17(3), 317-339.
  • Harris, D. N., & Sass, T. R. (2011). Teacher training, teacher quality and student achievement. Journal of Public Economics, 95(7-8), 798-812. https://doi.org/10.1016/j.jpubeco.2010.11.009
  • Hattie, J. (2009). The contributions from teaching approaches--part 1. In J. Hattie (Ed.), Visible learning: A synthesis of over 800 meta-analyses related to achievement (161-199). London: Routledge Taylor & Francis Group.
  • Hollins, E. R. (2011). Teacher preparation for quality teaching. Journal of Teacher education, 62(4), 395-407. https://doi.org/10.1177/0022487111409415
  • Ivankova, N., & Kawamura, Y. (2010). Emerging trends in the utilization of integrated designs in the social, behavioral, and health sciences. In A. Tashakkori & C. Teddlie (Eds.) The sage handbook of mixed methods in social & behavioral research (2nd ed., pp. 581-311). Thousand Oaks: Sage.
  • Karacaoğlu, Ö. C. (2008). The perceptions of teachers’ sufficiency. Van Yüzüncü Yıl University Journal of Education, 5(1), 70-97.
  • Karakaya, F., Uzel, F., Gül, A., & Yılmaz, M. (2019). Pre-service teachers' levels of preparedness to teach. Gazi University Journal of Gazi Educational Faculty, 39(1), 373-396. https://doi.org/10.17152/gefad.447385
  • Karasar, N. (2014). Scientific research method (27. ed.). Ankara: Nobel Publishing.
  • Karasu Avcı, E., & Ünal İbret, B. (2016). Evaluation of teacher candidates’ views regarding to teaching practice-II. Kastamonu Journal of Education, 24(5), 2519-2536.
  • Kol, S. (2017). Technology Use in Early Childhood (2. ed.). Ankara: Pegem Academy.
  • Liston, D., Whitcomb, J., & Borko, H. (2006). Too little or too much: Teacher preparation and the first years of teaching. Journal of Teacher Education, 57(4), 351-358. https://doi.org/10.1177/0022487106291976
  • Miles, M. B., & Huberman, A. M. (2015). Qualitative data analysis: An extended source book. S. Akbaba Altun & A. Ersoy (Eds). Ankara: Pegem Academy.
  • Ministry of National Education [MoNE] (2017). General competences of the teaching profession. Ankara: Ministry of National Education Publishing.
  • Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice. Sage publications.
  • Peske, H. G., & Haycock, K. (2006). Teaching inequality: How poor and minority students are shortchanged on teacher quality: A report and recommendations by the Education Trust. Education Trust,1-20.
  • Prancisca, S., & Rizqi, M. A. (2018). Listening class and moral education. Language and Language Teaching Journal, 21(1) 75-81. https://doi.org/10.24071/llt.2018.210108
  • Rajić, V., Hoşgörür, T., & Drvodelić, M. (2015). An international perspective on the teacher qualities issue: The case of Croatia and Turkey. Croatian Journal of Education, 17(1), 37-62. https://doi.org/10.15516/cje.v17i1.817
  • Ramsey, G. A. (2000). Quality matters: Revitalising teaching: Critical times, critical choices: Executive summary: Report of the review of teacher education. NSW Department of Education and Training.
  • Rowe, K. (2004). In good hands? The importance of teacher quality. Educare News: The National Newspaper for All Non-government Schools,149, 4-14.
  • Seidel, T., & Shavelson, R. J. (2007). Teaching effectiveness research in the past decade: The role of theory and research design in disentangling meta-analysis results. Review of Educational Research, 77, 454-499. https://doi.org/10.3102/0034654307310317
  • Silverman, D. (2013). Doing qualitative research (4th ed.). London: Sage.
  • The Ministry of National Education (MEB). (2017). General competences of teaching profession. Ankara: MEB Publisher.
  • The Organisation for Economic Co-operation and Development (OECD) (2005). The definition and selection of key competencies. https://www.oecd.org/pisa/35070367.pdf [accessed 5 April 2020].
  • Thomas, L., McMillan, J., McColl, E., Hale, C., & Bond, S. (1995). Comparison of focus group and individual interview methodology in examining patient satisfaction with nursing care. Social Sciences in Health, 1(4), 206-220.
  • Ünver, G. (2003). Collaboration on teaching practice: A case study. Gazi University Journal of Gazi Educational Faculty, 23(1), 87-10.
  • Wenglinsky, H. (2002). The link between teacher classroom practices and student academic performance. Education policy analysis archives, 10(12), 1-30. https://doi.org/10.14507/epaa.v10n12.2002
  • Wilson, S. M., Floden, R. E., & Ferrini Mundy, J. (2002). Teacher preparation research: An insider’s view from the outside. Journal of teacher education, 53(3), 190-204. https://doi.org/10.1177/0022487102053003002
  • Yıldırım, İ., & Kalman, M. (2017). The validity and reliability study of the Turkish version of the preparedness to teach scale. Kastamonu Educational Journal, 25(6), 2311-2326.
  • Yıldırım, A., & Şimşek, H. (2013). Qualitative research methods (9th. ed.). Ankara: Seçkin Publishing.
  • Yıldız Durak, H., & Tekin, S. (2020). Investigation of teachers’ lifelong learning competencies according to personal and professional variables. Bolu Abant İzzet Baysal University Journal of Faculty of Education, 20(1), 221-235. https://doi.org/10.17240/aibuefd.2020.20.52925-547041
  • Zembat, R. (2007). Qualification in pre-school education. A. Oktay & Ö. P. Unutkan (Eds.) Current Issues in Preschool Education. İstanbul: Morpa Publishing.

The Readiness of Primary and Preschool Pre-Service Teachers' for Teaching Profession in Turkey: A Mixed Methods Research

Year 2021, Volume 8, Issue 2, 98 - 117, 30.06.2021
https://doi.org/10.33200/ijcer.750217

Abstract

This study aims to examine the readiness of pre-service teachers for teaching in terms of different dimensions. Among the mixed research designs, combined design in which the priority order of qualitative and quantitative methods is equal was preferred for the study. The participants were 127 pre-service teachers in the Faculty of Education. The research data set was obtained from the Preparedness to Teach Scale. In order to determine to what extent pre-service teachers, feel ready for teaching, two focus group sessions and the pre-service teachers were observed. In the study, it was determined that the pre-service teachers' level of readiness for teaching is at a medium level and the pre-service teachers used technology to attract attention and increase participation. It was observed that the pre-service teachers had problems in choosing appropriate teaching strategies, noticing special learning needs or difficulties, and classroom management. 

References

  • Adamson, B. (2012). International comparative studies in teaching and teacher education. Teaching and Teacher Education, 28(5), 641-648. https://doi.org/10.1016/j.tate.2012.02.003
  • Aktemur Gürler, S., & Tekmen, B. (2020). A research on the perception of teacher competency of preschool teacher candidates. Başkent University Journal of Education, 7(1), 158-168.
  • Akyıldız, S., Altun, T., & Kasım, Ş. (2020). Evaluation of teacher candidacy training process based on candidate teachers’ views. IBAD Journal of Social Sciences, 6, 117-131. https://doi.org/10.21733/ibad.655108
  • Ataş Akdemir, Ö. (2019). Student teachers' preparedness to teach: The case of Turkey. International Education Studies, 12(3), 90-96. https://doi.org/10.5539/ies.v12n3p90
  • Atteberry, A., Loeb, S., & Wyckoff, J. (2015). Do first impressions matter? Predicting early career teacher effectiveness. AERA Open, 1, 1-23. https://doi.org/10.1177/2332858415607834
  • Aybek, B., & Aslan, S. (2019). The predictive power of the pre-service teachers’ self-efficacy beliefs upon their preparedness to teach. International Education Studies, 12(9), 27-33. https://doi.org/10.5539/ies.v12n9p27
  • Beare, P., Torgerson, C., Marshall, J., Tracz, S., & Chiero, R. (2012). Examination of alternative programs of teacher preparation on a single campus. Teacher Education Quarterly, 39(4), 55-74.
  • Bektaş, M., & Ayvaz Can, A. (2019). Equipping the classroom teachers with mentorship tasks and responsibilities. Education and Science, 44(200), 23-45. https://doi.org/10.15390/EB.2019.8251
  • Bingimlas, K. (2009). Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature. Eurasia Journal of Mathematics, Science & Technology Education, 5(3), 235-245. https://doi.org/10.12973/ejmste/75275
  • Blomberg, S., & Knight, B. A. (2015). Investigating novice teacher experiences of the teaching dynamics operating in selected school communities in Finland. Improving Schools, 18(2), 157-170. https://doi.org/10.1177/1365480215576176
  • Brown, A. L., Lee, J., & Collins, D. (2015). Does student teaching matter? Investigating pre-service teachers’ sense of efficacy and preparedness. Teaching Education, 26(1), 77-93. https://doi.org/10.1080/10476210.2014.957666
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2014). Scientific research method (16. ed.). Ankara: Pegem Academy.
  • Cochran Smith, M., & Power, C. (2010). New directions for teacher preparation. Educational Leadership, 67(8), 6-13.
  • Couse, L, J., & Chen, D. W. (2010). A tablet computer for young children? Exploring its viability for early childhood education. Journal of Research on Technology in Education, 43(1), 75-98. https://doi.org/10.1080/15391523.2010.10782562
  • Creswell, J. W. (2017). A concise introduction to mixed methods research (M. Sözbilir, T.Ed.). Ankara: Pegem Academy.
  • Croft, A. (2018). Pre-service early childhood teachers’ preparedness to teach education for sustainability. Australian Journal of Environmental Education, 34(1), 95-96. https://doi.org/10.1017/aee.2018.13
  • Crosswell, L., & Beutel, D. A. (2012) Investigating pre-service teachers’ perceptions of their preparedness to teach. The International Journal of Learning, 18(4), 1-15.
  • Çamlıbel Çakmak, Ö. (2012). Examining the relationship between pre-school teacher candidates' attitudes towards science education and understanding levels of science concepts. Journal of Turkish Science Education, 9(3), 40-51.
  • Çetin, A., & Ünsal, S. (2019). Mental structures of pre-service teachers regarding values. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 49, 187-210.
  • Çelik, Ö., Esmer, B., & Yılmaz, E. (2016). Perceptions of primary school teacher candidates on teaching values. International Periodical for the Languages, Literature and History of Turkish, 11(19), 229-244. http://dx.doi.org/10.7827/TurkishStudies.9995
  • Çoban, A. (2015). Micro-teaching and different approaches in teacher training, Electronic Journal of Social Sciences ,14(53), 219-231. https://doi.org/10.17755/esosder.43863
  • Darling Hammond, L. (2000). Teacher quality and student achievement. Education policy analysis archives, 8(1), 1-44. https://doi.org/10.14507/epaa.v8n1.2000
  • Darling Hammond, L., Chung, R., & Frelow, F. (2002). Variation in teacher preparation: How well do different pathways prepare teachers to teach? Journal of teacher education, 53(4), 286-302. https://doi.org/10.1177/0022487102053004002
  • Demirel, M., & Akkoyunlu, B. (2017). Prospective teachers' lifelong learning tendencies and information literacy self-efficacy. Educational Research and Reviews, 12(6), 329-337. https://doi.org/10.5897/ERR2016.3119
  • Edmunds, H. (1999). The focus group research handbook. The Bottom Line, 12(3), 46-46. https://doi.org/10.1108/bl.1999.12.3.46.1
  • Ekiz, D. (2003). Introduction to research methods and techniques in education. Ankara: Anı Publishing.
  • Feuerstein, A. (2011). The politics of accountability and teacher preparation. Action in Teacher Education, 33(1), 3-23. https://doi.org/10.1080/01626620.2011.559421
  • Fontaine, S., Kane, R., Duquette, O., & Savoie Zajc, L. (2011). New teachers’ career intentions: Factors influencing new teachers’ decisions to stay or to leave the profession. Alberta Journal of Educational Research, 57(4), 379-408.
  • Girmen, P., Kılıç, Z., & Kaya, M. F. (2016). The investigation of instructional practices of the primary school teacher candidates within teaching practice course. Journal of Education and Humanities: Theory and Practice,7(13), 89-108.
  • Goldhaber, D., Liddle, S., & Theobald, R. (2013). The gateway to the profession: Assessing teacher preparation programs based on student achievement. Economics of Education Review, 34, 29-44. https://doi.org/10.1016/j.econedurev.2013.01.011
  • Gök, B., & Şahin, A. (2009). The multiple uses of assessment methods in 4th and 5th grades and the competency levels of teachers. Education and Science, 34(153), 127-143.
  • Gürdoğan Bayır, Ö., Çengelci Köse, T., & Deveci H. (2016). Value education in elementary schools from the perspective of pre-service elementary teachers. Ahi Evran University Journal of Kırşehir Education Faculty, 17(3), 317-339.
  • Harris, D. N., & Sass, T. R. (2011). Teacher training, teacher quality and student achievement. Journal of Public Economics, 95(7-8), 798-812. https://doi.org/10.1016/j.jpubeco.2010.11.009
  • Hattie, J. (2009). The contributions from teaching approaches--part 1. In J. Hattie (Ed.), Visible learning: A synthesis of over 800 meta-analyses related to achievement (161-199). London: Routledge Taylor & Francis Group.
  • Hollins, E. R. (2011). Teacher preparation for quality teaching. Journal of Teacher education, 62(4), 395-407. https://doi.org/10.1177/0022487111409415
  • Ivankova, N., & Kawamura, Y. (2010). Emerging trends in the utilization of integrated designs in the social, behavioral, and health sciences. In A. Tashakkori & C. Teddlie (Eds.) The sage handbook of mixed methods in social & behavioral research (2nd ed., pp. 581-311). Thousand Oaks: Sage.
  • Karacaoğlu, Ö. C. (2008). The perceptions of teachers’ sufficiency. Van Yüzüncü Yıl University Journal of Education, 5(1), 70-97.
  • Karakaya, F., Uzel, F., Gül, A., & Yılmaz, M. (2019). Pre-service teachers' levels of preparedness to teach. Gazi University Journal of Gazi Educational Faculty, 39(1), 373-396. https://doi.org/10.17152/gefad.447385
  • Karasar, N. (2014). Scientific research method (27. ed.). Ankara: Nobel Publishing.
  • Karasu Avcı, E., & Ünal İbret, B. (2016). Evaluation of teacher candidates’ views regarding to teaching practice-II. Kastamonu Journal of Education, 24(5), 2519-2536.
  • Kol, S. (2017). Technology Use in Early Childhood (2. ed.). Ankara: Pegem Academy.
  • Liston, D., Whitcomb, J., & Borko, H. (2006). Too little or too much: Teacher preparation and the first years of teaching. Journal of Teacher Education, 57(4), 351-358. https://doi.org/10.1177/0022487106291976
  • Miles, M. B., & Huberman, A. M. (2015). Qualitative data analysis: An extended source book. S. Akbaba Altun & A. Ersoy (Eds). Ankara: Pegem Academy.
  • Ministry of National Education [MoNE] (2017). General competences of the teaching profession. Ankara: Ministry of National Education Publishing.
  • Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice. Sage publications.
  • Peske, H. G., & Haycock, K. (2006). Teaching inequality: How poor and minority students are shortchanged on teacher quality: A report and recommendations by the Education Trust. Education Trust,1-20.
  • Prancisca, S., & Rizqi, M. A. (2018). Listening class and moral education. Language and Language Teaching Journal, 21(1) 75-81. https://doi.org/10.24071/llt.2018.210108
  • Rajić, V., Hoşgörür, T., & Drvodelić, M. (2015). An international perspective on the teacher qualities issue: The case of Croatia and Turkey. Croatian Journal of Education, 17(1), 37-62. https://doi.org/10.15516/cje.v17i1.817
  • Ramsey, G. A. (2000). Quality matters: Revitalising teaching: Critical times, critical choices: Executive summary: Report of the review of teacher education. NSW Department of Education and Training.
  • Rowe, K. (2004). In good hands? The importance of teacher quality. Educare News: The National Newspaper for All Non-government Schools,149, 4-14.
  • Seidel, T., & Shavelson, R. J. (2007). Teaching effectiveness research in the past decade: The role of theory and research design in disentangling meta-analysis results. Review of Educational Research, 77, 454-499. https://doi.org/10.3102/0034654307310317
  • Silverman, D. (2013). Doing qualitative research (4th ed.). London: Sage.
  • The Ministry of National Education (MEB). (2017). General competences of teaching profession. Ankara: MEB Publisher.
  • The Organisation for Economic Co-operation and Development (OECD) (2005). The definition and selection of key competencies. https://www.oecd.org/pisa/35070367.pdf [accessed 5 April 2020].
  • Thomas, L., McMillan, J., McColl, E., Hale, C., & Bond, S. (1995). Comparison of focus group and individual interview methodology in examining patient satisfaction with nursing care. Social Sciences in Health, 1(4), 206-220.
  • Ünver, G. (2003). Collaboration on teaching practice: A case study. Gazi University Journal of Gazi Educational Faculty, 23(1), 87-10.
  • Wenglinsky, H. (2002). The link between teacher classroom practices and student academic performance. Education policy analysis archives, 10(12), 1-30. https://doi.org/10.14507/epaa.v10n12.2002
  • Wilson, S. M., Floden, R. E., & Ferrini Mundy, J. (2002). Teacher preparation research: An insider’s view from the outside. Journal of teacher education, 53(3), 190-204. https://doi.org/10.1177/0022487102053003002
  • Yıldırım, İ., & Kalman, M. (2017). The validity and reliability study of the Turkish version of the preparedness to teach scale. Kastamonu Educational Journal, 25(6), 2311-2326.
  • Yıldırım, A., & Şimşek, H. (2013). Qualitative research methods (9th. ed.). Ankara: Seçkin Publishing.
  • Yıldız Durak, H., & Tekin, S. (2020). Investigation of teachers’ lifelong learning competencies according to personal and professional variables. Bolu Abant İzzet Baysal University Journal of Faculty of Education, 20(1), 221-235. https://doi.org/10.17240/aibuefd.2020.20.52925-547041
  • Zembat, R. (2007). Qualification in pre-school education. A. Oktay & Ö. P. Unutkan (Eds.) Current Issues in Preschool Education. İstanbul: Morpa Publishing.

Details

Primary Language English
Subjects Social
Journal Section Articles
Authors

Derya GİRGİN
ÇANAKKALE ONSEKİZ MART ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ
0000-0002-6114-7925
Türkiye


Nur AKCANCA (Primary Author)
ÇANAKKALE ONSEKİZ MART ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ
0000-0003-4074-0639
Türkiye

Publication Date June 30, 2021
Published in Issue Year 2021, Volume 8, Issue 2

Cite

APA Girgin, D. & Akcanca, N. (2021). The Readiness of Primary and Preschool Pre-Service Teachers' for Teaching Profession in Turkey: A Mixed Methods Research . International Journal of Contemporary Educational Research , 8 (2) , 98-117 . DOI: 10.33200/ijcer.750217

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