In-service and Pre-service Teachers’ Teaching Concerns

Year 2024, Volume: 5 Issue: 2, 46 - 66

İmren Özaydın Ayla Çetin Dindar

https://doi.org/10.52911/itall.1513618

Abstract

The focus of this study was to compare pre-service teachers and in-service teachers in terms of their teaching concerns by gender and teaching experience. Therefore, the current study examined whether there were any significant gender and teaching experience differences in in-service or pre-service teachers' teaching concerns. In total, 357 teachers (279 female and 78 male) participated in the study, of which 212 were in-service and 145 were pre-service teachers. The adapted and translated version of the Teacher Concerns Checklist was used to assess teachers’ concerns. A two-way MANOVA was conducted to comprehensively examine whether the teaching concerns of participants varied based on gender and teaching experience. Findings regarding teachers’ teaching concerns showed that all participants mostly felt slightly concerned. By systematically investigating and addressing these concerns, teacher preparation programs can become more adaptive, supportive, and effective in nurturing competent and resilient educators.

Keywords

Teaching Concerns, In-service Teachers, Pre-service Teachers

Öğretmen Adaylarının ve Hizmet içi Öğretmenlerinin Öğretime İlişkin Kaygıları

Abstract

Bu çalışmanın amacı, öğretmen adayları ile hizmet içi öğretmenlerinin öğretim kaygılarını cinsiyet ve öğretim deneyimi göre karşılaştırmaktır. Bu amaç doğrultusunda, mevcut çalışmada öğretmen adayları ve hizmet içi öğretmenlerinin öğretim kaygılarında cinsiyet ve öğretim deneyimi açısından anlamlı farklılıklar olup olmadığı incelenmiştir. Çalışmaya toplam 145'i öğretmen adayı ve 212'si hizmet içi olmak üzere 357 öğretmen (279 kadın ve 78 erkek) katılmıştır. Katılımcı öğretmenlerin öğretim kaygılarını değerlendirmek için Öğretmen Kaygıları Kontrol Listesi'nin uyarlanmış ve çevrilmiş versiyonu kullanılmıştır. Katılımcıların öğretim kaygılarının cinsiyete ve öğretim deneyimine göre değişip değişmediğini kapsamlı bir şekilde incelemek amacıyla iki yönlü MANOVA yürütülmüştür. Öğretmenlerin öğretim kaygılarıyla ilgili bulgular incelendiğinde, tüm katılımcıların çoğunlukla öğretim ile ilgili hafif kaygı duyduğunu göstermiştir. Bu kaygıların sistematik olarak araştırılması ve ele alınmasıyla, öğretmen yetiştirme programları yetkin ve dayanıklı eğitimciler yetiştirmede daha uyumlu, destekleyici ve etkili hale getirilebilir.

Keywords

Öğretime ilişkin Kaygılar, Hizmet içi Öğretmenler, Öğretmen Adayları

References

• Boz, Y. (2008). Turkish student teachers' concerns about teaching. European Journal of Teacher Education, 31(4), 367-377. https://doi.org/10.1080/02619760802420693
• Boz, Y., & Boz, N. (2010). The nature of the relationship between teaching concerns and sense of efficacy. European Journal of Teacher Education, 33(3), 279-291. https://doi.org/10.1080/02619768.2010.490910
• Boz, Y., & Cetin-Dindar, A. (2023). Teaching concerns, self-efficacy beliefs and constructivist learning environment of pre-service science teachers: A modelling study. European Journal of Teacher Education, 46(2), 274-292. https://doi.org/10.1080/02619768.2021.1919079
• Çakmak, M. (2008). Concerns about teaching process: Student teachers’ perspective. Educational Research Quarterly, 31(3), 57-77.
• Çelen, A., & Bulut, D. (2019). Assessment of occupational anxiety levels of physical education preservice teachers. The Journal of Academic Social Science, 18(18), 247-261. https://doi.org/10.16992/ASOS.865
• Çubukçu, Z., & Dönmez, A. (2011). The examination of the professional anxiety levels of teacher candidates. Journal of Theory and Practice in Education, 7(1), 3-25.
• Ekizler, F. (2013). The relationship between teaching concerns and self-efficacy levels of pre-and in-service EFL teachers [Unpublished master’s thesis]. Pamukkale University, Denizli.
• Fuller, F. F. (1969). Concerns of teachers: A developmental conceptualization. American Educational Research Journal, 6, 207–226.
• Fuller, F. F. (1971). Relevance for teacher education: A teacher concerns model. Austin: University of Texas Research & Development Center for Teacher Education.
• Geçer, K., & Taşdemir, C. (2020). Determining the factor affecting professional anxiety levels of pre-service science teachers. Turkish Journal of Educational Studies, 7(3), 65-78.
• George, A. A. (1978). Measuring self, task, and impact concerns: A manual for use of the teacher concerns questionnaire. The University of Texas at Austin: The University of Texas.
• Ghaith, G., & Shaaban, K. (1999). The relationship between perceptions of teaching concerns, teacher efficacy, and selected teacher characteristics. Teaching and Teacher Education, 15(5), 487-496.
• Guillaume, A. M., & Rudney, G. L. (1993). Student teachers' growth toward independence: An analysis of their changing concerns. Teaching and Teacher Education, 9(1), 65-80.
• Kafkaş, M. E., Açak, M., Çoban, B., & Karademir, T. (2010). Investigation of the relationship between preservice physical education teachers' sense of self-efficacy and professional concerns. Inonu University Journal of the Faculty of Education, 11(2), 93-111.
• Mergen, H., Arslan, H., Mergen, B. E., & Arslan, E. (2014). Pre-service teachers’ anxiety and attitudes toward their profession. NWSA-Education Sciences, 9(2), 162-177. http://dx.doi.org/10.12739/NWSA.2014.9.2.1C0612
• Pigge, F. L., & Marso, R. N. (1987). Relationships between student characteristics and changes in attitudes, concerns, anxieties, and confidence about teaching during teacher preparation. The Journal of Educational Research, 81(2), 109-115.
• Pigge, F. L., & Marso, R. N. (1997). A Seven Year Longitudinal Multi-Factor Assessment of Teaching Concerns Development Through Preparation and Early Years of Teaching. Teaching and Teacher Education, 13(2), 225–235. http://dx.doi.org/10.1016/S0742-051X(96)00014-5
• Stair, K. S., Warner, W. J., & Moore, G. E. (2012). Identifying concerns of preservice and in–service teachers in agricultural education. Journal of Agricultural Education, 53(2), 153–164. http://dx.doi.org/10.5032/jae.2012.02153
• Şaban, A., Korkmaz, İ., & Akbaşlı, S. (2004). The professional concerns of pre-service teachers. Eurasian Journal of Educational Research, 17, 198–208.
• Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th Eds.). New York: Allyn & Bacon/Pearson Education.
• Taşğın, Ö. (2006). Observation of concern levels teacher candidates, who enrolled physical education and sports college, according to some variables. Kastamonu Education Journal, 14(2), 679-686.
• Varol, Y. K., Erbaş, M. K., & Ünlü, H. (2014). Beden eğitimi öğretmen adaylarının mesleki kaygı düzeylerinin öğretmenlik mesleğine yönelik tutumlarının yordama gücü. Spormetre Beden Eğitimi ve Spor Bilimleri Dergisi, 12(2), 113-123.
• Yaylı, D., & Hasırcı, S. (2009). Concerns of prospective teachers of Turkish on teaching. The Journal of International Social Research, 2(9), 520-525.
• Yeşilyurt, E. (2013). Teacher self-efficacy perceptions of teacher candidates. Electronic Journal of Social Sciences, 12(45), 88-104.
• Yurtseven, T., & Yaylı, D. (2019). Teaching concerns and self-efficacy beliefs of pre-service Turkish teachers. Journal of Language Education and Research, 5(1), 47-67.