International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210

Original article | International Journal of Progressive Education 2015, Vol. 11(1) 59-72

Pre-Service Teachers' Retrospective and Prospective Evaluations: Program, Self, and Teaching Profession

Mustafa Ulusoy

pp. 59 - 72   |  Manu. Number: ijpe.2015.025

Published online: February 15, 2015  |   Number of Views: 41  |  Number of Download: 425


Abstract

This study aimed to investigate teacher candidates' retrospective and prospective evaluations about the classroom teacher education program, self, and the teaching profession. Observations, interviews,  focus group interviews, and surveys were used to collect data from the 240 subjects. Teacher candidates believed that the teaching profession is the best fit to their characters and the profession is the best job for females. The data analysis showed that 95% of the teacher candidates indicated at least two or more program related issues, and only 5% of them found the quality of the program  satisfactory. The results also revealed that pre-service teachers experience burnout problem, and 90% of the male subjects do not have a plan to stay in the teaching profession. It is recommended that the classroom teacher education department should offer teacher candidates more student-centered and constructivist teaching with adequate field experiences.

Keywords: Retrospective, prospective, evaluation, teaching profession, pre-service teachers


How to Cite this Article?

APA 6th edition
Ulusoy, M. (2015). Pre-Service Teachers' Retrospective and Prospective Evaluations: Program, Self, and Teaching Profession . International Journal of Progressive Education, 11(1), 59-72.

Harvard
Ulusoy, M. (2015). Pre-Service Teachers' Retrospective and Prospective Evaluations: Program, Self, and Teaching Profession . International Journal of Progressive Education, 11(1), pp. 59-72.

Chicago 16th edition
Ulusoy, Mustafa (2015). "Pre-Service Teachers' Retrospective and Prospective Evaluations: Program, Self, and Teaching Profession ". International Journal of Progressive Education 11 (1):59-72.

References
  1. Bedggood, R. E., & Donovan, J. D. (2012). University performance evaluations: What are we really measuring?. Studies in Higher education, 37, 825-842. [Google Scholar]
  2. Bektaş, F., & Nalçacı, A. (2012). The relationship between personal values and attitude towards teaching profession. Kuram ve Uygulamada Eğitim Bilimleri [Educational Sciences: Theory & Practice], 12(2), 1239-1248. [Google Scholar]
  3. Cermik, H., Dogan, B., & Sahin, A. (2010). Sinif ogretmenligi ogretmen adaylarinin ogretmenlik meslegini tercih sebepleri [Prospective elementary classroom teachers' motives for selecting teaching profession]. Pamukkale Universitesi Egitim Fakultesi Dergisi, 28, 201-212. [Google Scholar]
  4. Cochran-Smith, M. (2003). Assessing assessment in teacher education. Journal of Teacher Education, 54(3), 187-191. [Google Scholar]
  5. Cochran-Smith, M. (2004). Taking stock in 2004: Teacher education in dangerous times. Journal of Teacher Education, 55(1), 3-7. [Google Scholar]
  6. Cochran-Smith, M. (2005). The new teacher education: For better or for worse? Educational Researcher, 34(7), 3-17. [Google Scholar]
  7. Conway, P. F. (2001). Anticipatory reflection while learning to teach: From a temporally truncated to a temporally distributed model of reflection in teacher education. Teaching & Teacher Education, 17, 89-106. [Google Scholar]
  8. Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Thousand Oaks, CA: Sage. [Google Scholar]
  9. Darling-Hammond, L., & Sykes, G. (2003). Wanted: A national teacher supply policy for education: The right way to meet the “Highly Qualified Teacher” challenge. Education Policy Analysis Archives, 11(33), 1-55. [Google Scholar]
  10. Evans, E. D., & Tribble, M. (1986). Perceived teaching problems, self-efficacy, and commitment to teaching among preservice teachers. Journal of Educational Research, 80(2), 81-85. [Google Scholar]
  11. Fejgin, N., Kfir, D., & Ariav, T. (1998). Changes in the characteristics of preservice students: A retrospective analysis and a prospective outlook. The Teacher Educator, 34(1), 12-29. [Google Scholar]
  12. Fuller, F. F. (1969). Concerns of teachers: A developmental conceptualization. American Educational Research Journal, 6, 207-226. [Google Scholar]
  13. Goodwin, A. L., & Oyler, C. (2008). Teacher educators as gatekeepers: Deciding who is ready to teach. In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre, & K. E. Demers (Eds.), Handbook of research on teacher education: Enduring questions in changing contexts (pp. 468-489). NY: Routledge, Taylor & Francis. [Google Scholar]
  14. Ingersoll, R. M. (2008). The teacher quality problem. In  M. Cochran-Smith, S. Feiman- Nemser, D. J. McIntyre, & K. E. Demers (Eds.), Handbook of research on teacher education:Enduring questions in changing contexts (pp. 527-533). NY: Routledge, Taylor & Francis. [Google Scholar]
  15. Hargreaves, L. (2009). The status and prestige of teachers and teaching. In L. J. Saha & A. G.  Dworkin (Eds.), International Handbook of Research on Teachers and Teaching (pp. 217- 229). NY: Springer. [Google Scholar]
  16. Hatch, J. A. (2002). Doing qualitative research in education settings. New York: State University of New York. [Google Scholar]
  17. Johnson, B., & Christensen, L. (2004). Educational research: Quantitative, qualitative, and mixed approaches (2nd ed.). NY: Pearson/Allyn & Bacon. [Google Scholar]
  18. Johnson, S. M., & Kardos, S. M. (2008). The next generation of teachers: Who enters, who [Google Scholar]
  19. stays, and why. In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre, & K. E. Demers (Eds.), Handbook of research on teacher education: Enduring questions in changing contexts (pp. 445-467). NY: Routledge, Taylor & Francis. [Google Scholar]
  20. Koetsier, C. P., & Wubbels, J. T. (1995). Bridging the gap between initial teacher training and teacher induction. Journal of Education for Teaching, 21, 333-345. [Google Scholar]
  21. Kyriacou, C., & Coulthard, M. (2000). Undergraduates’ views of teaching as a career choice. Journal of Education for Teaching, 26, 117-126. [Google Scholar]
  22. Kyriacou, C., Hultgren, A., & Stephens, P. (1999). Student teachers’ motivation to become a secondary school teacher in England and Norway. Teacher Development, 3(3), 373-381. [Google Scholar]
  23. Lankshear, C., & Knobel, M. (2004). A handbook for teacher research: From design to implementation. England: Open University Press. [Google Scholar]
  24. Long, D. T., & Stuart, C. (2004). Supporting higher levels of reflection among teacher candidates: A pedagogical framework. Teachers & Teaching: Theory and Practice, 10, 275-290. [Google Scholar]
  25. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage. [Google Scholar]
  26. Minor, L. C., Onwuegbuzie, A. J., Witcher, A. E., & James, T. L. (2002). Preservice teachers’ educational beliefs and their perceptions of characteristics of effective teachers. The Journal of Educational Research, 96(2), 116-127. [Google Scholar]
  27. Mueller, A., & Skamp, K. (2003). Teacher candidates talk: Listen to the unsteady beat of learning to teach. Journal of Teacher Education, 54(5), 428-440. [Google Scholar]
  28. Murray, F. B. (2008). The role of teacher education courses in teaching by second nature. In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre, & K. E. Demers (Eds.), Handbook of research on teacher education: Enduring questions in changing contexts (pp.1228-1246). NY: Routledge, Taylor & Francis. [Google Scholar]
  29. Patton, M. Q. (2002). Qualitative research & evaluation methods (3rd ed.). Thousand Oaks, CA: Sage. [Google Scholar]
  30. 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 & Teacher Education, 13, 225-235. [Google Scholar]
  31. Pop, M. M., & Turner, J. E. (2009). To be or not to be … a teacher? Exploring levels of commitment related to perceptions of teaching among students enrolled in a teacher education program. Teachers & Teaching: Theory and Practice, 15, 683-700. [Google Scholar]
  32. Richardson, P. W., & Watt, H. M. G. (2005). ‘I’ve decided to become a teacher’: Influences on career change. Teaching & Teacher Education, 21, 475-489. [Google Scholar]
  33. Saban, A. (2003). A Turkish profile of prospective elementary school teachers and their views of teaching. Teaching & Teacher Education, 19, 829-846. [Google Scholar]
  34. Stokking, K., Leenders, F., Jong, J. D., & Tartwijk, J. V. (2003). From student to teacher: Reducing practice shock and early dropout in the teaching profession. European Journal of Teacher Education, 26, 329-350. [Google Scholar]
  35. Tumkaya, S., & Cavusoglu, I. (2010). Sinif ogretmenligi son sinif ogretmen adaylarinin tukenmislik duzeylerinin incelenmesi [An analysis of the burnout level of primary school teaching department student teachers]. C. U. Sosyal Bilimler Enstitusu Dergisi, 19, 468-481. [Google Scholar]
  36. Wanzare, Z. O. (2007). The transition process: The early years of being a teacher. In T. Townsend & R. Bates (Eds.), Handbook of teacher education: Globalization, standards and professionalism in times of change (pp. 343-363). The Netherlands: Springer. [Google Scholar]
  37. Witcher, A., & Onwuegbuzie, A. J. (1999). Characteristics of effective teachers: Perceptions of preservice teachers. Paper presented at the annual meeting of the Mid-South Educational Research Association, Point Clear, AL. (ERIC Document Reproduction Service No. ED438246) [Google Scholar]
  38. Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). Thousand Oaks, CA: Sage. [Google Scholar]
  39. Yin, R. K. (2006). Case study methods. In J. L. Green, G. Camilli, P. B. Elmore, A. Skukauskaite, & E. Grace (Eds.), Handbook of complementary methods in education research (pp. 111-122). Mahwah, NJ:AERA/ Lawrence Erlbaum. [Google Scholar]
  40. Yost, D. S., Sentner, S. M., & Forlenza-Bailey, A. (2000). An examination of the construct of critical reflection: Implications for teacher education programming in the 21st century. Journal of Teacher Education, 51(1), 39-49. [Google Scholar]
  41. Zeichner, K. M. (2005). A research agenda for teacher education. In M. Cochran-Smith & K. M. Zeichner (Eds.), Studying teacher education: The report of the AERA panel on research and teacher education (pp. 737-759). Mahwah, NJ: AERA/Lawrence Erlbaum. [Google Scholar]
  42. Zumwalt, K., & Craig, E. (2008). Who is teaching? Does it matter? In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre, & K. E. Demers (Eds.), Handbook of research on teacher education: Enduring questions in changing contexts (pp. 404-423). NY: Routledge, Taylor & Francis. [Google Scholar]