Turkish prospective teachers' professional goals, beliefs about the attainability of these goals, identities, and possible selves

Basit Öğe Kaydı
dc.authorid0000-0001-8964-2082en_US
dc.authorid0000-0003-3046-3017
dc.contributor.authorÇetin, Güler
dc.contributor.authorEren, Altay
dc.date.accessioned2021-06-23T19:51:02Z
dc.date.available2021-06-23T19:51:02Z
dc.date.issued2019
dc.departmentBAİBÜ, Eğitim Fakültesi, Eğitim Bilimleri Bölümüen_US
dc.description.abstractThis study examined the relationships among prospective teachers' (PTs) professional goals, their beliefs about the attainability of these goals, teacher identities, and teacher possible selves, with a particular focus on the mediating roles of teacher identities and teacher possible selves. A total of 2303 PTs from three large universities located in different regions of Turkey voluntarily participated in the study. Using an explanatory correlational research design, PTs were asked to complete various quantitative measures. Correlation, hierarchical regression, and structural equation modelling analyses were conducted to analyse the data in a comprehensive manner. The results showed that PTs' professional goals, their beliefs about the attainability of these goals, teacher identities, and expected teacher possible selves (ETPS) were significantly and selectively related to each other. The results also showed that PTs' teacher identities and expectations of learning to teach played significant mediating roles in the relationships between their professional goals and beliefs about the attainability of these goals. Overall, the results of the study suggest that, by considering the roles of teacher identity and ETPS, teacher educators and policy makers may better understand the factors potentially bridging the gap between professional goals and beliefs about the attainability of these goals.en_US
dc.identifier.doi10.1007/s12564-018-9561-6
dc.identifier.endpage447en_US
dc.identifier.issn1598-1037
dc.identifier.issn1876-407X
dc.identifier.issue3en_US
dc.identifier.scopus2-s2.0-85056906260en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage423en_US
dc.identifier.urihttps://doi.org/10.1007/s12564-018-9561-6
dc.identifier.urihttps://hdl.handle.net/20.500.12491/9910
dc.identifier.volume20en_US
dc.identifier.wosWOS:000482237500007en_US
dc.identifier.wosqualityQ4en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorÇetin, Güler
dc.institutionauthorEren, Altay
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.relation.ispartofAsia Pacific Education Reviewen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectProfessional Goalsen_US
dc.subjectIdentityen_US
dc.subjectPossible Selvesen_US
dc.subjectBeliefsen_US
dc.subjectTeacher Educationen_US
dc.titleTurkish prospective teachers' professional goals, beliefs about the attainability of these goals, identities, and possible selvesen_US
dc.typeArticleen_US

Dosyalar

Orijinal paket
Listeleniyor 1 - 1 / 1
Küçük Resim Yok
İsim:
guler-cetin.pdf
Boyut:
1.05 MB
Biçim:
Adobe Portable Document Format
Açıklama:
Tam Metin/Full Text
İndir

Koleksiyon

WoS İndeksli Yayınlar Koleksiyonu
Eğitim Bilimleri Bölümü Koleksiyonu
Scopus İndeksli Yayınlar Koleksiyonu