Akademik Veri Yönetim Sistemi
Tezin Türü: Doktora
Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Eğitim Fakültesi, Yabancı Diller Eğitimi Bölümü, Türkiye
Tezin Onay Tarihi: 2014
Öğrenci: ZEYNEP ÖLÇÜ
Danışman: GÖLGE SEFEROĞLU
Özet:English teachers’ professional journey begins to emerge before candidate teachers graduate from teacher education programs and continues after on. The aim of this study is to investigate the career plans and career choice satisfaction of senior year English teachers before they graduate from the program, and the factors that has an influence on them. Pre-service teachers’ career plans embrace their career intentions, professional intentions and workplace intentions. Career intentions refer to their decisions to stay, change or give up teaching English career. Professional intentions are the intended professional development strategies, intended professional identities and leadership motivations of the participants. Workplace intentions are further divided into four as organization based, region based, district-based and country-based intentions. In this regard, a mixed methods research was designed to answer the research questions. 672 participants from 13 different universities’ v English teaching programs answered the questionnaire, and 88 participants from 8 universities took part in the semi-structured interviews. The results of the study indicate that most of the participants aim to teach English till the end of their career. Intended professional identities are defined around their methodological, interpersonal and professional orientations. For professional development they plan to use personal strategies, institutional strategies and to go abroad. In addition to these, they have low leadership intentions. State organizations are preferred over the private ones. The socio-economic characteristics of the regions and the districts define participants’ intention to work in those places. A majority of participants want to teach English in Turkey. Finally, career choice satisfaction and career intentions are found to be related. The results would be useful for teacher educators and teacher workforce planners.