PRE-SERVICE PRIMARY SCHOOL TEACHERS’ BELIEFS ABOUT THE CONSISTENCY OF THE TEACHER TRAINING PROGRAM ON THE FORMATION OF THEIR TEACHER IDENTITY

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Özkan Çelik
Alper Yorumaz
Halil Çokçalıskan

Abstract

It was aimed to determine the effect of belief about the consistency of teacher education program in the formation of teacher identity of primary school teacher candidates. In the study, correlational survey method was benfitted. The participants of the research study consisted of 203 senior primary school teacher candidates who studied in three different universities in the 2018-2019 academic year. “Early Teacher Identity Scale” and “TEDS-M Beliefs About the Effectiveness of Teacher Education Program” were used as data collection tools. As a result, it was determined that the teacher candidates’ beliefs about the effectiveness of the teacher education program are high and theearly teacher identity was at a medium level. In addition, it was revealed that the belief about the consistency of the teacher education program differed significantly in favor of female teachers according to gender, while the early teacher identity did not differ. It was concluded that there was a low positive relationship between belief about the effectiveness of teacher education program and the early teacher identity and belief about the effectiveness of teacher education program was a significant predictor of early teacher identity.
Keywords: teacher identity, teacher education, the effectiveness of program, belief

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