Yaşadıkça Eğitim (Aug 2016)
Anxiety of Pre-Service Teachers about being Appointed to their Profession (A Mersin Case)
Abstract
The purpose of this study was to investigate anxiety of pre-service teachers who had just started to university and who were at the final grade about being appointed to their profession. Population of this research included first and final grade students studying in the departmenst of Science Teaching, English Teaching, Classroom Teaching, Psychological Counseling and Guidance, Pre-School Teaching, Mathematics Teaching and Turkish Teaching departments at Faculty of Education of Mersin University. Because the population was accessible, there was no need to draw a sample, so all population was included in the study. Consequently, 418 pre-service teachers were included in the study. The“Pre-Service Teacher Anxiety Scale” that was originally develped by Borich and was adapted to Turkish context by Saban, Korkmaz and Akbaşlı (2004) was used to collect data. This scale was on 5-point Likert type, and included 3 dimensions as self-centered anxieties, student-centered anxieties, and task-centered anxieties. Research result indicate that anxiety towards being appointed to profession was found to be less in students of PreSchool Teaching department that had no KPSS Content Knowledge Test that was supposed to taken after graduation for appointment. Furthermore, final year students’ anxiety towards being appointed was found to be higher than the first year students.
