Pre-service Teachers’ Expected and Feared Possible Selves Related to Teaching Profession

Abstract

The aim of this study is to analyze possible teacher selves among prospective teachers attending different departments of the faculty of educational sciences in terms of different variables. Research is a descriptive study in screening model. In this study conducted with 884 students, data was collected using personal information form and Possible Teacher Selves Scale adapted by Tatli Dalioglu (2015) from Hamman Wang & Burley (2013). As a result of the study, it was determined that prospective teachers’ expected possible teacher-selves were higher and they had moderate level of feared possible teacher selves. It was determined that girls’ average scores from insufficient classroom management sub-dimension in expected possible teacher selves and feared possible teacher selves scales were greater than those of boys; a significant difference was found among bachelor’s degree programs in scores from insufficient classroom management sub-dimension of expected possible teacher selves scales, but this difference was not found statistically significant in multiple comparisons. It was determined that first grader prospective teachers’ average scores obtained from expected possible teacher selves were higher than those of four grader prospective teachers, and there were no significant differences found between their scores from feared possible teacher selves. Research results were discussed in terms of teacher roles varying in traditional, modern and post-modern periods.

Keywords

• Aday öğretmen, olası öğretmen benlikleri, öğretmen mesleki kimliği