A Turkish profile of prospective elementary school teachers and their views of teaching

By Ahmet Saban. 2003

180 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/016798fe3bcf60bdcfcc790d90e4b4ca09bc7820

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Citations in the corpus

Choosing Teaching Profession as a Career: Students' Reasons. (2014, background): “…teachers, relatives and parents’ effect (Murnane, Singer, Willett, Kemple, & Olsen, 1991; Bastick, 2000; Brown, 1992; Chuene, Lubben, & Newson, 1999; Saban, 2003; Cermik, Dogan, & Sahin 2010; Behymer & Cockriel 1988; Kniveton, 2004; Y. Boz & E. Boz, 2008; C. Papanastasiou & E. Papanastasiou, 1997,…”
Factors Influencing Teaching Choice in Turkey (2012, background): “These factors all impact on the quality of teacher education (Çakıroğlu & Çakıroğlu, 2003; CHE, 2007; Özoğlu, 2010).”
Prospective Teachers' Conceptions of Teaching and Learning Revealed through Metaphor Analysis. (2007, background): “%) picked the factory metaphor (depicting students as raw materials and teachers as manufacturers) as their most preferred metaphorical image of elementary schooling (see Saban, 2003), only 14.3% of the 363 exit level elementary teacher candidates chose this metaphor (see Saban, 2004).”
Choosing Teaching as a Career: Motivations of Pre-service English Teachers in Turkey (2012, background): “For example, in one of the earlier studies Saban (2003) found that prospective elementary school teachers considered altruistic reasons to be more important and the extrinsic ones such as getting a secure job and a steady monthly income as more influential than intrinsic reasons in their career…”
Turkish preservice science teachers’ efficacy beliefs regarding science teaching and their beliefs about classroom management (2007, methodology): “Admission to higher education is centralized and based on a nation-wide single-stage examination, named the Student Selection Examination, administered by the Student Selection and Placement Center under the supervision of the Higher Education Council every year (Saban, 2003).”
A typological approach to investigate the teaching career decision: Motivations and beliefs about teaching of prospective teacher candidates (2012, methodology): “, specific reasons for entering, remaining, or leaving teaching), and little attention has been given to PTs’ motivations (reasons) for teaching as related to their beliefs about teaching (Saban, 2003; Schutz, Crowder, & White, 2001).”
To be or not to be … a teacher? Exploring levels of commitment related to perceptions of teaching among students enrolled in a teacher education program (2009, unknown): “Research findings on similar studies about preservice teachers’ reasons for becoming teachers (Kyriacou et al., 1999; Kyriacou & Coulthard, 2000; Saban, 2003), and also studies on teachers’ job satisfaction (Brunetti, 2001; Guarino, Santibanez & Daley, 2006) support the idea that the most powerful m”
Motivations for choosing teaching as a career: a perspective of pre-service teachers from a Turkish context (2013, background): “As such, the present findings support the study of Johnston et al. In another study, Saban (2003) showed that female pre-service teachers in Turkey chose teaching for more altruistic and intrinsic motives than did males.”