Izvorni znanstveni članak
https://doi.org/10.15516/cje.v27i4.6758 A Longitudinal
A Longitudinal Examination of Preservice Primary School Teachers’ Readiness for Teaching, Teaching Motivation and Mathematics Teaching Competencies
Yasemin Deringöl
; Istanbul University-Cerrahpaşa, Hasan Ali Yücel Faculty of Education
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* Dopisni autor.
Sažetak
This study aimed to examine the development of preservice primary school
teachers’ readiness for teaching, teaching motivation and mathematics teaching
competencies throughout their four-year undergraduate education, and to
explore the relationships among these variables over time. The study employed a
longitudinal research design in which data were collected at four measurement
points corresponding to each year of the teacher education program. The sample
included 46 preservice primary school teachers enrolled in a faculty of education
in Istanbul, Türkiye Data were collected using the Readiness for Teaching Scale,
Teaching Motivation Scale and Mathematics Teaching Competency Scale.
Correlational analyzes were conducted to examine the relationships among the
variables across study years. The results revealed a positive moderate correlation
between readiness for teaching and mathematics teaching competencies in the first,
second and fourth year, and a strong positive correlation in the third year. Overall,
significant positive relationships were identified among readiness for teaching,
teaching motivation and mathematics teaching competencies across the four-year
period. These results indicate an increase in professional readiness.
Ključne riječi
longitudinal design; teacher competencies; teaching motivation; teacher education programmes
Hrčak ID:
346028
URI
Datum izdavanja:
30.12.2025.
Posjeta: 0 *