Examining Attitudes of Physical Education Teacher Education Program Students Toward the Teaching Profession
Montenegrin Journal of Sports Science and Medicine
Th e purpose of this study was to investigate attitudes of pre-service teachers toward the teaching profession with respect to their gender, grade level, whether participants regularly participate in physical activities, and whether pre-service students have a teacher-parent in their family. Research was conducted on 469 pre-service physical education teachers (Mage=21.35, SDage= 2.49), 188 female (Mage=20.89, SDage= 2.30) and 281 male (Mage=21.66, SDage= 2.57) students from fi ve diff erent
... fi ve diff erent universities in Turkey. In this study the "Attitude Scale for the Profession of Physical Education Teaching" was used. It has two factors: "concern for profession" (CP) and "aff ection for profession" (AP). Independent sample t-test results indicated that there were no signifi cant diff erences with respect to gender or having a teacher-parent in both factors and total attitude points (p> 0.05). Pre-service physical education teachers who participate in physical activity had signifi cantly higher points in AP and the total scale in comparison to those who do not participate in physical activity (p< 0.05). ANOVA results indicated that based on grade level there were signifi cant diff erences in CP and total attitude (p< 0.05). Students' concern about employment may be associated with diff erences in attitude scores between grade levels. Th e positive eff ect of physical activity participation and their professional teaching education on stress resilience might also be an important factor for increasing positive attitudes toward the teaching profession. KEY WORDS Attitudes toward Profession, Physical Education and Sport, Pre-service Teacher. As stated in the literature, the eff ectiveness of the teaching profession is dependent on three crucial factors (i) profession choices of pre-service teachers, (ii) quality of teacher training, and (iii) teachers' personal beliefs towards the teaching profession (Şişman, 1999). Th e belief system is diversifi ed from other factors that aff ect the quality of education, as it is deeply resistant to change (Kagan, 1992) . However, studies have elucidated how belief system of teachers have been formed (Tsangaridou, 2006) . Literature has theoretically demonstrated that the belief system of teachers is formed in three consecutive periods; (i) during their experiences in school, (ii) from life experiences, (iii) during their professional teacher education program in university (Pajares, 1992) .