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Öğretmen Adaylarının Öğretmenlik Uygulaması Sürecinde İyi Oluşlarının Araştırılması

Yıl 2023, Cilt: 24 Sayı: 2, 194 - 208, 24.07.2023

Senem Zaimoğlu Aysun Dagtas

https://doi.org/10.12984/egeefd.1279510

Öz

Öğretmen adaylarının psikolojilerini ve iyi oluşlarını etkileyen faktörleri anlamak, ilgili literatürde nispeten daha az ilgi görmüştür. Bu nedenle bu çalışma, öğretmen adaylarından anlatılar toplayarak ve öğretmen adaylarıyla yarı yapılandırılmış görüşmeler yaparak öğretmenlik uygulamaları sırasında kendi iyi oluşlarını nasıl anladıklarını araştırmayı amaçlamaktadır. Veriler, Yorumlayıcı Fenomenolojik Analiz (IPA) yaklaşımı kullanılarak analiz edilmiştir. Sonuçlar, öğretmen adaylarının iyi oluşlarını etkileyen bir dizi faktör olduğunu ortaya çıkarmıştır. Bunlar; motivasyon, öğrenciler, mesleğe olan takdirleri, yetersizlik hissi, ilişki yönetimi, birden fazla rol, teknik endişeler ve algılanan gelecek gibi faktörlerdir. Çalışma sonucunda elde edilen bulgular göz önünde bulundurulduğunda öğretmen adaylarının mevcut iyi oluşlarının mesleki uygulamalarını şekillendirmedeki önemine işaret etmekle birlikte öğretmen eğitimi alanında çalışan öğretmen eğitimcileri, öğrenciler ve araştırmacılar için önemli bilgiler sağlamaktadır. Genel olarak bakıldığında çalışma öğretmenlik uygulamaları sırasında öğretmen adaylarının iyi oluşlarının karmaşık ve çok yönlü doğasını göz önüne sermekte, öğrencilerin psikolojik ve duygusal durumlarını etkileyen çeşitli faktörleri dikkate alan daha bütünsel bir yaklaşımın gerekliliğini vurgulamaktadır.

Anahtar Kelimeler

İyi oluş Öğretmenlik uygulaması Öğretmen eğitimi

Kaynakça

  • Alase, A. (2017). The interpretative phenomenological analysis (IPA): A guide to a good qualitative research approach. International Journal of Education and Literacy Studies, 5(2), 9-19. doi: 10.7575/aiac.ijels.v.5n.2p.9
  • Babic, S., Mairitsch, A., Mercer, S., Sulis, G., Jin, J., King, J., Lanvers, U., & Shin, S. (2022). Late-career language teachers in Austria and the UK: Pathways to retirement. Teaching and Teacher Education, 113(8). doi: 10.1016/j.tate.2022.103686
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman/Times Books/ Henry Holt & Co.
  • Barker, C., & Martin, B. (2009). Dilemmas in teaching happiness. Journal of University Teaching and Learning Practice, 6(2), 1-14. Retrieved from https://ro.uow.edu.au/jutlp/vol6/iss2/2
  • Boyle, G. J., Borg, M. G., Falzon, J. M., & Baglioni, A. J. (1995). A structural model of the dimensions of teacher stress. British Journal of Educational Psychology, 65(1), 49-67. doi: 10.1111/j.2044-8279.1995.tb01130.x
  • Chirico, F., Sharma, M., Zaffina, S., & Magnavita, N. (2020). Spirituality and prayer on teacher stress and burnout in an Italian cohort: A pilot, before-after controlled study. Frontiers in Psychology, 10(2933). doi: 10.3389/fpsyg.2019.02933
  • Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104, 1189-1204. doi: 10.1037/a0029356
  • Creswell, J. W. (2013) Research design: Qualitative, quantitative, and mixed methods approaches (4th ed). London: Sage.
  • Dağtaş, A., & Zaimoglu, S. (2022). The language learning journey of ELT teachers: A narrative approach. In E. Hancı-Azizoglu, Ş. Şahinkarakaş, & D. Tannacito (Eds.), Autoethnographic perspectives on multilingual life stories (pp. 202-216). Pennsylvania: IGI Global. doi: 10.4018/978-1-6684-3738-4.ch013.
  • Davis, T. (2019). What is well-being? Definition, types, and well-being skills. Retrieved from https://www.psychologytoday.com/us/blog/click-here-happiness/201901/what-is-well-beingdefinition-types-and-well-being-skills
  • Day, C., & Gu, Q. (2010). The new lives of teachers. London: Routledge.
  • Dewaele, J.-M., Franco Magdalena, A. & Saito, K. (2019). The effect of perception of teacher characteristics on Spanish EFL learners’ anxiety and enjoyment. Modern Language Journal, 103(2). doi: 10.1111/modl.12555.
  • Diener, E., & Lucas, R. E. (1999). Personality and subjective well-being. In D. Kahneman, E. Diener, & N. Schwarz (Eds.), Well-being: The foundations of hedonic psychology (pp. 213-229). New York: Russell Sage Foundation.
  • Diener, E., Lucas, R. E., & Oishi, S. (2002). Subjective well-being: The science of happiness and life satisfaction. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 63-73). New York: Oxford University Press.
  • Diener, E., Suh, E. M., Lucas, R. E., & Smith, H. L. (1999). Subjective well-being three decades of progress. Psychological Bulletin, 125, 276-302. doi: 10.1037/0033-2909.125.2.276
  • Fredrickson, B. L., & Branigan, C. (2005). Positive emotions broaden the scope of attention and thought-action repertoires. Cognition and Emotion, 19(3), 313-332. doi: 10.1080/02699930441000238
  • Gkonou, C., & Miller, E. R. (2017). Caring and emotional labour: Language teachers’ engagement with anxious learners in private language school classrooms. Language Teaching Research, 23, 372-387. doi: 10.1177/1362168817728739
  • Gregersen T. (2013). Language learning vibes: What, why and how to capitalize for positive affect. In Gabryś-Barker D. & Bielska J. (Eds.), The affective dimension in second language acquisition (pp. 89-98). UK: Multilingual Matters.
  • Hargreaves, L., & Flutter, J. (2013). The status of teachers and the teaching profession: A desk-study for educational international. (Unpublished manuscript). UK: Department of Education, University of Cambridge.
  • Hong, J. Y. (2010). Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession. Teaching and Teacher Education, 26, 1530- 1543. doi: 10.1016/j.tate.2010.06.003
  • Hudson, P., Nguyen, T. M. H., & Hudson, S. (2008). Challenges for preservice EFL teachers entering practicum. Oral Presentation, Asia TEFL International Conference on Globalizing Asia, The Role of ELT,, Bali, Indonesia.
  • Kahneman, D., Diener, E., & Schwarz, N. (1999). Well-being: The foundations of hedonic psychology. New York: Russell Sage Foundation.
  • King, J., & Ng, K.-Y. S. (2018). Teacher emotions and the emotional labour of second language teaching. In Mercer, S. & A. Kostoulas (Eds.), Language teacher psychology (pp. 141-157). Blue Ridge Summit: Multilingual Matters.
  • Knight, A., & McNaught, A. (Eds.). (2011). Understanding wellbeing: An introduction for students and practitioners of health and social care. Banbury: Lantern Publishing.
  • Kunter, M., & Holzberger, D. (2014). Loving teaching: Research on teachers’ intrinsic orientations. In P. W. Richardson, S. A. Karabenick, & H. M. G. Watt (Eds.), Teacher motivation: Theory and practice (pp. 83-99). New York: Routledge.
  • La Placa, V., McNaught, A., & Knight, A. (2013). Discourse on wellbeing in research and practice. International Journal of Wellbeing, 3, 116-125. Retrieved from https://www.internationaljournalofwellbeing.org/index.php/ijow/article/view/177/315
  • MacIntyre, P. & Gregersen, T. (2012). Emotions that facilitate language learning: The positive-broadening power of the imagination. Studies in Second Language Learning and Teaching, 2(2) 193-213. doi: 10.14746/ssllt.2012.2.2.4.
  • Mason, S. (2017). Foreign language teacher attrition and retention research: A meta-analysis. NECTFL Review, 80, 47-68. doi: 10.1111/modl.12765
  • McNamara, C. (1999). General guidelines for conducting interviews. London: Sage.
  • Mercer, S. (2020). The wellbeing of language teachers in the private sector: An ecological perspective. Language Teaching Research, 0(0). doi: 10.1177/1362168820973510
  • Mercer, S., Oberdorfer, P., & Saleem, M. (2016). Helping language teachers to thrive: Using positive psychology to promote teachers’ professional well-being. In D. Gabryś-Barker & D. Gałajda (Eds.), Positive psychology perspectives on foreign language learning and teaching (pp. 213-229). Switzerland: Springer.
  • Naghieh, A., Montgomery, P., Bonell, C., Thompson, M., & Aber, J. (2013). Organisational interventions for improving wellbeing and reducing work-related stress in teachers. Cochrane Database of Systematic Reviews. doi: 10.1002/14651858.CD010306.pub2
  • Nayernia, A., & Babayan, Z. (2019). EFL teacher burnout and self-assessed language proficiency: Exploring possible relationships. Language Testing in Asia, 9(3), 1-16. doi: 10.1186/s40468-019-0079-6
  • Ortan, F., Simut, C, & Simut, R. (2021). Self-Efficacy, job satisfaction and teacher well-being in the K-12 educational system. International Journal of Environmental Research and Public Health, 18(23), 1-32. doi: 10.3390/ijerph182312763
  • Osiesi, M. P., Omokhabi, U. S., Adeniran, S. A., Akomolafe, O. D., Obateru, O. T., Oke, C. C., & Aruleba, A. L. (2023). Stressors, coping strategies, and achievement during teaching practicum in a Nigerian Public University. Higher Learning Research Communications, 13 (1), 1-15. doi: 10.18870/hlrc.v13i1.1356
  • Richards, J. C. (2022). Exploring emotions in language teaching. RELC Journal, 53(1), 225-239. doi: 10.1177/0033688220927531
  • Ryan, R. M., & Deci, E. L. (2001). On happiness and human potentials: A review of research on hedonic and eudaimonic well-being. Annual Review of Psychology, 52(1), 141-166. doi: 10.1146/annurev.psych.52.1.141
  • Ryff, C. D. (1995). Psychological well-being in adult life. Current Directions in Psychological Science, 4, 99-104. doi: 10.1111/1467-8721.ep10772395
  • Ryff C. D., Boylan J. M., & Kirsch, J. A. (2021). Eudaimonic and hedonic well-being. An Integrative Perspective with Linkages to Sociodemographic Factors and Health. In M. T. Lee, L. D. Kubzansky, & T. J. VanderWeele (Eds.), Measuring well-being: Interdisciplinary perspectives from the social sciences and humanities. New York: Oxford University Press. doi: 10.1093/oso/9780197512531.003.0005
  • Seligman, M. E. P. (2011). Flourish: A visionary new understanding of happiness and well-being. New York: Simon & Schuster.
  • Smith, J. A., & Osborn, M. (2015). Interpretative phenomenological analysis. In J. A. Smith (Ed.), Qualitative psychology: A practical guide to research methods (pp. 25-52). London: Sage.
  • Smith, J. A., Flowers, P., & Larkin, M. (2009). Interpretative phenomenological analysis: Theory, method and research. London: Sage.
  • Steskal, S. (2015). Exploring career choice motivation of trainee teachers of English: A narrative study with a special focus on teacher identity and beliefs. (Diplomarbeit). Karl-Franzens-Universität Graz. Retrieved from https://resolver.obvsg.at/urn:nbn:at:at-ubg:1-86597
  • Sulis, G., Mercer, S., Mairitsch, A., Babic, S., & Shin, S. (2021). Pre-service language teacher wellbeing as a complex dynamic system. System, 103 (2021), 1-12. doi: 10.1016/j.system.2021.102642
  • Talbot, K., & Mercer, S. (2018). Exploring university ESL/EFL teachers’ emotional well-being and emotional regulation in the United States, Japan and Austria. Chinese Journal of Applied Linguistics, 41(4), 410-432. doi: 10.1515/cjal-2018-0031
  • Tomazin, F. (2008). Schools to go back to basics to lift flagging literacy. The Age. Retrieved from http://www.theage.com.au
  • Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805. doi: 10.1016/S0742-051X(01)00036-1
  • Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68-81. doi: 10.1006/ceps.1999.1015

Exploring the Wellbeing of Pre-Service Teachers During Their Practicum

Yıl 2023, Cilt: 24 Sayı: 2, 194 - 208, 24.07.2023

Senem Zaimoğlu Aysun Dagtas

https://doi.org/10.12984/egeefd.1279510

Öz

Understanding the psychology of pre-service teachers and the factors that affect their well-being have received relatively little attention in the relevant literature. Therefore, the present study seeks to investigate how pre-service teachers perceive their wellbeing during their practicum by collecting data from pre-service teachers via narratives and semi-structured interviews. Interpretative Phenomenological Analysis (IPA) was used to analyze the data. The results revealed a number of factors influencing the well-being of pre-service teachers, including motivation, students, their appreciation of the profession, feelings of inadequacy, relationship management, their multiple roles, technical concerns, and future perceptions. The findings highlight how pre-service teachers’ well-being influences their professional practices and provide insights for teacher educators, pupils, and researchers who are concerned with the well-being of pre-service teachers and work in the field of teacher education. Overall, the study sheds light on the complex and multifaceted nature of pre-service teacher wellbeing during practicum and emphasizes the need for a more holistic approach that considers the various factors that influence pupils' psychological and emotional states.

Anahtar Kelimeler

Wellbeing Practicum Teacher education

Kaynakça

  • Alase, A. (2017). The interpretative phenomenological analysis (IPA): A guide to a good qualitative research approach. International Journal of Education and Literacy Studies, 5(2), 9-19. doi: 10.7575/aiac.ijels.v.5n.2p.9
  • Babic, S., Mairitsch, A., Mercer, S., Sulis, G., Jin, J., King, J., Lanvers, U., & Shin, S. (2022). Late-career language teachers in Austria and the UK: Pathways to retirement. Teaching and Teacher Education, 113(8). doi: 10.1016/j.tate.2022.103686
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman/Times Books/ Henry Holt & Co.
  • Barker, C., & Martin, B. (2009). Dilemmas in teaching happiness. Journal of University Teaching and Learning Practice, 6(2), 1-14. Retrieved from https://ro.uow.edu.au/jutlp/vol6/iss2/2
  • Boyle, G. J., Borg, M. G., Falzon, J. M., & Baglioni, A. J. (1995). A structural model of the dimensions of teacher stress. British Journal of Educational Psychology, 65(1), 49-67. doi: 10.1111/j.2044-8279.1995.tb01130.x
  • Chirico, F., Sharma, M., Zaffina, S., & Magnavita, N. (2020). Spirituality and prayer on teacher stress and burnout in an Italian cohort: A pilot, before-after controlled study. Frontiers in Psychology, 10(2933). doi: 10.3389/fpsyg.2019.02933
  • Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104, 1189-1204. doi: 10.1037/a0029356
  • Creswell, J. W. (2013) Research design: Qualitative, quantitative, and mixed methods approaches (4th ed). London: Sage.
  • Dağtaş, A., & Zaimoglu, S. (2022). The language learning journey of ELT teachers: A narrative approach. In E. Hancı-Azizoglu, Ş. Şahinkarakaş, & D. Tannacito (Eds.), Autoethnographic perspectives on multilingual life stories (pp. 202-216). Pennsylvania: IGI Global. doi: 10.4018/978-1-6684-3738-4.ch013.
  • Davis, T. (2019). What is well-being? Definition, types, and well-being skills. Retrieved from https://www.psychologytoday.com/us/blog/click-here-happiness/201901/what-is-well-beingdefinition-types-and-well-being-skills
  • Day, C., & Gu, Q. (2010). The new lives of teachers. London: Routledge.
  • Dewaele, J.-M., Franco Magdalena, A. & Saito, K. (2019). The effect of perception of teacher characteristics on Spanish EFL learners’ anxiety and enjoyment. Modern Language Journal, 103(2). doi: 10.1111/modl.12555.
  • Diener, E., & Lucas, R. E. (1999). Personality and subjective well-being. In D. Kahneman, E. Diener, & N. Schwarz (Eds.), Well-being: The foundations of hedonic psychology (pp. 213-229). New York: Russell Sage Foundation.
  • Diener, E., Lucas, R. E., & Oishi, S. (2002). Subjective well-being: The science of happiness and life satisfaction. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 63-73). New York: Oxford University Press.
  • Diener, E., Suh, E. M., Lucas, R. E., & Smith, H. L. (1999). Subjective well-being three decades of progress. Psychological Bulletin, 125, 276-302. doi: 10.1037/0033-2909.125.2.276
  • Fredrickson, B. L., & Branigan, C. (2005). Positive emotions broaden the scope of attention and thought-action repertoires. Cognition and Emotion, 19(3), 313-332. doi: 10.1080/02699930441000238
  • Gkonou, C., & Miller, E. R. (2017). Caring and emotional labour: Language teachers’ engagement with anxious learners in private language school classrooms. Language Teaching Research, 23, 372-387. doi: 10.1177/1362168817728739
  • Gregersen T. (2013). Language learning vibes: What, why and how to capitalize for positive affect. In Gabryś-Barker D. & Bielska J. (Eds.), The affective dimension in second language acquisition (pp. 89-98). UK: Multilingual Matters.
  • Hargreaves, L., & Flutter, J. (2013). The status of teachers and the teaching profession: A desk-study for educational international. (Unpublished manuscript). UK: Department of Education, University of Cambridge.
  • Hong, J. Y. (2010). Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession. Teaching and Teacher Education, 26, 1530- 1543. doi: 10.1016/j.tate.2010.06.003
  • Hudson, P., Nguyen, T. M. H., & Hudson, S. (2008). Challenges for preservice EFL teachers entering practicum. Oral Presentation, Asia TEFL International Conference on Globalizing Asia, The Role of ELT,, Bali, Indonesia.
  • Kahneman, D., Diener, E., & Schwarz, N. (1999). Well-being: The foundations of hedonic psychology. New York: Russell Sage Foundation.
  • King, J., & Ng, K.-Y. S. (2018). Teacher emotions and the emotional labour of second language teaching. In Mercer, S. & A. Kostoulas (Eds.), Language teacher psychology (pp. 141-157). Blue Ridge Summit: Multilingual Matters.
  • Knight, A., & McNaught, A. (Eds.). (2011). Understanding wellbeing: An introduction for students and practitioners of health and social care. Banbury: Lantern Publishing.
  • Kunter, M., & Holzberger, D. (2014). Loving teaching: Research on teachers’ intrinsic orientations. In P. W. Richardson, S. A. Karabenick, & H. M. G. Watt (Eds.), Teacher motivation: Theory and practice (pp. 83-99). New York: Routledge.
  • La Placa, V., McNaught, A., & Knight, A. (2013). Discourse on wellbeing in research and practice. International Journal of Wellbeing, 3, 116-125. Retrieved from https://www.internationaljournalofwellbeing.org/index.php/ijow/article/view/177/315
  • MacIntyre, P. & Gregersen, T. (2012). Emotions that facilitate language learning: The positive-broadening power of the imagination. Studies in Second Language Learning and Teaching, 2(2) 193-213. doi: 10.14746/ssllt.2012.2.2.4.
  • Mason, S. (2017). Foreign language teacher attrition and retention research: A meta-analysis. NECTFL Review, 80, 47-68. doi: 10.1111/modl.12765
  • McNamara, C. (1999). General guidelines for conducting interviews. London: Sage.
  • Mercer, S. (2020). The wellbeing of language teachers in the private sector: An ecological perspective. Language Teaching Research, 0(0). doi: 10.1177/1362168820973510
  • Mercer, S., Oberdorfer, P., & Saleem, M. (2016). Helping language teachers to thrive: Using positive psychology to promote teachers’ professional well-being. In D. Gabryś-Barker & D. Gałajda (Eds.), Positive psychology perspectives on foreign language learning and teaching (pp. 213-229). Switzerland: Springer.
  • Naghieh, A., Montgomery, P., Bonell, C., Thompson, M., & Aber, J. (2013). Organisational interventions for improving wellbeing and reducing work-related stress in teachers. Cochrane Database of Systematic Reviews. doi: 10.1002/14651858.CD010306.pub2
  • Nayernia, A., & Babayan, Z. (2019). EFL teacher burnout and self-assessed language proficiency: Exploring possible relationships. Language Testing in Asia, 9(3), 1-16. doi: 10.1186/s40468-019-0079-6
  • Ortan, F., Simut, C, & Simut, R. (2021). Self-Efficacy, job satisfaction and teacher well-being in the K-12 educational system. International Journal of Environmental Research and Public Health, 18(23), 1-32. doi: 10.3390/ijerph182312763
  • Osiesi, M. P., Omokhabi, U. S., Adeniran, S. A., Akomolafe, O. D., Obateru, O. T., Oke, C. C., & Aruleba, A. L. (2023). Stressors, coping strategies, and achievement during teaching practicum in a Nigerian Public University. Higher Learning Research Communications, 13 (1), 1-15. doi: 10.18870/hlrc.v13i1.1356
  • Richards, J. C. (2022). Exploring emotions in language teaching. RELC Journal, 53(1), 225-239. doi: 10.1177/0033688220927531
  • Ryan, R. M., & Deci, E. L. (2001). On happiness and human potentials: A review of research on hedonic and eudaimonic well-being. Annual Review of Psychology, 52(1), 141-166. doi: 10.1146/annurev.psych.52.1.141
  • Ryff, C. D. (1995). Psychological well-being in adult life. Current Directions in Psychological Science, 4, 99-104. doi: 10.1111/1467-8721.ep10772395
  • Ryff C. D., Boylan J. M., & Kirsch, J. A. (2021). Eudaimonic and hedonic well-being. An Integrative Perspective with Linkages to Sociodemographic Factors and Health. In M. T. Lee, L. D. Kubzansky, & T. J. VanderWeele (Eds.), Measuring well-being: Interdisciplinary perspectives from the social sciences and humanities. New York: Oxford University Press. doi: 10.1093/oso/9780197512531.003.0005
  • Seligman, M. E. P. (2011). Flourish: A visionary new understanding of happiness and well-being. New York: Simon & Schuster.
  • Smith, J. A., & Osborn, M. (2015). Interpretative phenomenological analysis. In J. A. Smith (Ed.), Qualitative psychology: A practical guide to research methods (pp. 25-52). London: Sage.
  • Smith, J. A., Flowers, P., & Larkin, M. (2009). Interpretative phenomenological analysis: Theory, method and research. London: Sage.
  • Steskal, S. (2015). Exploring career choice motivation of trainee teachers of English: A narrative study with a special focus on teacher identity and beliefs. (Diplomarbeit). Karl-Franzens-Universität Graz. Retrieved from https://resolver.obvsg.at/urn:nbn:at:at-ubg:1-86597
  • Sulis, G., Mercer, S., Mairitsch, A., Babic, S., & Shin, S. (2021). Pre-service language teacher wellbeing as a complex dynamic system. System, 103 (2021), 1-12. doi: 10.1016/j.system.2021.102642
  • Talbot, K., & Mercer, S. (2018). Exploring university ESL/EFL teachers’ emotional well-being and emotional regulation in the United States, Japan and Austria. Chinese Journal of Applied Linguistics, 41(4), 410-432. doi: 10.1515/cjal-2018-0031
  • Tomazin, F. (2008). Schools to go back to basics to lift flagging literacy. The Age. Retrieved from http://www.theage.com.au
  • Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805. doi: 10.1016/S0742-051X(01)00036-1
  • Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68-81. doi: 10.1006/ceps.1999.1015
Toplam 48 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Senem Zaimoğlu 0000-0002-6991-4455

Aysun Dagtas 0000-0003-4226-500X

Yayımlanma Tarihi 24 Temmuz 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 24 Sayı: 2

Kaynak Göster

APA Zaimoğlu, S., & Dagtas, A. (2023). Exploring the Wellbeing of Pre-Service Teachers During Their Practicum. Ege Eğitim Dergisi, 24(2), 194-208. https://doi.org/10.12984/egeefd.1279510
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