A Longitudinal Examination of Preservice Primary School Teachers' Readiness for Teaching, Teaching Motivation and Mathematics Teaching Competencies
CROATIAN JOURNAL OF EDUCATION-HRVATSKI CASOPIS ZA ODGOJ I OBRAZOVANJE, cilt.27, sa.4, ss.1171-1205, 2025 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 27 Sayı: 4
- Basım Tarihi: 2025
- Doi Numarası: 10.15516/cje.v27i4.6758
- Dergi Adı: CROATIAN JOURNAL OF EDUCATION-HRVATSKI CASOPIS ZA ODGOJ I OBRAZOVANJE
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Educational research abstracts (ERA)
- Sayfa Sayıları: ss.1171-1205
- İstanbul Üniversitesi Adresli: Hayır
Özet
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, T & uuml;rkiye Data were collected using the Readiness for Teaching 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.