PROSPECTIVE ENGLISH LANGUAGE TEACHERS’ MOTIVATION TO BECOME FUTURE TEACHERS


Küçükoğlu H.

Institute of Economic Development and Social Researches- III. International Ankara Multidisciplinary Studies Congress, Ankara, Turkey, 5 - 07 December 2021, pp.378-393

  • Publication Type: Conference Paper / Full Text
  • City: Ankara
  • Country: Turkey
  • Page Numbers: pp.378-393

Abstract

Faculty and continues by taking the necessary courses to fulfill the formal process of studying

at a university. However, although the period that the process has started is known, the period

which shows the end of the process doesn’t exist, as this profession needs lifelong dedication,

learning, and hard work.

At universities, students are taught the lessons which help them come closer to the idea

of becoming a teacher. The students are given theoretical tuition which gives rational

explanations to almost every situation in a learning environment. In this period, the candidate

teachers “learn how to teach”. Therefore we can easily say that the time spent in the

Educational Faculties is a period where the students are constructed with a professional

identity as well as theoretical learning.

The process of becoming a teacher continues after finishing the faculty. The process of

becoming a teacher lingers as the graduates need to pass another exam to be replaced as a

teacher. It is when the teachers are placed when they understand that the process of becoming

a teacher doesn’t have an ending and that the process goes on until the retirement period.

So what are some of the reasons why these people want to become a teacher; this current study

explores the reasons indicated by 56 prospective English teachers about the reasons why they

have chosen a profession that doesn’t have a period of completion.