Change, stability and context: Prospective teachers' perceptions

Abstract

This study aims to explore and compare first-year and fourth-year prospective teachers' perceptions of good teaching, a good teacher, and a good student. A questionnaire with close- and open-ended questions was administered to 142 first-year and 138 fourth-year prospective teachers enrolled in the Faculty of Education at Pamukkale University. Findings suggest mat first-year prospective teachers demonstrate a more teacher- and subject-oriented perception in general than fourth-year prospective teachers do. Prospective teachers' perceptions of good teaching move from uniform toward holistic, their perceptions of a good teacher move from professional and affective toward personal, and Üieir perceptions of a good student move from academic toward social. The results disclose evidence to assert a clash in the program changing the teacher-oriented perceptions. The results also give an impression that some of the embedded legacies go unchallenged.