ATTITUDES OF PRE-SERVICE TEACHERS IN PRIMARY AND PRE-SCHOOL PEDAGOGY TO WORK IN THEIR SPECIAL SUBJECT
Keywords:attitudes, pre-service teachers, profession, interests, primary and pre-school pedagogy
The purpose of the study was to examine the attitudes of pre-service teachers in primary and pre-school pedagogy to work in their subject. 76 pre-service teachers in primary and pre-school pedagogy on the Bachelor’s degree from Trakia University in Stara Zagora participated in the research. Half of the respondents had professional experience at primary schools or kindergartens. A special questionnaire was applied, related to the attitudes of the future teachers. The statistical method used for the research was alternative analysis.
Factors influencing the professional realization and career development of the future teachers in the conditions of the dynamically reforming education in Bulgaria were presented. The pre-service teachers in primary and pre-school pedagogy were willing to continue their qualification and education. The future teachers would like to work in their special subject and would not change the profession. Different motives for professional realization of future teachers were established.
Antoniou, A., Polychroni, F. & Vlachakis, A. (2006). Gender and age differences in occupational stress and professional burnout between primary and high‐school teachers in Greece, Journal of Managerial Psychology, 21 (7), 682-690, doi.org/10.1108/02683940610690213
Babakova, L. (2019). Motivaziyata na studentite pri izbora na uchitelskata profesiya. [Students' motivation in choosing the teaching profession]. Strategies for Policy in Science and Education, 27 (5), 520-539.
Chernev, V. & Zahariev, I. (2002). Motivaziyata na uchenizite ot V do VIII klas za uchastieto im v urozite po fizichesko vaspitanie. [Motivation of students from V to VIII class for participation in physical education lessons]. Sport & Science, extra issue, 72-79.
Cooper, J.S., Cartwright, C., Donald, S., Taylor, I. & Millet, C. (2005). The experience of work related stress across occupations. Journal of Managerial Psychology, 20 (2), 178–87
Doncheva, Y. (2016). Kommunikativnaya kompetenciya uchitelya kak osnovopolagajshtaya ego profesionalizma. [Communicative competence of the teacher as the fundamental obtaining of its professionalism]. Professionalnoe obrazovanie I tehnologicheskoe obuchenie v RF i za rubezom. Novokuzneck: NFI KemGU, 1, 96-104.
Georgieva, D. (2019). Profesionalno-lichnostnata gotovnost na uchitelite kato sozialno-psihologicheski resurs za formirane na sozialnata adaptaziya pri deza sas sindrpm na Daun. [Professional-personal readiness of the teachers as social-psychological resource for development of social adaptation of children with Down syndrome]. Pedagogy, 91 (5), 626-641.
Ivanova, V. & Mileva, E. (2019). Teachers’ satisfaction with their professional activities in physical education and sport. In P. Hájek, & O. Vít (Ed.), Vol 7 (2019): CBU International Conference Proceedings 2019: CBU Research Institute. https://doi.org/10.12955/cbup.v7.1400, 453-458.
Kostova, N. (2014). Iztochnitsi na stres i vliyanieto im varhu udovletvorenostta ot truda pri uchiteli po fizichesko vazpitanie i sport [Stress sources and their influence on work satisfaction with physical education and sports teachers]. Savremenni tendenzii na fizicheskoto vaspitanie i sporta. Sofia: SU „St. Kl. Ohridski“, 77-84.
Kyurkchiyska, V. (2019). Kvalifikaziyata na uchitelite v konteksta na savremennite predizvikatelstva za kachestveno obrazovanie. [Qualification of teachers in the context of current challenges for quality education]. Strategies for Policy in Science and Education, 27 (6), 607-617.
Law for Pre-school and School Education (2016, August 01). Retrieved from https://www.lex.bg/bg/laws/ldoc/2136641509.
Mileva, E. (2002). Udovletworenost na studentite ot NSA “V. Levski” (II kurs) ot uchebniya prozes i motivaziya za profesionalna deynost. [Satisfaction of students from the National Sports Academy “V. Levski” (II study year) with the educational process and motivation for professional activity]. Sport, Society, Education, Vol. 7, Sofia, NSA PRESS, 44-49.
Mileva, E. (2018). Profesionalna podgotovka po fizichesko vazpitanie i sport na uchitelite v nachalniya etap na osnovnata obrazovatelna stepen. [Professional preparation in physical education and sport of primary teachers]. Sport, & Science, 62, (4), 106-114.
Penkova, R. & Legurska, M. (2019). Anketno prouchvane na ochakvaniyata za “podkrepyasta sreda” sred praktikuvastite pedagozi do 35-godishna vazrast. [Survey of expectations for a “supportive environment” among practitioners under 35]. Strategies for Policy in Science and Education, 27 (5), 520-539.
Petrova, V. & Valchev, G. (2018). Prouchvane naglasite na studenti pedagozi kam priobshtavashtoto obrazovanie kato neizmenna chast ot pravoto na obrazovanie. [Examining teacher educators' attitudes towards inclusive education as an integral part of the right to education]. Pedagogy (6), 836-846.
Regulation for Inclusive Education (2017, October 27). Retrieved from https://www.mon.bg
Regulation № 15 for the status and professional development of teachers, principals and other pedagogical specialists (2019, July 22). Retrieved from https://www.mon.bg
Terzieva, G. (2019). A concept for inclusive physical education training program for future pre-school and primary-school teachers. Pedagogy, 91 (5), 696-701.
Valkov, P. (2017). Stress in teaching profession and coping strategies. Educational Forum Online Journal (3). doi: 10.15547/PF.2017.019.
How to Cite
This work is licensed under a Creative Commons Attribution 4.0 International License.
The author is the copyright holder. Distribution license: CC Attribution 4.0.