The relationship between the possible selves for the early years of english teacher candidates and their special field competencies

The aim of this study was to determine the level of potential self-efficacy and special field competencies of prospective English teachers for their first years in the profession and to investigate the relationship between these two variables. This study, adopted by the quantitative research approach, is an example of a relational screening model. The sample of the study constitutes a total of 357 teacher candidates studying in the last classes of the English language teaching department of the state universities in Turkey in the 2017-2018 academic year. The data of the study was collected with the help of "English Teacher special Field competencies assessment scale" and "prospective self-sufficiency scale of teacher candidates" adapted to Turkish. Descriptive and predictive statistical methods were used to analyze the data. As a result of the study, the following results have been achieved in relation to the relationship between the special field competencies of English teacher candidates and their potential selves: • Teacher candidates have been determined to have a very high level of special field competencies. • It has been determined that teacher candidates do not differ statistically according to the gender of their specific field competencies and the level of universities they are studying. However, it has emerged that teacher candidates with a high level of academic success are significantly higher in their special field competencies. • The total anticipated potential of the prospective teachers was found to be at a high level, while the feared possible bellies were low. It has been determined that the expected potential of the prospective teachers does not differ according to their gender, academic achievement levels and universities they are studying. • It has been determined that teachers ' prospective self-feared selves differ according to the level of academic achievement and differ according to their gender and universities. • It has been determined that teachers ' candidates have a moderate and positive relationship between their specific field competencies and their expected self. It is determined that there is a moderate negative relationship between the scores of prospective teachers and their special field qualification scores. It has emerged that special field competencies are an important and meaningful comforter in explaining the expected and feared possible selves of the prospective teachers.