Investi̇gati̇on of PRE - servi̇ce teachers' identi̇ty percepti̇ons of physi̇cal educati̇on teacher candi̇dates

The quality and quality of an education in which knowledge and technology develop rapidly is important. Teachers have great responsibilities in providing a quality education. In this sense, since teachers are in constant communication with the student, the effects on the student are intense and how teachers will proceed against the changes that arise in the educational process. Therefore, the perspective of teachers on their profession and the perception of teacher identity are very important. It is a despicing study conducted to determine the perceptions of pre-vocational teacher identity of physical education teacher candidates. The universe of the study consists of candidates for physical education teachers studying at different universities in Turkey. . A total of 435 (223 male, 212 female) physical education teacher candidates are the sample group of the study on a voluntary basis. In order to determine the pre-vocational teacher identity of the teacher candidates with the personal information form in obtaining the research data, the Pre-Vocational Teacher Identity Scale developed by Friesen and Besley (2013) and then adapted to Turkish by Arpacı and Bardakcı (2015) was used. The collected data was encoded into the computer environment and resolved with the SPSS 22.00 statistical program. As a statistical method, independent sample t test for binary groups and OneWay ANOVA tests for multiple groups were used in cross-group comparisons with decipletive statistics. As a result, it was determined that the research group's beliefs in pre-vocational teacher identities were quite high, while the beliefs of female teacher candidates regarding their qualifications were higher than those of male teacher candidates. It was determined that the research group had a higher belief in self-vision and qualifying sub-dimension than other class levels, while those with higher grades in terms of GPA had a higher belief in seeing and qualifying themselves as teachers. In addition, it was determined that the meds and graduates had a significant increase in self-confidence towards becoming teachers, while the father education situation did not have any effect.