Factors determining commitment to the teaching profession and its relationship with the constructivist learning environment

In this study carried out in the descriptive survey model, the commitment levels of the preservice teacher who residing in Antalya and have graduated from various departments of the Faculty of Education and have not yet been assigned to the teaching profession and their views on the constructivist learning environment were examined in the context of their personal characteristics. 349 pre-service teachers, 290 women and 59 men, participated in the study. While 23.2% of the participants studied in the classroom teaching department, 28.6%in the science and mathematics teaching departments, the other participants graduated from the departments of English language education, preschool teaching, social studies teaching and Turkish teaching. For collecting the data, personal information questions, a scale of commitment to the teaching profession and a scale for evaluating constructivist learning environments were used. Before the application, reliability analyzes and confirmatory factor analyzes of the scales were conducted. As a result of the analysis, it was concluded that the scales were reliable enough to obtain valid results for this study. Before further analysis, normality hypothesis was tested on the data obtained from tools. As a result, it was predicted that the data collected from pre-service teachers did not provide the assumption of normality in the subscales, items and the whole of the scale, so non-parametric tests should be conducted in comparisons between groups. In the study, five research questions were developed depending on the purpose of the research. The commitment levels of the participants and their tendency to create a constructivist learning environment were investigated according to the relationships of these two situations, gender, department, reason for preference. When the results were examined, it was observed that the devotion levels of the preservice teachers to the teaching profession and their tendency to create a constructivist learning environment were high. Positive and high-level relationships were observed between preservice teachers' level of commitment to the teaching prefession and their tendencyto create a constructivist learning enviroment. When the resultswere examined according to the their personal characteristics; In the terms of both commitment to teaching profession and creating a constructivist classromm enviroment, female teachers had more positive results than males, and those who graduated from the departments of preschool and social studies teaching than those who graduated from other departments. It has been observed that those who think teaching as their ideal and dream have more positive averages than others, and teacher candidates who would prefer teaching departmens if they take the exam again, than those who would prefer other departments. Keywords: Constructivism, constructivist learning environment, dedication to the teaching profession