Alarming and time orieniıng emotions of primary teachers to teaching profession: The role and importance of the autobiographic memory

The aim of this study is to determine the sense of alienation and time orientation of the classroom teachers to the teaching profession and to determine the level of autobiographical memory that the classroom teachers play in their past educational lives, and to what extent they reflect these memories while performing their own professional practices. The study group of the research consists of 428 primary school teachers working in various primary schools in Rize between 2018-2019. After the quantitative data obtained from the research were analyzed by entering data in SPSS package program, qualitative data were subjected to content analysis. As a result of this study, it was concluded that autobiographical memory of teachers and their students' memories in terms of professional alienation and time orientation now affect alienation to the teaching profession. In this context, it may be suggested to include applications that take autobiographical memory and time orientation into classroom teacher training programs and to carry out projects aimed at reviving autobiographical memory by reducing professional alienation to teachers in in-service training processes. Keywords: Classroom Teacher, Professional Alienation, Time Orientation, Autobiographical Memory