Sınıf Öğretmeni Adaylarının Göçmen Öğrencilere Yönelik Tutumları ile Meslek Öncesi Yeterlilikleri Arasındaki İlişki

The current study aims to examine the relationship between pre-service classroom teachers’ attitudes toward immigrant students and their pre-professional competencies in terms of various demographic dimensions. The study group included 303 third- and fourth-year pre-service classroom teachers from various universities. A descriptive survey design was employed in the study, and data were collected through Google Forms. The study group was selected using the criterion sampling method. During the data collection, a demographic information form, the Pre-service Teacher Professional Competence Scale, and the Attitudes Toward Syrians Scale were presented to participants. Correlation analysis was used to examine the relationships between the main variables, professional competence, Attitudes Towards Syrians and their sub-dimensions. Subsequently, independent samples t-tests were conducted to assess whether the main variables differed based on demographic characteristics. According to the findings, no significant differences were found in attitudes toward immigrants based on year of study, place of residence, or whether participants had taken a course on teaching foreign students. However, significant differences emerged based on gender and international experience. Specifically, female were found to possess more negative attitudes compared to male while those with international experience (i.e., going abroad) had more positive attitudes than those without experience. In terms of professional competence, no significant differences were found based on gender, year of study, place of residence, international experience, or coursework related to foreign students. Considering the current findings, practical implications and future research suggestions were discussed.