Gender differences in academic achievement among Turkish prospective teachers of English as a foreign language

Basit Öğe Kaydı
dc.authoriderten, ismail/0000-0002-8527-5681
dc.contributor.authorErten, Ismail Hakki
dc.date.accessioned2025-01-27T21:13:21Z
dc.date.available2025-01-27T21:13:21Z
dc.date.issued2009
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractThis study seeks to explain prevalent gender differences in academic achievement of 84 third-year students enrolled in a pre-service ELT (English Language Teaching) teacher training department. The study collected both qualitative and quantitative data through semi-structured interviews from a sample of 38 students. A content analysis of the data indicated that male and female trainee teachers had differentiating perceptions of social roles and, as an artefact of these roles, they differed in the quality and quantity of time and effort allocated for their academic studies. Girls reported both longer periods of time and more efficient metacognitive disposition than their male peers. Another important factor for the observed differences appeared to be the perception of teaching as a profession. Female trainee teachers reported more intrinsic orientations towards the profession whereas male trainee teachers mentioned more extrinsic orientations, which seemed to directly influence the participants' engagement with their academic endeavour.
dc.identifier.doi10.1080/02619760802586113
dc.identifier.endpage91
dc.identifier.issn0261-9768
dc.identifier.issn1469-5928
dc.identifier.issue1
dc.identifier.scopus2-s2.0-60849129838
dc.identifier.scopusqualityQ1
dc.identifier.startpage75
dc.identifier.urihttps://doi.org/10.1080/02619760802586113
dc.identifier.urihttps://hdl.handle.net/20.500.12428/28387
dc.identifier.volume32
dc.identifier.wosWOS:000262788300007
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherRoutledge Journals, Taylor & Francis Ltd
dc.relation.ispartofEuropean Journal of Teacher Education
dc.relation.publicationcategoryinfo:eu-repo/semantics/openAccess
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WoS_20250125
dc.subjectgender differences
dc.subjectacademic achievement
dc.subjectmotivation
dc.subjectmetacognition
dc.subjectsocial roles
dc.subjectperception of teaching English as a profession
dc.titleGender differences in academic achievement among Turkish prospective teachers of English as a foreign language
dc.typeArticle

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