A correlational study on preservice English teachers' special field competencies and possible selves

Abstract

This study aimed to determine the relationship between preservice English teachers' special field competencies and their possible selves regarding their first year in the profession. The study, adopted by the quantitative research approach, is an example of a relational screening model. The sample of the study consists of a total of 357 preservice teachers studying in the English language teaching department in Turkey in the 2017-2018 academic year. The data of the study were collected by the "English Teacher Special Field Competencies Assessment Scale" and the "New Teacher Possible Selves Questionnaire". Descriptive statistics, Pearson product moment correlation and linear regression methods were used to analyze the data. In the study, it was determined that there was a moderate and positive relationship between pre-service teachers' special field competencies and their expected possible selves, and a moderate negative relationship with their feared possible selves scores. It has been determined that there was a moderate and positive relationship between special field competencies and expected possible selves while there was a moderate and negative relationship between the competencies and feared possible selves. Besides, it has been revealed that special field competencies are significant predictors of expected and feared possible selves.