Abstract

The purpose of this study was to determine how pedagogical content courses taken during teacher education programs affect the pre-service teachers’ attitudes toward teaching profession. 239 secondary school science and Mathematics (Physics, Chemistry, Biology, Mathematics) pre-service teachers participated in the study and “Teaching Professional Attitude Scale” was used to collect data. The data was analyzed by using t-test for binary comparisons; the one-way analysis of variance (ANOVA) and Tukey HSD test for multiple comparisons. The findings revealed that pre-service teachers’ attitudes toward teaching profession were positive. However, the attitude scores of the pre-service teachers who are studied to content courses, decreased at the end of the pedagogical content courses.

Key words: Attitude, pre-service teachers, teaching profession.