UZAKTAN EĞITIM SÜRECINDE İLAHIYAT/İSLAMI İLIMLER FAKÜLTESI ÖĞRENCILERININ MESLEĞE YÖNELIK ALGILARININ İNCELENMESI.

Being a teacher is a profession that requires so many qualifications and abilities. It is a life-long process that teachers improve accumulatively their skills and qualifications. Teachers also gain their fundamental learning outcomes within this process. Therefore, the process of education or training has notable influences on the students’ stances attitudes toward this profession. This research aims to find out how distance education, taken during the pandemic disease (COVID19) influenced the students’ professional qualifications and their cognitive self-efficacies. The relationship between professional attitudes and self-efficacy (professional and emotional) perceptions was investigated with quantitative research methods. Attitude and proficiency scales were applied via online forms to 532 students selected by random sampling from 3rd and 4th grade students in Theology/Islamic Sciences Faculties in the Central Anatolia region in the 2021-2022 academic year. As a result, it is understood that the majority of the students, %65.9, reported that distance education in this pandemic period was not efficient. Data also show that % 77 percent of these students participated in courses offed by other faculties. Moreover, it is seen that there is a positive relation between the students’ professional (teachership and religion official) attitudes and self-efficacy (in the manner of professional and cognitive way) perceptions. This meant that if the scores of professional attitude of students increase, the scores of the perception of their self-efficacies also increase. Aa result, there is an undeniable differentiation between religious official professional attitude scale and self-efficacy scale and nonfaculty course selection situations. Lastly, it is shown that distance education is not sufficient to prepare students for teachership programs after their graduation. [ABSTRACT FROM AUTHOR]