Abstract
This mixed-methods study was conducted to investigate pre-service teachers' career development aspirations with an emphasis on their leadership motivations and plans for professional development. A cohort of 672 senior pre-service English teachers answered the questionnaire and 88 of them were interviewed. Inferential and descriptive statistics were employed for quantitative data, and qualitative data were thematically analyzed. Leadership aspirations of teacher candidates were found to be moderate and mainly affected by observations as a learner. Participants' professional development motivations were high but they had very limited knowledge about the developmental activities. A remarkable number of interviewee had no idea about professional development. Finally, no significant difference was found between universities.
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