A Quantitative Investigation of Final Year Preservice Science Teachers’ Sources of Self-Efficacy Beliefs
Yazarlar (1)
Doç. Dr. Dekant KIRAN Tokat Gaziosmanpaşa Üniversitesi, Türkiye
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Özgün Makale
(Diğer hakemli uluslarası dergilerde yayınlanan tam makale)
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| Dergi Adı | International Journal of Contemporary Educational Research | ||
| Dergi ISSN | 2148-3868 | ||
| Dergi Tarandığı Indeksler | Journals Indexed in Eric | ||
| Makale Dili | İngilizce | Basım Tarihi | 12-2021 |
| Kabul Tarihi | – | Yayınlanma Tarihi | 30-10-2022 |
| Cilt / Sayı / Sayfa | 8 / 4 / 47–58 | DOI | 10.33200/ijcer.869003 |
| Makale Linki | http://dx.doi.org/10.33200/ijcer.869003 | ||
| UAK Araştırma Alanları |
Fen Bilgisi Eğitimi
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| Özet |
| The purpose of this study was to reveal final year preservice science teachers’ sources of science teaching self-efficacy beliefs. Research on the sources of preservice teachers’ self-efficacy beliefs is a promising field of research. However, the number of studies examining the sources of preservice teachers’ teaching self-efficacy in a special domain of teaching is limited. Two hundred thirty-eight final-year preservice science teachers constituted the sample of the current study. Data were gathered through two measures assessing final year preservice science teachers’ science teaching self-efficacy beliefs in classroom management, student engagement, and instructional strategies, and sources of these beliefs. Regression analyses showed that mastery experiences were the primary source of self-efficacy for classroom management, student engagement, and instructional strategies, followed by verbal persuasions. While emotional states were the only negative predictor of final year preservice science teachers’ self-efficacy beliefs in science teaching in three dimensions, vicarious experiences were not found as a significant predictor for any dimension of self-efficacy beliefs. Teacher preparation programs are advised to pay more attention to teaching practice and micro-teaching courses and provide experienced mentor teacher models to preservice science teachers. Findings are discussed. |
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BM Sürdürülebilir Kalkınma Amaçları
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| Google Scholar | 18 |