Effect of Pedagogical Formation Program on Pre-Service History Teachers’ Perceived Self-Efficacy

Abstract

The purpose of the present study is to investigate pre-service history teachers’ perceived self-efficacy and the effect of pedagogical formation training on this perception. The study is based on a one-group pretest-posttest research design, which is a type of pre-experimental design. For the purpose of the study, in the first week of the formation training, the “Teachers’ Sense of Efficacy Scale” developed by Tschannen-Moran and Hoy and adapted to Turkish by Capa, Cakiroglu and Sarikaya was administered as a pre-test to a group of 178 pre-service history teachers who underwent pedagogical formation training in 2016-2017 academic year in two different universities in Turkey. The same scale was administered again as a post-test at the end of the 28-week training. The study has found out that the pedagogical formation training did not make a significant difference in pre-service history teachers’ perceived self-efficacy except for the classroom management subscale, in which the self-efficacy scores of pre-service history teachers decreased after the pedagogical formation training

Keywords

• Blogs, social media, environmental literacy, elementary school students, science class

References

1. Akcay, S. (2009). Ilkogretim fen bilgisi ogretmen adaylarinin biyoloji alan bilgisi yeterliligi [Primary education science teacher trainees the adequacy of knowledge in the subject area of biology]. PhD Thesis, University of Gazi, Ankara.
2. Altinkurt, Y., Yilmaz, K. & Erol, E. (2014). Pedagojik formasyon programi ogrencilerinin ogretmenlik meslegine yonelik motivasyonlari [Pedagogic formation program students’ motivations for teaching profession]. Trakya Universitesi Egitim Fakultesi Dergisi, 4(1), 48-62.
3. Arastaman, G. (2013). Egitim ve fen edebiyat fakultesi ogrencilerinin oz-yeterlik inanclari ve ogretmenlik meslegine karsi tutumlarinin incelenmesi [Examination of education and arts and sciences faculty students’ self-efficacy beliefs and their attitudes toward teaching profession]. Ahi Evran Universitesi Kirsehir Egitim Fakultesi Dergisi, 14(2), 205-217.
4. Ashton, P. T. & Webb, R. B. (1986). Making a difference: Teachers’ sense of efficacy and student achievement. New York: Longman.
5. Askar, P. & Umay, A. (2001). Ilkogretim matematik ogretmenligi ogrencilerinin bilgisayarla ilgili oz-yeterlik algisi [Perceived computer self-efficacy of the students in the elementary mathematics teaching program]. Hacettepe Universitesi Egitim Fakultesi Dergisi, 21, 1-8.
6. Ay, B. (2007). Ogretmenlerin oz-yeterlikleri ve orgutsel vatandaslik davranisi [Teacher's self-efficacy and organizational citizenship behavior]. Master Thesis, University of Afyon Kocatepe.
7. Aydemir, H. (2012). Sosyal bilgiler ogretmenlerinin ogretim yontem, teknik ve stratejileri kullanma yeterlikleri [Competencıes of social sciences teachers in using teaching methods]. Hikmet Yurdu, 5(9), 81-100.
8. Aypay, A. (2010). Genel oz yeterlik olcegi’nin (goyo) Turkce’ye uyarlama calismasi [The adaptation study of general self-efficacy (GSE) scale to Turkish]. Inonu Universitesi Egitim Fakultesi Dergisi, 11(2), 113–131.

9. Azar, A. (2010). Ortaogretim fen bilimleri ve matematik ogretmeni adaylarinin oz yeterlik inanclari [Pre-service secondary science teachers’ self-efficacy beliefs about science teaching]. ZKU Sosyal Bilimler Dergisi, 6(12), 235-252.
10. Azar, A. (2011). Turkiye’deki ogretmen egitimi uzerine bir soylem: Nitelik mi, nicelik mi [Quality or quantity: A statement for teacher training in Turkey]. Yuksekogretim ve Bilim Dergisi, 1(1), 36-38, doi: 10.5961/jhes.2011.004
11. Bagceci, B., Yildirim, I., Kara, K. & Keskinpalta, D. (2015). Pedagojik Formasyon ve Egitim Fakultesi Ogrencilerinin Ogretmenlik Meslegine Yonelik Tutumlarinin Karsilastirilmasi [A comparative study on the attitudes of students from education faculties and science faculties towards being a teacher]. Erzincan Universitesi Egitim Fakultesi Dergisi, 17(1), 307-324, doi: http://dx.doi.org/10.17556/jef.52416
12. Bal, M. S. (2011). Tarih ogretmen adaylarinin Hacli Seferleri konusunda pedagojik alan bilgilerinin incelenmesi [Examining the pre-service history teachers’ pedagogical content knowledge regarding the Crusades]. Selcuk Universitesi Ahmet Kelesoglu Egitim Fakultesi Dergisi, 31, 239-261.
13. Bal, M. S. & Karademir, N. (2013). Sosyal bilgiler ogretmenlerinin teknolojik pedagojik alan bilgisi konusunda oz-degerlendirme seviyelerinin belirlenmesi [Determining social science teachers’ self-assessment levels with regard to their technological pedagogical content knowledge]. Pamukkale Universitesi Egitim Fakultesi Dergisi, 34(2), 15-32.
14. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
15. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
16. Bandura, A. (1994), Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of Human Behavior (4) (pp. 71-81). Newyork: Academic Press.
17. Bandura, A. (1997). Self- efficacy: The exercise of control. New York: Freeman.
18. Barton, K. C. and Levstik, L. S. (2004). Teaching history for the common good. Mahwah: Lawrence Erlbaum Associates.
19. Bikmaz, F. H. (2004). Oz yeterlik inanclari [Self-efficacy beliefs]. In Y. Kuzgun & D. Deryakulu (Eds.), Egitimde Bireysel Farkliliklar (pp. 289–314). Ankara: Nobel Yayin Dagitim.
20. Bozkurt, N. (2015). Tarih ogretmeni ozel alan yeterlik algilarinin degerlendirilmesi [Determining the history teacher candidates’ efficacy in the special field competencies]. Usak Sosyal Bilimler Dergisi, 8(3), 65-86.
21. Bozkurt, N. (2016). Tarih ogretmeni adaylarinin teknolojik pedagojik alan bilgisine yonelik ozguvenlerinin belirlenmesi [Determination of self-confidence for technological pedagogical content knowledge of pre-service history teacher]. Mustafa Kemal Universitesi Sosyal Bilimler Enstitusu Dergisi, 13(33), 153- 167.
22. Cakir, O., Kan, A. & Sunbul, O. (2006). Ogretmenlik meslek bilgisi ve tezsiz yuksek lisans programlarinin tutum ve ozyeterlik acisindan degerlendirilmesi [The evaluation of the teaching certificate program and the masters program without thesis with respect to students’ attitudes and self-efficacy]. Mersin Universitesi Egitim Fakultesi Dergisi, 2(1), 36-47.
23. Caliskan, M., Isik, A. N. & Saygin, Y. (2013). Ogretmen adaylarinin ideal ogretmen algilari [Prospective teachers' perception of ideal teacher]. Ilkogretim Online, 12(2), 575-584.
24. Candeger, U. (2013). Universitelerin tarih ogretmenligi bolumlerinin internet sayfalarinda bulunan ders programlari ile tarih ogretmeni ozel alan yeterliklerinin karsilastirilmasi [Comparison of special area competences and course programs in web pages of history teacher departments]. Usak Universitesi Sosyal Bilimler Dergisi, Ozel Sayi, 329-346.
25. Candeger, U. (2014). Tarih ogretmeni ozel alan yeterliklerinin hazirlanmasi [Preparation of history teacher special field competences]. Turk Tarih Egitimi Dergisi, 4(1), 177-194.
26. Capa, Y., Cakiroglu, J. & Sarikaya, H. (2005). Ogretmen ozyeterlik olcegi Turkce uyarlamasinin gecerlik ve guvenirlik calismasi [The development and validation of a turkish version of the teachers’ sense of efficacy scale]. Egitim ve Bilim, 30(137), 74-81.
27. Caprara, G. V., Barbaranelli, C., Steca, P. & Malone, P. S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of School Psychology, 44, 473–490.
28. Capri, B. & Kan, A. (2006). Ogretmen kisilerarasi oz-yeterlik olceginin turkce formunun gecerlik ve guvenirlik calismasi [The teacher interpersonal self-efficacy scale: Validity and reliability study of Turkish form]. Mersin Universitesi Egitim Fakultesi Dergisi, 2(1), 48-61.
29. Capri, B., & Celikkaleli, O. (2008). Ogretmen adaylarinin ogretmenlige iliskin tutum ve mesleki yeterlik inanclarinin cinsiyet, program ve fakultelerine gore incelenmesi [Investigation of preservice teachers’ attitudes towards teaching and professional self-efficacy beliefs according to their gender, programs, and faculties]. Inonu Universitesi Egitim Fakultesi Dergisi, 9(15), 33-53.
30. Celikten, M., Sanal, M. & Yeni, Y. (2005). Ogretmenlik meslegi ve ozellikleri [Teaching profession and its features]. Erciyes Universitesi Sosyal Bilimler Enstitusu Dergisi, 19 (2), 207-237.
31. Demirtas, H., Comert, M., & Ozer, N. (2011).Ogretmen adaylarinin oz yeterlik inanclari ve ogretmenlik meslegine iliskin tutumlari [Pre-service teachers’ self-efficacy beliefs and attitudes towards profession]. Egitim ve Bilim, 36(159), 96-111.
32. Ekici, G. (2008). Sinif yonetimi dersinin ogretmen adaylarinin ogretmen oz-yeterlik algi duzeyine etkisi [The effects of the classroom management lesson on preservice teachers’ teacher sense of self-efficacy]. Hacettepe Universitesi Egitim Fakultesi Dergisi, 35, 98-110.
33. Elkatmis, M., Demirbas, M. & Ertugrul, N. (2013). Egitim fakultesi ogrencileri ile formasyon egitimi alan fen edebiyat fakultesi ogrencilerinin ogretmenlik meslegine yonelik oz yeterlik inanclari [Self-efficacy beliefs of students who take the pedagogic training program in the faculty of arts and sciences and students in the education faculty towards teaching profession]. Pegem Journal of Education & Instruction, 3 (3), 41-50.
34. Gencturk, A. & Memis, A. (2010). An investigation of primary school teachers’ teacher efficacy and job satisfaction in terms of demographic factors. Elementary Education Online, 9(3), 1037-1054.
35. Gibson, S. & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 569-582.
36. Goddard, R. D., Hoy, W. K. & Woolfolk-Hoy, A. W. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37(2), 479-507.
37. Goddard, R. D., Hoy, W. K. & Woolfolk-Hoy, A. W. (2004). Collective efficacy beliefs: Theoretical developments, empirical evidence, and future directions. Educational Researcher, 33(3), 3-13.
38. Guskey, T. R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 4, 63–69.
39. Guskey, T. R. & Passaro, P.D. (1994), Teacher efficacy: A study of construct dimensions. American Educational Research Journal, 31, 627-643.
40. Husbands, C. (2011). What do history teachers (need to) know? A framework for understanding and developing practice. In I. Davies (Ed.), Debates in history teaching, (pp. 84-95), Routledge: London.
41. Husbands, C., Kitson, A. & Pendry, A. (2003). Understanding history teaching: Teaching and learning about the past in secondary schools. Philadelphia: McGraw-Hill Education.
42. Ilgaz, G., Bulbul, T. & Cuhadar, C. (2013). Ogretmen adaylarinin egitim inanclari ile oz-yeterlik algilari arasindaki iliskinin incelenmesi [Investigation of the relationship between pre-service teachers’ educational beliefs and their perceptions of self-efficacy]. Abant Izzet Baysal Universitesi Egitim Fakultesi Dergisi, 13 (1), 50-65.
43. John, P. (1991). The professional craft knowledge of the history teacher. Teaching History, 64, 8-12
44. Kahyaoglu, M., & Yangin, S. (2007). Ilkogretim ogretmen adaylarinin mesleki oz yeterliklerine iliskin gorusleri [Views of prospective teachers in elementary school teaching departments about professional self-efficacy]. Kastamonu Egitim Dergisi, 15(1), 73-84.
45. Karagozoglu, G., Arici, H., Bulbul, S. & Coker, N. (1995). Turkiye’de ogretmen egitim politikalari ve modelleri: Avrupa konseyi ulkeleri ogretmen yetistirme politikalari ve modelleri toplantisi [Teacher education policies and models in Turkey: Council of Europe countries meeting of teacher training policies and models] . Ankara: Milli Egitim Basimevi.
46. Karasar, N. (1995). Bilimsel arastirma yontemi [Scientific research model]. Ankara: Nobel Yayin Dagitim.
47. Kaya, E., Harurloglu, Y., Keser, S. & Horoz, A. (2011). Fen ve edebiyat fakultesi ogrencilerine verilen formasyon hakkina egitim fakultesi ogrencilerinin bakisi [Faculty of education students’ views to formation right given to faculty of science and letters students]. Dogu Cografya Dergisi, 16 (26), 213-222.
48. Kilinc, M. (2011). Ogretmen adaylarinin egitimde olcme ve degerlendirmeye yonelik ozyeterlik algi olcegi [a perceptual scale for measurement and evaluation of prospective teachers self-efficacy in education]. Ahi Evran Universitesi Kirsehir Egitim Fakultesi Dergisi, 12(4), 81-93.
49. Kincal, R. (2004). Ogretmenlik meslegine giris [An introduction to teacher profession]. Istanbul: Nobel Akademi Yayincilik.
50. Kurt, T. (2012). Ogretmenlerin oz yeterlik ve kolektif yeterlik algilari [Self-efficacy and collective-efficacy perceptions of teachers]. Turk Egitim Bilimleri Dergisi, 10(2), 195-227.
51. Ministry of National Education (2006). Ogretmenlik meslegi genel yeterlikleri [General competencies of teacher profession]. otmg.meb.gov.tr/belgeler/Yeterlikler.doc
52. Morgil, I., Secken, N. & Yucel, A. S. (2004). Kimya Ogretmen Adaylarinin Ozyeterlik Inanclarinin Bazi Degiskenler Acisindan Incelenmesi [Investigation of self-efficacy beliefs of chemistry teacher candidates in terms of some variables]. Balikesir Universitesi Fen Bilimleri Enstitusu Dergisi, 6(1), 62-72.
53. Nichol, J. & Dean, J. (2005). History 7-11: Developing primary teaching skills. London: Routledge.
54. Oner, D. (2010). Ogretmenin bilgisi ozel bir bilgi midir? Ogretmek icin gereken bilgiye kuramsal bir bakis [Is teacher's knowledge a special kind of knowledge? A theoretical view on the subject matter knowledge needed for teaching]. Bogazici Egitim Dergisi, 27(2), 23-32.
55. Ozdemir, S. M. (2008). Sinif ogretmeni adaylarinin ogretim surecine iliskin oz- yeterlik inanclarinin cesitli degiskenler acisindan incelenmesi [An investigation of prospective primary teachers’ self-efficacy beliefs regarding teaching process in terms of certain variables]. Kuram ve Uygulamada Egitim Yonetimi, Bahar (54), 277-306.
56. Ozdemir, S., Yalin, H.I. & Sezgin, H. (2004). Ogretmenlik meslegine giris [An introduction to teacher profession]. Ankara: Nobel Yayincilik.
57. Pajares, F. (1997). Current directions in self-efficacy research. In M. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement, Vol. 10, (pp. 1-49). Greenwich, CT: JAI Pres.
58. Seker, H., Deniz, S. & Gorgen, I. (2005). Tezsiz yuksek lisans ogretmen adaylarinin ogretmenlik yeterlikleri uzerine degerlendirmeleri [Prospective teachers’ assessment of teacher competencies]. Kuram ve Uygulamada Egitim Yonetimi, (42), 237-253.
59. Senemoglu, N. (2001). Gelisim, ogrenme ve ogretim [Development, learning and teaching]. Ankara: Gazi Kitabevi.
60. Shulman, L. S. (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
61. Shulman, L.S. (1987). Knowledge and teaching: foundations of new reform. Harvard Educational Review, 57(1), 1-22
62. Smith, N. (2010). The history teacher’s handbook. New York: Continuum International Publishing Group.
63. Sural, S. & Saritas, E. (2015). Pedagojik formasyon programina katilan ogrencilerin ogretmenlik meslegine yonelik yeterliklerinin incelenmesi [The investigation of the students of pedagogical formation the towards teaching profession qualifications]. Mersin Universitesi Egitim Fakultesi Dergisi, 11(1), 76-96.
64. Taskin, C. S. & Haciomeroglu, G. (2010). Ogretmen ozyeterlik inanc olceginin turkceye uyarlanmasi ve sinif ogretmeni adaylarinin ozyeterlik inanclari [Adaptation of the teachers’ efficacy beliefs system-self form and primary teachers’ self-efficacy beliefs]. Dokuz Eylul Universitesi Buca Egitim Fakultesi Dergisi, 27, 63-75.
65. Tschannen-Moran, M. & Woolfolk-Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783–805.
66. Tschannen-Moran, M., Woolfolk-Hoy, A. & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202-248.
67. Tuluk, G. (2015). Ogretmen adaylarinin ogretmen oz-yeterlilikleri uzerine bir inceleme [An analysis regarding the self-efficacy of prospective teachers]. Usak Universitesi Egitim Arastirmalari Dergisi, 1(1), 1-15.
68. Tunca, N. & Sahin, S. A. (2014). Ogretmen adaylarinin bilis otesi (ust bilis) ogrenme stratejileri ile akademik oz yeterlik inanclari arasindaki iliski [The relationship between pre-service teachers’ metacognitive learning strategies and academic self-efficacy]. Anadolu Journal of Educational Sciences International, 4(1), 47-56.
69. Ustuner, M., Demirtas, H., Comert, M. & Ozer, N. (2009). Ortaogretim Ogretmenlerinin Oz-Yeterlik Algilari [Secondary School Teachers’ Self-Efficacy Beliefs]. Mehmet Akif Ersoy Universitesi Egitim Fakultesi Dergisi, 9(17), 1-16.
70. Yenice, N. (2012). Ogretmen adaylarinin oz-yeterlik duzeylerinde problem cozme becerilerinin incelenmesi [Investigating the self-efficacy and problem solving skills of preservice teachers]. Elektronik Sosyal Bilimler Dergisi, 11(39), 36-58.
71. Yilmaz, M. Koseoglu, P. Gercek, C. & Soran, H. (2004). Ogretmen oz-yeterlik inanci [Teacher self-efficacy belief]. Bilim ve Aklin Aydinliginda Egitim Dergisi, 58.
72. Zimmerman, B. J. (1995). Self-efficacy and educational development. Self-efficacy in changing societies. New York: Cambridge University Press.