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Özel Eğitim Öğretmenliği Bölümü Öğretmen Adaylarının Öz-Yeterlilik İnançları: Öğretmen Eğitim Programları için Öneriler

Year 2017, Volume: 3 Issue: 2, 209 - 221, 31.10.2017

Abstract

Bu çalışma Özel Eğitim Bölümü’nde öğrenim gören öğretmen adaylarının öğretmenlik mesleğine yönelik öz-yeterlilik algı düzeylerini tesbit etmeyi amaçlamıştır. Aynı zamanda, bu çalışmada katılımcıların öğretmenlik mesleği ile ilgili öz-yeterlilik algılarında cinsiyet, yaşa ve okudukları sınıfa göre herhangi bir anlamlı farklılık olup olmadığı da araştırılmıştır. Kuzey Kıbrıs’ta bir üniversitenin Özel Eğitim Öğretmenliği lisans programında okuyan 97 kadın 124 erkek olmak üzere toplamda 221 öğretmen adayı çalışmada yer almıştır. Veri toplama aracı olarak Tschannen-Moran & Woolfolk Hoy (2001) tarafından geliştirilen ve daha sonra Çapa, Çakıroğlu & Sarıkaya (2005) tarafından Türkçe’ye uyarlanan Öğretmen Öz-Yeterlilik Algı Ölçeği’nin Türkçe versiyonu kullanılmıştır. Kadın ve Erkek öğretmen adaylarının öz-yeterlilik algıları arasında herhangi bir anlamlı fark bulunup bulunmadığını ölçmek amacıyla toplanan veriler t-testine tabi tutulmuştur. Yaş faktörünün öğretmen adaylarının öz-yeterlilik algılarında herhangi bir anlamlı farklılığa sebep olup olmadığını ölçmek amacıyla ise ANOVA testi uygulanmıştır. Çalışmanın bulguları Özel eğitim Bölümü’nde okuyan tüm öğretmen adaylarının yüksek öz-yeterlilik algısına sahip olduğunu göstermiştir. Ayrıca, katılımcıların algılarında cinsiyet faktörüyle, yaş faktörüyle ve okudukları sınıfla ilgili herhangi bir anlamlı farklılık bulunmadığı tesbit edilmiştir.

References

  • Adalier, A. (2011). Self-efficacy beliefs of teacher candidates studying in the department of Turkish in relation to computer. e-Journal of New World Sciences Academy: Education Sciences, 6 (39), 2390-2398. Adalier, A., & Serin, O. (2012). Teacher candidates’information literacy self-efficacy. The Online Journal of Science and Technology, 71.
  • Akbaş, A. & Çelikkaleli, Ö. (2006). A study of self-efficacy beliefs of classroom teachers about science teaching in relation to gender, educational background and university. Mersin University Faculty of Education Journal, 2(1), 98-110.
  • Akbulut, E. (2006). Self-efficacy beliefs of music teacher candidates. Yüzüncü Yıl University Faculty of Education Journal, 3(2), 24-33.
  • Altunçekiç, A., Yaman, S. & Koray, Ö. (2005). A study on self-efficacy belief levels and problem solving skills of teacher candidates (Kastamonu Example). Kastamonu Education Journal, 13(1), 93-102.
  • Bandura, A. (1997). Self-efficacy: The Exercise of Control, New York: Freeman.
  • Brigido, M., Borrachero, A. B., Bermejo, M. L. & Mellado, V. (2013). Prospective primary teachers’ self-efficacy and emotions in science teaching. European Journal of Teacher Education, 36(2), 200-217.
  • Brink, E., Alsen, P., Herlitz, J., Kjellgren, K. & Cliffordson, C. (2012). General Self-Efficacy and Health-Related Quality of Life After Myocardial Infarction. Psychology, Health & Medicine, 17(3), 346-355.
  • Christophersen, K.A., Elstad, E. Turmo, A. & Solhaug, T. (2016). Teacher education programmes and their contribution to student teacher efficacy in classroom management and pupil engagement. Scandinavian Journal of Educational Research, 60(2), 240-254.
  • Çakır, Ö. & Alıcı, D. (2009). Seeing self as others see you: Variability in self-efficacy ratings in student teaching. Teachers and Teaching, 15(5), 541-561.
  • Fuchs, L. S., Fuch, D. & Bishop, N. (1988). Instructional adaptation for students at risk. Journal of Educational Research, 86, 70-84.
  • Gibson, S. & Dembo, M.H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569-582.
  • Guskey, T. R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 4(1), 63-69.
  • Herbert, E., Lee, A. & Williamson, L. (1998). Teachers’ and teacher education students’ sense of efficacy: Quantitative and qualitative comparisons. Journal of Research and Development in Education, 31(4), 214-225.
  • Hoy, W. K. & Woolfolk, A. E. (1990). Organizational socialization of student teachers. American Educational Research Journal, 27, 279-300.
  • Hoy, W. K. & Woolfolk, A. E. (1993). Teachers’ sense efficacy and the organizational health of schools. Elemantary School Journal, 93, 355-372.
  • Klassen, R. M., Tze, V. M. C., Betts, S. M. G. & Kelly, A. (2010). Teacher efficacy research 1998-2009: Signs of progress or unfulfilled promise?. Educational and Psychological Review, 23(1), 21-43.
  • Korkut, K. & Babaoğlan, E. (2012). Self-efficacy beliefs of classroom teachers. International Journal of Management, Economics & Business, 8(16), 269-283.
  • Leyser, Y., Zeiger, T., Romi, S. (2011). Changes in self-efficacy of prospective special and general education teachers: Implications for inclusive education. International Journal of Disability, Development and Education, 58(3), 241-255.
  • Liaw, E. C. (2009). Teacher efficacy of pre-service teachers in Taiwan: The influence of classroom teaching and group discussions. Teaching and Teacher Education, 25(1), 176-180.
  • Lin,H. Gorrell, J. & Taylor, J. (2002). Influence of culture and education on US and Taiwan pre-service teachers’ efficacy beliefs. Journal of Educational Research, 96, 37-46.
  • Muijs, D. & Reynolds, D. (2002). Teachers’ beliefs and behaviors, what really matters. Journal of Classroom Interaction, 37, 3-15.
  • Pajares, E. (1997). Current directions in self-efficacy reseach in M. L. Maehr & T. R. Pintrich (Eds). Advances in Motivation and Achievement, 10, 1-49.
  • Skaalvik, E. M. & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99(3), 611-625.
  • Skaalvik, E. M. & Skaalvik, S. (2010).Teacher self-efficacy and teacher burnout: A study of Relations. Teaching and Teacher Education, 26(4), 1059-1069.
  • Tabancalı, E., Çelik, K. (2013). The relationship between the teacher candidates’ academic self-efficacy and teacher self-efficacy. International Journal of Human Sciences, 10(1), 1167-1184.
  • Tschannen-Moran, M. & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive Construct. Teaching and Teacher Education, 17, 783- 805.
  • Tschannen-Moran, M. & Woolfolk Hoy, A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6), 944-956.
  • Uysal, İ. & Kösemen, S. (2013). A study of self-efficacy beliefs of teacher candidates. Journal of Research in Education and Teaching, 2 (2), 217-226.
  • Woolfolk, A., E. & Hoy, W. K. (1990). Prospective teachers’ sense of efficacy and beliefs about control. Journal of Educational Psychology, 82(1), 81-91.
  • Woolfolk, A. (2004). Educational Psychology. The Ohio State University.
  • Woolfolk, H. & Burke Spero, R. (2005). Change in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching & Teacher Education, 21, 243-256.
  • Yıldırım, F. ve İlhan, İ. Ö. (2010). Validity and reliability study of Turkish version of general self-efficacy. Turkish Psychiatry Journal, 21 (4), 301-308.

Self-Efficacy Beliefs of Special Education Student Teachers: Implications for Teacher Training Programmes

Year 2017, Volume: 3 Issue: 2, 209 - 221, 31.10.2017

Abstract

This study investigated the perceptions of the special education student teachers about self-efficacy beliefs. It also attempted to explore whether there were any differences in the perceptions of the special education student teachers about self-efficacy beliefs regarding gender, age and year of class. The participants of the study were 221 special education student teachers studying in the teacher training programme of a private university in Northern Cyprus context. In this study, there were 97 female and 124 male participants. To collect data, Turkish Version of the Teachers’ Sense of Efficacy Scale (TTSES) was utilized. The Teachers’ Sense of Self Efficacy Scale was originally developed by Tschannen-Moran & Woolfolk Hoy (2001) and later adapted to Turkish by Çapa, Çakıroğlu & Sarıkaya (2005). In order to test the gender-related differences in the perceptions of the participant special education student teachers regarding self-efficacy beliefs, if any, a t-test was employed. To find out whether there were any significant differences in the perceptions of the participant student teachers self-efficacy in relation to age, an ANOVA (Analysis of Variance) test was administered. In order to explore if the participant student teachers’ perceptions about self-efficacy beliefs differed in relation to year of class, the collected data was subjected to an ANOVA test. The findings of the study revealed that all the participants had high self-efficacy beliefs. They also indicated that there were no gender-related, age-related and year of class-related differences in the perceptions of the participants regarding their sense of self-efficacy beliefs. 

References

  • Adalier, A. (2011). Self-efficacy beliefs of teacher candidates studying in the department of Turkish in relation to computer. e-Journal of New World Sciences Academy: Education Sciences, 6 (39), 2390-2398. Adalier, A., & Serin, O. (2012). Teacher candidates’information literacy self-efficacy. The Online Journal of Science and Technology, 71.
  • Akbaş, A. & Çelikkaleli, Ö. (2006). A study of self-efficacy beliefs of classroom teachers about science teaching in relation to gender, educational background and university. Mersin University Faculty of Education Journal, 2(1), 98-110.
  • Akbulut, E. (2006). Self-efficacy beliefs of music teacher candidates. Yüzüncü Yıl University Faculty of Education Journal, 3(2), 24-33.
  • Altunçekiç, A., Yaman, S. & Koray, Ö. (2005). A study on self-efficacy belief levels and problem solving skills of teacher candidates (Kastamonu Example). Kastamonu Education Journal, 13(1), 93-102.
  • Bandura, A. (1997). Self-efficacy: The Exercise of Control, New York: Freeman.
  • Brigido, M., Borrachero, A. B., Bermejo, M. L. & Mellado, V. (2013). Prospective primary teachers’ self-efficacy and emotions in science teaching. European Journal of Teacher Education, 36(2), 200-217.
  • Brink, E., Alsen, P., Herlitz, J., Kjellgren, K. & Cliffordson, C. (2012). General Self-Efficacy and Health-Related Quality of Life After Myocardial Infarction. Psychology, Health & Medicine, 17(3), 346-355.
  • Christophersen, K.A., Elstad, E. Turmo, A. & Solhaug, T. (2016). Teacher education programmes and their contribution to student teacher efficacy in classroom management and pupil engagement. Scandinavian Journal of Educational Research, 60(2), 240-254.
  • Çakır, Ö. & Alıcı, D. (2009). Seeing self as others see you: Variability in self-efficacy ratings in student teaching. Teachers and Teaching, 15(5), 541-561.
  • Fuchs, L. S., Fuch, D. & Bishop, N. (1988). Instructional adaptation for students at risk. Journal of Educational Research, 86, 70-84.
  • Gibson, S. & Dembo, M.H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569-582.
  • Guskey, T. R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 4(1), 63-69.
  • Herbert, E., Lee, A. & Williamson, L. (1998). Teachers’ and teacher education students’ sense of efficacy: Quantitative and qualitative comparisons. Journal of Research and Development in Education, 31(4), 214-225.
  • Hoy, W. K. & Woolfolk, A. E. (1990). Organizational socialization of student teachers. American Educational Research Journal, 27, 279-300.
  • Hoy, W. K. & Woolfolk, A. E. (1993). Teachers’ sense efficacy and the organizational health of schools. Elemantary School Journal, 93, 355-372.
  • Klassen, R. M., Tze, V. M. C., Betts, S. M. G. & Kelly, A. (2010). Teacher efficacy research 1998-2009: Signs of progress or unfulfilled promise?. Educational and Psychological Review, 23(1), 21-43.
  • Korkut, K. & Babaoğlan, E. (2012). Self-efficacy beliefs of classroom teachers. International Journal of Management, Economics & Business, 8(16), 269-283.
  • Leyser, Y., Zeiger, T., Romi, S. (2011). Changes in self-efficacy of prospective special and general education teachers: Implications for inclusive education. International Journal of Disability, Development and Education, 58(3), 241-255.
  • Liaw, E. C. (2009). Teacher efficacy of pre-service teachers in Taiwan: The influence of classroom teaching and group discussions. Teaching and Teacher Education, 25(1), 176-180.
  • Lin,H. Gorrell, J. & Taylor, J. (2002). Influence of culture and education on US and Taiwan pre-service teachers’ efficacy beliefs. Journal of Educational Research, 96, 37-46.
  • Muijs, D. & Reynolds, D. (2002). Teachers’ beliefs and behaviors, what really matters. Journal of Classroom Interaction, 37, 3-15.
  • Pajares, E. (1997). Current directions in self-efficacy reseach in M. L. Maehr & T. R. Pintrich (Eds). Advances in Motivation and Achievement, 10, 1-49.
  • Skaalvik, E. M. & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99(3), 611-625.
  • Skaalvik, E. M. & Skaalvik, S. (2010).Teacher self-efficacy and teacher burnout: A study of Relations. Teaching and Teacher Education, 26(4), 1059-1069.
  • Tabancalı, E., Çelik, K. (2013). The relationship between the teacher candidates’ academic self-efficacy and teacher self-efficacy. International Journal of Human Sciences, 10(1), 1167-1184.
  • Tschannen-Moran, M. & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive Construct. Teaching and Teacher Education, 17, 783- 805.
  • Tschannen-Moran, M. & Woolfolk Hoy, A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6), 944-956.
  • Uysal, İ. & Kösemen, S. (2013). A study of self-efficacy beliefs of teacher candidates. Journal of Research in Education and Teaching, 2 (2), 217-226.
  • Woolfolk, A., E. & Hoy, W. K. (1990). Prospective teachers’ sense of efficacy and beliefs about control. Journal of Educational Psychology, 82(1), 81-91.
  • Woolfolk, A. (2004). Educational Psychology. The Ohio State University.
  • Woolfolk, H. & Burke Spero, R. (2005). Change in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching & Teacher Education, 21, 243-256.
  • Yıldırım, F. ve İlhan, İ. Ö. (2010). Validity and reliability study of Turkish version of general self-efficacy. Turkish Psychiatry Journal, 21 (4), 301-308.
There are 32 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Sibel Ersel Kaymakamoğlu This is me

Publication Date October 31, 2017
Submission Date September 8, 2017
Published in Issue Year 2017 Volume: 3 Issue: 2

Cite

APA Ersel Kaymakamoğlu, S. (2017). Self-Efficacy Beliefs of Special Education Student Teachers: Implications for Teacher Training Programmes. Uluslararası Beşeri Bilimler Ve Eğitim Dergisi, 3(2), 209-221.

International Journal of Humanities and Education (IJHE) 

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