BibTex RIS Cite

-

Year 2015, Volume: 14 Issue: 1, 333 - 348, 05.01.2015

Hediye Can

Abstract

The purpose of the present study was to understand how pre-service science teachers’ teaching efficacy beliefs were shaped and what sources contributed to these efficacy beliefs. The researcher interviewed five students in their final year of an undergraduate elementary science education program. Bandura’s (1997) hypothesized sources (mastery experience, vicarious experience, social persuasion, and emotional and physiological states) contributed pre-service science teachers’ efficacy beliefs based on mastery experiences. Science content, knowledge, personality traits and resource provision are also mentioned by pre-service teachers as factors influencing their effectiveness. The results implied the importance of both school experience and faculty courses taken through undergraduate education. Future directions for research and practice were suggested

Keywords

science teaching sources of teacher efficacy beliefs pre-service science teachers

References

  • American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
  • Bandura. A., (1997). Self-efficacy: The exercise of control. NY: W. H. Freeman and Co.
  • Cakiroglu, J., Capa-Aydin, Y., & Woolfolk-Hoy, A. (2012). Science teaching efficacy beliefs. In B. J. Fraser, K. G. Tobin, & C. J. McRobbie (Eds.), Second International Handbook of Science Education (pp. 449-462). USA: Springer.
  • Capa, Y. (2005). Factors influencing first-year teachers’ sense of efficacy. (PhD Thesis). Available from etd.ohiolink.edu/ap:10:0::NO:10:P10_ETD_SUBID:63702
  • Capa-Aydın, Y., Uzuntiryaki-Kondakcı, E., Temli, Y. & Tarkın, A. (2013). Adaptation of sources of self- efficacy inventory into Turkish. Elementary Education Online, 12(3), 749-758.
  • Clark, C. M., & Yinger, R. J. (1979). Teachers’ thinking. In P.L. Peterson & H. J. Walberg (Eds.), Research on Teaching (pp. 231-263). USA: McCutchan Publishing Cooperation.
  • Conaway, K. A. (2010). Teacher efficacy. In C. S. Clauss-Ehler (Ed.), Encyclopedia of Cross-Cultural School Psychology (pp. 966-968). USA: Springer.
  • Maxwell, J. A. (1996). Qualitative research design: An interactive approach. USA: SAGE Publications.
  • MEB, (2008). Öğretmen yeterlikleri, Öğretmenlik mesleği genel ve özel alan yeterlikleri. Ankara: Devlet Kitapları Müdürlüğü. retrieved from http://otmg.meb.gov.tr/YetGenel.html
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis. USA: SAGE Publications.
  • Palmer, D. (2006). Sources of self-efficacy in a science methods course for primary teacher education students. Research in Science Education, 36, 337–353.
  • Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications (2nd ed.). Upper Saddle River, NJ: Pearson Education, Inc.
  • Poulou, M. (2007). Personal teaching efficacy and its sources: student teachers’ perceptions. Educational Psychology: An International Journal of Experimental Educational Psychology, 27(2): 191-218. doi: 10.1080/01443410601066693
  • Ramey-Gassert L., Shroyer, M. G. & Staver, J. R. (1996). A qualitative study of factors influencing science teaching self-efficacy of elementary level teachers. Science Education, 80(3): 283-315.
  • Senler, B. & Sungur, S. (2013). Pre-service science teachers' teaching self-efficacy in relation to personality traits and academic self-regulation. The Spanish Journal of Psychology, 16: E12 doi: dx.doi.org/10.1017/sjp.2013.22
  • Tosun, T. (2000). The beliefs of pre-service elementary teachers towards science and science teaching. School Science and Mathematics, 100, 374–379.
  • Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W.K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248.
  • Tschannen-Moran, M., & Woolfolk Hoy, A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23, 944–956.
  • Usher, E. L. (2009). Sources of middle school students’ self-efficacy in mathematics: A qualitative investigation. 10.3102/0002831208324517
  • Usher, E. L. & Pajares, F. (2008). Sources of self-efficacy in schools: critical review of the literature and future directions. Review of Educational Research, 10.3102/0034654308321456
  • 78(4): 751-796. doi:
  • Wheatley, K. F. (2005). The case for reconceptualizing teacher efficacy research. Teaching and Teacher Education, 21, 747-766. doi: 10.1016/j.tate.2005.05.009

Fen Bilgisi Öğretmen Adaylarının Öğretim Yeterliği İnanç Kaynakları

Year 2015, Volume: 14 Issue: 1, 333 - 348, 05.01.2015

Hediye Can

Abstract

Bu araştırma fen bilgisi öğretmen adaylarının öz-yeterlik inançlarının nasıl şekillendiğini ve hangi
kaynakların öz-yeterlik inançlarına katkıda bulunduğunu araştırmayı amaçlamaktadır. Araştırmacı bir fen
bilgisi öğretmenliği programında öğrenim gören ve son sınıf öğrencisi olan 5 öğretmen adayıyla
görüşmeler yapmıştır. Bandura (1997) tarafından öne sürülen öz-yeterlik inanç bilgi kaynaklarının (dolaylı
deneyimler, sözel ikna ve duyuşsal durumlar) öğretmenlik deneyimleri temelinde öğrencilerin öğretim
yeterliliği inançları hakkında karar vermelerinde etkili olduğu görülmüştür. Fen konu alanının analizi,
algılanan bilgi düzeyi ve kişilik özellikleri ile kaynak temini gibi etmenlerin de öğretmen adayları
tarafından dikkate alındığı görülmüştür. Sonuçlar okul deneyimi ve öğretmenlik öğrenimi sürecinde alınan
derslerin kalitesinin ve içeriğinin önemini vurgular niteliktedir.

Keywords

fen öğretimi fen öğretmen adayları öğretim yeterliliği inanç kaynakları

References

  • American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
  • Bandura. A., (1997). Self-efficacy: The exercise of control. NY: W. H. Freeman and Co.
  • Cakiroglu, J., Capa-Aydin, Y., & Woolfolk-Hoy, A. (2012). Science teaching efficacy beliefs. In B. J. Fraser, K. G. Tobin, & C. J. McRobbie (Eds.), Second International Handbook of Science Education (pp. 449-462). USA: Springer.
  • Capa, Y. (2005). Factors influencing first-year teachers’ sense of efficacy. (PhD Thesis). Available from etd.ohiolink.edu/ap:10:0::NO:10:P10_ETD_SUBID:63702
  • Capa-Aydın, Y., Uzuntiryaki-Kondakcı, E., Temli, Y. & Tarkın, A. (2013). Adaptation of sources of self- efficacy inventory into Turkish. Elementary Education Online, 12(3), 749-758.
  • Clark, C. M., & Yinger, R. J. (1979). Teachers’ thinking. In P.L. Peterson & H. J. Walberg (Eds.), Research on Teaching (pp. 231-263). USA: McCutchan Publishing Cooperation.
  • Conaway, K. A. (2010). Teacher efficacy. In C. S. Clauss-Ehler (Ed.), Encyclopedia of Cross-Cultural School Psychology (pp. 966-968). USA: Springer.
  • Maxwell, J. A. (1996). Qualitative research design: An interactive approach. USA: SAGE Publications.
  • MEB, (2008). Öğretmen yeterlikleri, Öğretmenlik mesleği genel ve özel alan yeterlikleri. Ankara: Devlet Kitapları Müdürlüğü. retrieved from http://otmg.meb.gov.tr/YetGenel.html
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis. USA: SAGE Publications.
  • Palmer, D. (2006). Sources of self-efficacy in a science methods course for primary teacher education students. Research in Science Education, 36, 337–353.
  • Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications (2nd ed.). Upper Saddle River, NJ: Pearson Education, Inc.
  • Poulou, M. (2007). Personal teaching efficacy and its sources: student teachers’ perceptions. Educational Psychology: An International Journal of Experimental Educational Psychology, 27(2): 191-218. doi: 10.1080/01443410601066693
  • Ramey-Gassert L., Shroyer, M. G. & Staver, J. R. (1996). A qualitative study of factors influencing science teaching self-efficacy of elementary level teachers. Science Education, 80(3): 283-315.
  • Senler, B. & Sungur, S. (2013). Pre-service science teachers' teaching self-efficacy in relation to personality traits and academic self-regulation. The Spanish Journal of Psychology, 16: E12 doi: dx.doi.org/10.1017/sjp.2013.22
  • Tosun, T. (2000). The beliefs of pre-service elementary teachers towards science and science teaching. School Science and Mathematics, 100, 374–379.
  • Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W.K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248.
  • Tschannen-Moran, M., & Woolfolk Hoy, A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23, 944–956.
  • Usher, E. L. (2009). Sources of middle school students’ self-efficacy in mathematics: A qualitative investigation. 10.3102/0002831208324517
  • Usher, E. L. & Pajares, F. (2008). Sources of self-efficacy in schools: critical review of the literature and future directions. Review of Educational Research, 10.3102/0034654308321456
  • 78(4): 751-796. doi:
  • Wheatley, K. F. (2005). The case for reconceptualizing teacher efficacy research. Teaching and Teacher Education, 21, 747-766. doi: 10.1016/j.tate.2005.05.009
There are 22 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Hediye Can

Publication Date January 5, 2015
Published in Issue Year 2015 Volume: 14 Issue: 1

Cite

APA Can, H. (2015). -. İlköğretim Online, 14(1), 333-348.
AMA Can H. -. EEO. January 2015;14(1):333-348.
Chicago Can, Hediye. “-”. İlköğretim Online 14, no. 1 (January 2015): 333-48.
EndNote Can H (January 1, 2015) -. İlköğretim Online 14 1 333–348.
IEEE H. Can, “-”, EEO, vol. 14, no. 1, pp. 333–348, 2015.
ISNAD Can, Hediye. “-”. İlköğretim Online 14/1 (January 2015), 333-348.
JAMA Can H. -. EEO. 2015;14:333–348.
MLA Can, Hediye. “-”. İlköğretim Online, vol. 14, no. 1, 2015, pp. 333-48.
Vancouver Can H. -. EEO. 2015;14(1):333-48.