Birinci ve Dördüncü Sınıf İngilizce Öğretmenliği Adaylarının Öz-Yeterlik Algılarının İncelenmesi

Abstract

Öz-yeterlik, sosyal bilişsel teoride kişinin görevleri başarma ve istenen sonuçlara ulaşma konusundaki güvenini ifade eder. Bu araştırmada, devlet üniversitelerinin İngiliz Dili Eğitimi programlarında okuyan birinci ve dördüncü sınıf öğretmen adaylarının öz-yeterlik algılarındaki farklar ve bu farklara etki eden faktörler incelenmiştir. Ankara'daki büyük bir devlet üniversitesinde birinci ve son sınıfta okuyan 136 İngilizce öğretmen adayı çalışmaya katılmış, ayrıca 10 katılımcıyla yarı yapılandırılmış görüşmeler yapılmıştır. Bulgular, cinsiyetin öz-yeterlik üzerinde çok az etkisi olduğunu, ancak eğitim aşamaları ve memnuniyet düzeylerinin belirgin bir fark yarattığını göstermektedir. Dikkat çekici şekilde, birinci ve dördüncü sınıf öğrencilerinin öz-yeterlik düzeyleri arasında anlamlı bir fark bulunmamış ve program memnuniyeti yüksek olan öğrencilerin paradoks olarak daha düşük öz-yeterlik gösterdiği saptanmıştır. Görüşmelerden elde edilen bilgiler, öğretmen adaylarının gelişen sistemlere uyum sağlayarak, kendi güçlü ve zayıf yanlarını tanıyarak, alanlarındaki gelişmeleri takip ederek, İngilizce dışındaki becerilerini geliştirerek ve İngilizce yeterlilikleri konusundaki kaygılarını gidererek öz-yeterliklerini artırabileceğini vurgulamaktadır. Bu bulgular doğrultusunda, öğretmen yetiştirme programlarının erken dönem öğretmenlik deneyimleri entegre etmesi, öz-yönelimli öğrenme stratejileri konusunda yapılandırılmış rehberlik sağlaması ve mesleki deneyimle ortaya çıkan duygusal karmaşıklığı ele alacak destek sistemleri uygulaması önerilmektedir. Bu araştırma, öğretmen eğitiminde öz-yeterlik üzerinde etkili olan faktörleri anlamaya katkı sağlamakta ve müfredat geliştiriciler, akademik danışmanlar ve politika yapıcılar için pratik çıkarımlar sunmaktadır.

Keywords

• eğitim memnuniyeti faktörleri
• hizmet öncesi öğretmen eğitimi
• ingilizce dil öğretimi
• öz yeterlik

The Investigation of the Freshman and Senior Pre-service EFL Teachers’ Teaching Self-Efficacy Beliefs

Abstract

Self-efficacy, a central concept in social cognitive theory, refers to an individual's confidence in performing tasks and achieving desired outcomes. This study explores differences in self-efficacy perceptions among freshman and senior pre-service teachers enrolled in English Language Teaching programs at state universities and examines factors influencing these differences. The study included 136 English as a Foreign Language (EFL) teacher candidates from the freshman and senior years at a major state university in Ankara, with additional semi-structured interviews conducted with 10 participants. Findings reveal that while gender has minimal effect on self-efficacy, educational stages and satisfaction levels have significant effects. Notably, no significant difference was found between freshman and senior self-efficacy levels, and higher program satisfaction was paradoxically associated with lower self-efficacy. Interview responses highlight that EFL teacher candidates can enhance self-efficacy by adapting to evolving systems, recognizing strengths and weaknesses, following field developments, broadening skills beyond English, and addressing concerns about English proficiency. Based on these findings, the study recommends that teacher education programs integrate early teaching practice experiences, provide structured guidance on self-directed learning strategies, and implement support systems to address the emotional complexity that emerges with professional experience. This study contributes to understanding factors that impact self-efficacy in teacher education and offers practical implications for curriculum developers, academic advisors, and policy makers.

Keywords

• educational satisfaction factors
• english language teaching
• pre-service teacher training
• self-efficacy

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