Okul Öncesi Öğretmen Adaylarının Aile Katılımı Etkinliklerine İlişkin Öz-Yeterlik İnançlarının Aile Eğitimi Dersi Alma Durumları ve Çeşitli Değişkenlere Göre İncelenmesi

Abstract

Okul öncesi öğretmen adaylarının aile katılımı çalışmalarına yönelik öz-yeterlik inançlarının aile eğitimi dersi alma ve çeşitli değişkenlere göre incelenmesini amaçlayan bu araştırma, nicel araştırma yöntemlerinden betimsel tarama modelinde tasarlanmıştır. Çalışma grubu, bir devlet üniversitesinin Okul Öncesi Öğretmenliği Programı’ndaki 78 okul öncesi öğretmen adayından oluşmaktadır. Çalışmanın verileri, öğretmen adaylarının demografik bilgilerini belirlemek amacıyla oluşturulan “Demografik Bilgi Formu” ve aile katılımı etkinliklerine ilişkin öz yeterlik inançlarını belirlemek amacıyla kullanılan “Okul Öncesi Öğretmenlerinin Aile Katılım Etkinliklerine İlişkin Öz Yeterlik İnançları Ölçeği” aracılığıyla elde edilmiştir. Araştırmadan elde edilen sonuçlar şunlardır: Aile eğitimi ve katılımı dersini alan öğretmen adaylarının aile katılımına ilişkin öz yeterlik inançları, dersi almayanlara göre daha yüksektir. Üçüncü sınıf öğretmen adaylarının aile katılımına ilişkin öz yeterlik inançları ikinci sınıf öğretmen adaylarına göre daha yüksektir. Okul öncesi öğretmen adaylarının aile katılımına ilişkin öz yeterlik inançları, aile eğitimi seminerine katılma değişkenine göre istatistiksel olarak anlamlı bir şekilde farklılaşmamaktadır.

Keywords

• Aile katılımı
• öz-yeterlik inancı
• aile eğitimi dersi
• okul öncesi öğretmen adayları

Examining Pre-Service Preschool Teachers’ Self-Efficacy Beliefs Regarding Family Involvement Activities According to Their Status of Taking Family Education Courses and Various Variables / Okul Öncesi Öğretmen Adaylarının Aile Katılımı Etkinliklerine İlişkin Öz-Yeterlik İnançlarının Aile Eğitimi Dersi Alma Durumları ve Çeşitli Değişkenlere Göre İncelenmesi

Abstract

This study, which aims to examine the self-efficacy beliefs of pre-service preschool teachers regarding family involvement activities based on their status of taking family education and involvement courses and various variables, is designed in a descriptive survey model, one of the quantitative research methods. The study group consists of 78 pre-service preschool teachers who were selected through convenience sampling from a state university's Preschool Teacher Education Program. The data for the study were obtained through the “Demographic Information Form,” created to determine the demographic information of the pre-service teachers, and the “Preschool Teacher Candidates' Self-Efficacy Belief Scale Regarding Parents Participation Activities,” used to determine their self-efficacy beliefs regarding family involvement activities. The results obtained from the research are as follows: The self-efficacy beliefs regarding family involvement of pre-service teachers who have taken the family education and involvement course are higher than those who have not taken the course. The self-efficacy beliefs regarding family involvement of third-year pre-service teachers are higher than those of second-year pre-service teachers. The self-efficacy beliefs of pre-service preschool teachers regarding family involvement do not differ statistically significantly according to the participation in a seminar on family education.

Keywords

• Family involvement
• self-efficacy belief
• family education course
• pre-service preschool teachers

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