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İngilizce Öğretmenliği Öğrencilerinin Özyeterlik İnanışlarının İncelenmesi

Year 2017, Issue: 38, 221 - 232, 01.08.2017

Abstract

Bu çalışma, İngilizce Öğretmenliği bölümünde okumakta olan öğretmen adaylarının özyeterlik inanışları konusuna ışık tutmayı amaçlamaktadır. Çalışma, “İngilizce öğretmenliği öğrencilerinin, onları bekleyen öğretmenlik kariyerleriyle ilgili özyeterlik inanışları nedir?” araştırma sorusuna cevap aramaktadır. Nicel bir araştırma yöntemine sahip bu çalışma, Necmettin Erbakan Üniversitesi ve Gazi Üniversitesi’nin İngilizce Öğretmenliği bölümlerindeki 208 öğretmen adayı ile yürütülmüştür. Katılımcılar, 2012-2013 Akademik yılında İngilizce Öğretmenliği bölümünde okumakta olan 4. sınıf öğrencileridir. Necmettin Erbakan Üniversitesi İngilizce Öğretmenliği bölümünden 138 katılımcı ve Gazi Üniversitesi İngilizce Öğretmenliği bölümünden de 70 katılımcı olmak üzere toplamda rastgele seçilmiş 208 öğretmen adayı çalışmaya katılmıştır. 208 öğretmen adayının 164ü kız, 44ü erkektir ve yaş dağılımları 21 ile 25+ arasında değişiklik göstermektedir. Araştırma aracı olarak orijinali Tschannen-Moran, & Hoy 2001 tarafından geliştirilen “Teacher Sense of Efficacy Scale”, “Öğretmen Özyeterlik Ölçeği” Çapa, Çakıroğlu & Sarıkaya, 2005 kullanılmıştır. 24 maddelik ölçek, öğretmen adaylarının öz-yeterlik inanışlarıyla ilgili nicel veri toplama amacıyla uygulanmıştır. Ölçek, araştırmacılar tarafından geçerli TLI and CFI of .99/RMSEA,.065 ve güvenilir .93 bulunmuştur. Ölçek 3 alt boyuttan oluşmaktadır: öğrenci katılımında özyeterlik, öğretim stratejilerinde özyeterlik, ve sınıf yönetiminde özyeterlik. Bu ölçeğe bağlı olarak elde edilen nicel verilerin değerlendirilmesi SPSS Statistical Package for Social Sciences-version 16.00 ve Excel Microsoft Office Professional Plus 2010 ile yapılmıştır. Çalışma sonucunda elde edilen veriler, öğretmen adaylarının özyeterlik ve gelecek kariyerlerine hazırolma/hazırbulunuşluk yönünden yeterli olduklarını göstermektedir. Çalışmada ayrıca yaş ve cinsiyet olarak iki değişken bakımından farklılıklar da aranmış, kız ile erkek öğrenciler karşılaştırıldığında sadece öğrenci katılımında özyeterlik alt boyutunda olmak üzere, kız öğrencilerin lehine anlamlı bir farklılık tespit edilmiştir. Yaş değişkeninde ise anlamlı bir farklılık görülmemiştir. Buradan hareketle, çalışma sonucuna göre Necmettin Erbakan Üniversitesi ve Gazi Üniversitesi İngilizce Öğretmenliği bölümü öğretmen adaylarının özyeterlik inanışları yönünden gelecekte onları bekleyen öğretmenlik kariyerleri ile ilgili yeterli olduklarını söylemek mümkündür. Araştırma verilerine göre özyeterlik açısından anlamlı farklılık gösteren tek değişken ise kadınların lehine olmak üzere cinsiyettir.

References

  • Akbulut, E. (2006). “Müzik öğretmeni adaylarının mesleklerine ilişkin özyeterlik inançları” Yüzüncü Yıl University Journal of Education Faculty, December,2006 Vol. III Issue II, 24-33
  • Akıllı, M. & Seven, S. (2010). “An investigation of prospective science teachers’ attitudes towards the profession of teaching”. Inonu University Journal of the Faculty of Education December 2010/Volume 11 Issue 3 61-73)
  • Alagözlü, N. (2016). “Pre-Service EFL Teachers’ Professional Self-Concept: English Teaching Efficacy, Self Reported English Proficiency and Pedagogical strategies: A Case Study in Turkish Context”. Procedia - Social and Behavioral Sciences 232 ( 2016 ) 196 – 200
  • Asa, B. & Fathololoumi, B. (2016) “Reformation of self-efficacy in Iranian pre-service and in-service EFL teachers through reflective task-supported teacher training”. International Conference ICT for Language Learning Conference Proceedings. 9th Conference Edition Librariauniversitaria.it Edizioni (pp.396-400).
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
  • Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encylopedia of human behaviour (Vol.4,pp.71-81). New York: Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health.San Diego: Academic Press, 1998)
  • Bozdoğan, A. E. &Aydın, D. & Yıldırım, K. (2007). “Öğretmen adaylarının öğretmenlik mesleğine ilişkin tutumları” Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (Kefad) Volume 8 Issue 2 (2007), 83-97.
  • Calderhead, J. and Shorrock, S. B. (1997). Understanding teacher education: Case studies in the professional development of beginning teachers. London: The Falmer Press.
  • Cephe, P.T. (2009). “An analysis of the impact of reflective teaching on the beliefs of teacher trainees” Education and Science 34,152.
  • Cerit,Y. (2011). “The relationship between pre-service classroom teachers’ self-efficacy beliefs and classroom management Orientations”. Journal of Buca Education Faculty 30 (2011) also studied self-efficacy beliefs of pre-service teachers in terms of classroom management.
  • Chacon, C. T. (2005). “Teachers’ perceived efficacy among English as a foreign language teachers in middle schools in Venezuela”. Teaching and Teacher Education 21 (2005) 257–272
  • Chong, S., Wong, I., & Lang, Q. C. (2005). “Pre-service teachers' beliefs, attitudes, and expectations: A review of the literature” Retrieved from http:// conference. nie.edu.sg/ paper/covert/ab00613.pdf
  • Çakır, Ö. (2005). “Anadolu Üniversitesi açıköğretim fakültesi İngilizce öğretmenliği lisans programı (İÖLP) ve eğitim fakülteleri İngilizce öğretmenliği lisans programı öğrencilerinin mesleğe yönelik tutumları ve mesleki yeterlik algıları” İnönü University Journal of Education Faculty Vol. 6 Issue / Spring 2005
  • Çakmak, M. (2013). “Learning from Teaching Experiences: Novice Teachers’ Thoughts”. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education) Özel Sayı (1): 55-67
  • Çapa,Y.,Çakıroğlu, J.,& Sarıkaya, H. (2005). “The development and validation of a Turkish version of teachers’ sense of efficacy Scale” Eğitim ve Bilim (Education and Science)
  • Egyed, C.J. (2006). “Teacher Self-Efficacy, Burnout, Experience and Decision to Refer a Disruptive Student” School Psychology International (2006), Vol. 27(4)
  • Er, E. (2009). “Self-efficacy levels of pre-service teachers and its predictors”. MS Thesis. Middle East Technical University, Ankara.
  • Erdem, Ö. (2009). “Pre-service and in-service teachers’ beliefs concerning language and language learning”. MA Thesis.Çanakkale Onsekiz Mart University, Çanakkale.
  • Farkas, S., Johnson, J., Foleno, T., Duffett, A., & Foley, P. (2000). A Sense of calling: Who teaches and why. New York, NY: Public Agenda.
  • Güneyli, A. & Aslan C. (2009).Evaluation of Turkish prospective teachers’ attitudes towards teaching profession (Near East University case).Procedia Social and Behavioural Sciences 1(2009) 313-319.
  • Gürbüztürk, O. & Şad, N. S. (2009). “Student teachers’ beliefs about teaching and their sense of self efficacy: a descriptive and comparative analysis” Inonu University Journal of the Faculty of Education December 2009 Special Issue/Volume 10 Issue 3,201-226)
  • Hancock, E. S. & Gallard, A,J. (2004) “Pre-service Science Teachers’ Beliefs about Teaching and Learning: The Influence of K-12 Field Experiences” Journal of Science Teacher Education, 15(4): 281-291
  • Harrington, S. C.; Hertel, T. J. (2000). “Foreign Language Methods Students' Beliefs about Language Learning and Teaching” Texas Papers in Foreign Language Education, v5 n1 53-68 special issue (https://eric.ed.gov/?id=ED468310)
  • Hooigard, R. & Giske, R. & Sundsli, K. (2011). “Newly qualified teachers’ work engagement and teacher efficacy influences on job satisfaction, burnout, and the intention to quit”. European Journal ofTeacherEducation 1- 11 DOI:10.1080/02619768.2011.633993
  • Johnson, S, Harrison Berg, J & Donaldson, M. 2005. “Who Stays in Teaching and Why? A Review of the Literature on Teacher Retention”(retrieved on 15 http://assets.aarp.org/www.aarp.org_/articles/NRTA/ Harvard_report.pdf.
  • Külekçi, G. (2011). “A study on pre-service English teachers’ self-efficacy beliefs depending on some variables”. International Online Journal of Educational Sciences,2011, 3(1), 245-260
  • Maskit.D. (2014). “Teaching’s Characteristics: Novices Talk about Teaching”. Creative Education, Vol. 5, 1305-1313 (Published Online August 2014 in SciRes. http://www.scirp.org/journal/ce http://dx.doi.org/10.4236/ce.2014.514149)
  • Mattheoudakis, M. (2007). “Tracking Changes in pre-service EFL teacher beliefs in Greece: A longitudinal study” Teaching and Teacher Education An International Journal of Research and Studies, v23 n8 pp.1272-1288
  • Mojavezi, A. & Tamiz, M. P. (2012). “The Impact of Teacher Self-efficacy on the Students’ Motivation and Achievement”. Theory and Practice in Language Studies, Vol. 2, No. 3, pp. 483-491, March 2012
  • Nahal, S.P. (2010). “Voices from the Field: Perspectives of First-year Teachers on the Disconnect between Teacher Preparation Programs and the Realities of the Classroom”. Vol.8
  • Oğuz, A. & Topkaya N. (2008). “Ortaöğretim alan öğretmenliği öğrencilerinin öğretmen özyeterlik inançları ile öğretmenliğe ilişkin tutumları” Akademik Bakış ISSN:1694528X 2008, April 14.
  • Oğuz, E. & Kalkan, M. (2011). “Examining teacher candidates’ attitudes towards teaching profession and pupil control ideology” International Online Journal of Educational Sciences, 20113(3), 903-917.
  • Özenoğlu Kiremit, H. (2006). “Fen Bilgisi Öğretmenliği Öğrencilerinin Biyoloji ile ilgili öz-yeterlik inançlarının karşılaştırılması”. Ph.D. dissertation, İzmir: Dokuz Eylül University
  • Pajares,M. F. (1992). “Teachers' Beliefs and Educational Research: Cleaning Up a Messy Construct” .Review of Educational Research Fall 1992, Vol. 62, No. 3, pp. 307-332
  • Pajares, M. F.(2002). “Overview of social cognitive theory and of self-efficacy” Retreived on August 6, 2013 from http:// www.emory.edu/ EDUCATION/mfp/eff.html (http://www.uky.edu/~eushe2/Pajares/eff.html)
  • Peterman, F. P. (1991) “An Experienced Teacher’s Emerging Constructivist Beliefs about Teaching and Learning” Paper presented at the annual meeting of the American Educational Research Association, Chicago.
  • Richards, J. C., Gallo, P. B. & Renandya, W. A. (2001). “Exploring Teachers’ Beliefs and Processes of Change” PAC Journal :1-17
  • Sivri, H. & Balcı, E. (2015). “Pre-service Teachers’ Classroom Management Self-efficacy Beliefs” International Online Journal of Educational Sciences, 2015, 7 (4), 37 – 50
  • Skaalvik, E.M. & Skaalvik, S. (2010). “Teacher self-efficacy and teacher burnout: a study of relations.” Teaching and Teacher Education, 26 (2010)1059-1069.
  • Soodak, L. C. and Podell, D. M. (1993) “Teacher Efficacy and Student Problem as Factors in Special Education Referral”, The Journal of Special Education 27(1): 66–81.
  • Stark, J. (2002). Planning introductory college courses. Teacher Thinking, Beliefs and Knowledge in Higher Education (Eds. Nira Hativa& Peter Goodyear). Kluwer Academic Publishers: Netherlands The Alberta Teachers’ Association (2013). Teaching in the Early Years of Practice: A Five-Year Longitudinal Study. The Alberta Teachers’ Association: Edmonton (www.teachers.ab.ca)
  • (https://www.teachers.ab.ca/SiteCollectionDocuments/ATA/Publications/Research/Teaching%20in%2 0the%20Early%20Years%20of%20Practice%20(PD-86-19b).pdf as retrieved on Sept. 15, 2017)
  • Tschannen Moran, M. & Woolfolk Hoy, A. (2001). “Teacher efficacy: capturing an elusive construct” Teaching and Teacher Education 17 (2001)783-805
  • Uçar, H. & Yazıcı Bozkaya, M. (2016). “Pre-service EFL Teachers’ Self-efficacy Beliefs, Goal Orientations, and Participations in an Online Learning Environment”. Turkish Online Journal of Distance Education-TOJDE April 2016 ISSN 1302-6488 Volume: 17 Number: 2 Article 2
  • Üstüner,M. & Demirtaş, H. & Cömert M. (2009). “The attitudes of prospective teachers towards the profession of teaching (the case of İnönü University, Faculty of Education)” Education and Science/Eğitim ve Bilim 2009 Vol. 34 No: 151
  • Wilke, R. (2004). “How Content Area Influences Choice of Instructional Methods: An Examination of One Component of Preservice Teacher Belief”. Florida State University- FSU Digital Library.
  • Woolfolk Hoy, A. & Sperro R. B. (2005). “Changes in teacher efficacy during the early years of teaching: a comparison of four measures” Teaching and teacher Education 21 (2005) 343-356.
  • Yeşil, H. (2011). “Turkish language teaching students’ attitudes towards teaching profession” International Online Journal of Educational Sciences, 2011,3(1), 200219
  • Online Resources: http://www.science.smith.edu/exer_sci/ESS570/SE/Bandura_SE.html as retrieved on 15 Sept. 2017 02:28:23 GMT

Investigating Pre-Service Efl Teachers’ Self-Efficacy Beliefs

Year 2017, Issue: 38, 221 - 232, 01.08.2017

Abstract

The present study aims to shed light on the self-efficacy beliefs of pre-service teachers - who are yet studying at ELT departments. The study searches for the answer of the following research question: “What are the self-efficacy beliefs of pre-service EFL teachers in terms of their forthcoming careers? With a quantitative research design, the study was conducted on pre-service English language teachers yet studying at ELT departments to have their BA degrees at Necmettin Erbakan University, and Gazi University. The participants were senior students 4th grade of ELT department in 2012-2013 Academic Year. 138 Senior students 4th grade of NEU ELT department and 70 Senior students 4th grade of Gazi University ELT department -randomly selected 208 pre-service teachers in total- participated in the study. Out of 208 pre-service teachers, 164 were female, and the rest44- were male. The ages of the participants were between 21 and 25+. The data were gathered through “Teacher Sense of Efficacy scale” originally developed by Tschannen-Moran, & Hoy 2001 , the Turkish version of which is developed by Çapa, Çakıroğlu & Sarıkaya 2005 . The 24-item-scale was used to collect quantitative data about pre-service teachers’ self-efficacy beliefs. The scale was found to be valid TLI and CFI of .99/RMSEA,.065 and reliable .93 . The scale consists of 3 dimensions of efficacy: Student Engagement, Instructional Strategies, and Classroom Management. Based on the self-efficacy scale, quantitative data analysis was done through SPSS Statistical Package for Social Sciences , version 16.00 and Excel Microsoft Office Professional Plus 2010 . The data analysis revealed that pre-service teachers were sufficient in terms of their self-efficacy and readiness for their future careers. The study also searched for meaningful differences in terms of gender and age variables. It was concluded that there was significant difference between female and male pre-service teachers in favour of females only in Efficacy in Student Engagement dimension . As for the age variable, no significant difference was found.

References

  • Akbulut, E. (2006). “Müzik öğretmeni adaylarının mesleklerine ilişkin özyeterlik inançları” Yüzüncü Yıl University Journal of Education Faculty, December,2006 Vol. III Issue II, 24-33
  • Akıllı, M. & Seven, S. (2010). “An investigation of prospective science teachers’ attitudes towards the profession of teaching”. Inonu University Journal of the Faculty of Education December 2010/Volume 11 Issue 3 61-73)
  • Alagözlü, N. (2016). “Pre-Service EFL Teachers’ Professional Self-Concept: English Teaching Efficacy, Self Reported English Proficiency and Pedagogical strategies: A Case Study in Turkish Context”. Procedia - Social and Behavioral Sciences 232 ( 2016 ) 196 – 200
  • Asa, B. & Fathololoumi, B. (2016) “Reformation of self-efficacy in Iranian pre-service and in-service EFL teachers through reflective task-supported teacher training”. International Conference ICT for Language Learning Conference Proceedings. 9th Conference Edition Librariauniversitaria.it Edizioni (pp.396-400).
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
  • Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encylopedia of human behaviour (Vol.4,pp.71-81). New York: Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health.San Diego: Academic Press, 1998)
  • Bozdoğan, A. E. &Aydın, D. & Yıldırım, K. (2007). “Öğretmen adaylarının öğretmenlik mesleğine ilişkin tutumları” Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (Kefad) Volume 8 Issue 2 (2007), 83-97.
  • Calderhead, J. and Shorrock, S. B. (1997). Understanding teacher education: Case studies in the professional development of beginning teachers. London: The Falmer Press.
  • Cephe, P.T. (2009). “An analysis of the impact of reflective teaching on the beliefs of teacher trainees” Education and Science 34,152.
  • Cerit,Y. (2011). “The relationship between pre-service classroom teachers’ self-efficacy beliefs and classroom management Orientations”. Journal of Buca Education Faculty 30 (2011) also studied self-efficacy beliefs of pre-service teachers in terms of classroom management.
  • Chacon, C. T. (2005). “Teachers’ perceived efficacy among English as a foreign language teachers in middle schools in Venezuela”. Teaching and Teacher Education 21 (2005) 257–272
  • Chong, S., Wong, I., & Lang, Q. C. (2005). “Pre-service teachers' beliefs, attitudes, and expectations: A review of the literature” Retrieved from http:// conference. nie.edu.sg/ paper/covert/ab00613.pdf
  • Çakır, Ö. (2005). “Anadolu Üniversitesi açıköğretim fakültesi İngilizce öğretmenliği lisans programı (İÖLP) ve eğitim fakülteleri İngilizce öğretmenliği lisans programı öğrencilerinin mesleğe yönelik tutumları ve mesleki yeterlik algıları” İnönü University Journal of Education Faculty Vol. 6 Issue / Spring 2005
  • Çakmak, M. (2013). “Learning from Teaching Experiences: Novice Teachers’ Thoughts”. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education) Özel Sayı (1): 55-67
  • Çapa,Y.,Çakıroğlu, J.,& Sarıkaya, H. (2005). “The development and validation of a Turkish version of teachers’ sense of efficacy Scale” Eğitim ve Bilim (Education and Science)
  • Egyed, C.J. (2006). “Teacher Self-Efficacy, Burnout, Experience and Decision to Refer a Disruptive Student” School Psychology International (2006), Vol. 27(4)
  • Er, E. (2009). “Self-efficacy levels of pre-service teachers and its predictors”. MS Thesis. Middle East Technical University, Ankara.
  • Erdem, Ö. (2009). “Pre-service and in-service teachers’ beliefs concerning language and language learning”. MA Thesis.Çanakkale Onsekiz Mart University, Çanakkale.
  • Farkas, S., Johnson, J., Foleno, T., Duffett, A., & Foley, P. (2000). A Sense of calling: Who teaches and why. New York, NY: Public Agenda.
  • Güneyli, A. & Aslan C. (2009).Evaluation of Turkish prospective teachers’ attitudes towards teaching profession (Near East University case).Procedia Social and Behavioural Sciences 1(2009) 313-319.
  • Gürbüztürk, O. & Şad, N. S. (2009). “Student teachers’ beliefs about teaching and their sense of self efficacy: a descriptive and comparative analysis” Inonu University Journal of the Faculty of Education December 2009 Special Issue/Volume 10 Issue 3,201-226)
  • Hancock, E. S. & Gallard, A,J. (2004) “Pre-service Science Teachers’ Beliefs about Teaching and Learning: The Influence of K-12 Field Experiences” Journal of Science Teacher Education, 15(4): 281-291
  • Harrington, S. C.; Hertel, T. J. (2000). “Foreign Language Methods Students' Beliefs about Language Learning and Teaching” Texas Papers in Foreign Language Education, v5 n1 53-68 special issue (https://eric.ed.gov/?id=ED468310)
  • Hooigard, R. & Giske, R. & Sundsli, K. (2011). “Newly qualified teachers’ work engagement and teacher efficacy influences on job satisfaction, burnout, and the intention to quit”. European Journal ofTeacherEducation 1- 11 DOI:10.1080/02619768.2011.633993
  • Johnson, S, Harrison Berg, J & Donaldson, M. 2005. “Who Stays in Teaching and Why? A Review of the Literature on Teacher Retention”(retrieved on 15 http://assets.aarp.org/www.aarp.org_/articles/NRTA/ Harvard_report.pdf.
  • Külekçi, G. (2011). “A study on pre-service English teachers’ self-efficacy beliefs depending on some variables”. International Online Journal of Educational Sciences,2011, 3(1), 245-260
  • Maskit.D. (2014). “Teaching’s Characteristics: Novices Talk about Teaching”. Creative Education, Vol. 5, 1305-1313 (Published Online August 2014 in SciRes. http://www.scirp.org/journal/ce http://dx.doi.org/10.4236/ce.2014.514149)
  • Mattheoudakis, M. (2007). “Tracking Changes in pre-service EFL teacher beliefs in Greece: A longitudinal study” Teaching and Teacher Education An International Journal of Research and Studies, v23 n8 pp.1272-1288
  • Mojavezi, A. & Tamiz, M. P. (2012). “The Impact of Teacher Self-efficacy on the Students’ Motivation and Achievement”. Theory and Practice in Language Studies, Vol. 2, No. 3, pp. 483-491, March 2012
  • Nahal, S.P. (2010). “Voices from the Field: Perspectives of First-year Teachers on the Disconnect between Teacher Preparation Programs and the Realities of the Classroom”. Vol.8
  • Oğuz, A. & Topkaya N. (2008). “Ortaöğretim alan öğretmenliği öğrencilerinin öğretmen özyeterlik inançları ile öğretmenliğe ilişkin tutumları” Akademik Bakış ISSN:1694528X 2008, April 14.
  • Oğuz, E. & Kalkan, M. (2011). “Examining teacher candidates’ attitudes towards teaching profession and pupil control ideology” International Online Journal of Educational Sciences, 20113(3), 903-917.
  • Özenoğlu Kiremit, H. (2006). “Fen Bilgisi Öğretmenliği Öğrencilerinin Biyoloji ile ilgili öz-yeterlik inançlarının karşılaştırılması”. Ph.D. dissertation, İzmir: Dokuz Eylül University
  • Pajares,M. F. (1992). “Teachers' Beliefs and Educational Research: Cleaning Up a Messy Construct” .Review of Educational Research Fall 1992, Vol. 62, No. 3, pp. 307-332
  • Pajares, M. F.(2002). “Overview of social cognitive theory and of self-efficacy” Retreived on August 6, 2013 from http:// www.emory.edu/ EDUCATION/mfp/eff.html (http://www.uky.edu/~eushe2/Pajares/eff.html)
  • Peterman, F. P. (1991) “An Experienced Teacher’s Emerging Constructivist Beliefs about Teaching and Learning” Paper presented at the annual meeting of the American Educational Research Association, Chicago.
  • Richards, J. C., Gallo, P. B. & Renandya, W. A. (2001). “Exploring Teachers’ Beliefs and Processes of Change” PAC Journal :1-17
  • Sivri, H. & Balcı, E. (2015). “Pre-service Teachers’ Classroom Management Self-efficacy Beliefs” International Online Journal of Educational Sciences, 2015, 7 (4), 37 – 50
  • Skaalvik, E.M. & Skaalvik, S. (2010). “Teacher self-efficacy and teacher burnout: a study of relations.” Teaching and Teacher Education, 26 (2010)1059-1069.
  • Soodak, L. C. and Podell, D. M. (1993) “Teacher Efficacy and Student Problem as Factors in Special Education Referral”, The Journal of Special Education 27(1): 66–81.
  • Stark, J. (2002). Planning introductory college courses. Teacher Thinking, Beliefs and Knowledge in Higher Education (Eds. Nira Hativa& Peter Goodyear). Kluwer Academic Publishers: Netherlands The Alberta Teachers’ Association (2013). Teaching in the Early Years of Practice: A Five-Year Longitudinal Study. The Alberta Teachers’ Association: Edmonton (www.teachers.ab.ca)
  • (https://www.teachers.ab.ca/SiteCollectionDocuments/ATA/Publications/Research/Teaching%20in%2 0the%20Early%20Years%20of%20Practice%20(PD-86-19b).pdf as retrieved on Sept. 15, 2017)
  • Tschannen Moran, M. & Woolfolk Hoy, A. (2001). “Teacher efficacy: capturing an elusive construct” Teaching and Teacher Education 17 (2001)783-805
  • Uçar, H. & Yazıcı Bozkaya, M. (2016). “Pre-service EFL Teachers’ Self-efficacy Beliefs, Goal Orientations, and Participations in an Online Learning Environment”. Turkish Online Journal of Distance Education-TOJDE April 2016 ISSN 1302-6488 Volume: 17 Number: 2 Article 2
  • Üstüner,M. & Demirtaş, H. & Cömert M. (2009). “The attitudes of prospective teachers towards the profession of teaching (the case of İnönü University, Faculty of Education)” Education and Science/Eğitim ve Bilim 2009 Vol. 34 No: 151
  • Wilke, R. (2004). “How Content Area Influences Choice of Instructional Methods: An Examination of One Component of Preservice Teacher Belief”. Florida State University- FSU Digital Library.
  • Woolfolk Hoy, A. & Sperro R. B. (2005). “Changes in teacher efficacy during the early years of teaching: a comparison of four measures” Teaching and teacher Education 21 (2005) 343-356.
  • Yeşil, H. (2011). “Turkish language teaching students’ attitudes towards teaching profession” International Online Journal of Educational Sciences, 2011,3(1), 200219
  • Online Resources: http://www.science.smith.edu/exer_sci/ESS570/SE/Bandura_SE.html as retrieved on 15 Sept. 2017 02:28:23 GMT
There are 49 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Eda Ercan Demirel This is me

Publication Date August 1, 2017
Published in Issue Year 2017 Issue: 38

Cite

APA Ercan Demirel, E. (2017). Investigating Pre-Service Efl Teachers’ Self-Efficacy Beliefs. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi(38), 221-232.

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