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Fen Bilimleri ve İlköğretim Matematik Öğretmen Adaylarının Öz-Yeterlik İnançları ile Öz-Yeterlik Kaynaklarının İncelenmesi

Year 2021, , 47 - 69, 15.07.2021
https://doi.org/10.33711/yyuefd.859382

Abstract

Bu çalışmanın amacı fen bilimleri ve ilköğretim matematik öğretmen adaylarının öz-yeterlik inançları ve öz-yeterlik kaynaklarını öğrenim gördükleri program türü, sınıf düzeyi ve cinsiyet değişkenleri açısından incelemektir. Çalışma nicel araştırma yaklaşımlarından tarama desenine dayalı gerçekleştirilmiştir. Beş üniversitenin Fen Bilgisi ve İlköğretim Matematik Öğretmenliği programlarının üçüncü ve dördüncü sınıflarında öğrenim gören toplam 885 öğretmen adayından Öğretmen Öz-Yeterlik Ölçeği ve Öz-Yeterlik Kaynakları Ölçeği kullanılarak veri toplanmıştır. Verilerin analizinde betimsel istatistikler ile yordamsal istatistiklerden tek yönlü çok değişkenli varyans analizi (MANOVA) kullanılmıştır. Çalışma sonucunda öz-yeterlik inançları değişkenine ait alt boyutların hepsi için öğretmen adaylarının tamamının oldukça yeterli düzeyde olduğu görülmüştür. Diğer taraftan öz-yeterlik kaynakları değişkeninin alt boyutları açısından öğretmen adaylarının düzeylerinde farklılıklar gözlenmiştir. En yüksek aritmetik ortalama Sözel İkna boyutunda, en düşük ortalama ise Fizyolojik ve Duygusal Durumlar boyutunda elde edilmiştir. İncelenen değişkenlerin öğretmen adaylarının öğrenim gördükleri program türü, sınıf düzeyi ve cinsiyete göre farklılık gösterip göstermediğini test etmek için altı farklı tek yönlü MANOVA uygulanmıştır. Cinsiyete göre öz-yeterlik kaynaklarına ilişkin yapılan analiz haricinde diğer tüm analizlerde istatistiksel olarak anlamlı farklılıklar bulunmuştur.

References

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  • Allinder, R.M. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17(2), 86-95.
  • Aloe, A.M., Amo, L.C., & Shanahan, M.E (2014). Classroom management self-efficacy and burnout: A multivariate meta-analysis. Educational Psychology Review 26(1), 101–126.
  • Arslan, Ş. (2019). Öğretmen adaylarının öğretmenlik mesleğine ilişkin öz yeterlik inancı kaynakları ve öz yeterlik inançlarının öğretmenlik mesleğine yönelik tutumlarına etkisi. Yayınlanmamış yüksek lisans tezi. Zonguldak Bülent Ecevit Üniversitesi, Zonguldak.
  • Azar, A. (2012). Ortaöğretim fen bilimleri ve matematik öğretmeni adaylarının öz yeterlilik inançları. Uluslararası Yönetim İktisat ve İşletme Dergisi, 6(12), 235-252.
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  • Britner, S.L., & Pajares, F. (2006). Sources of science self-efficacy beliefs of middle school students. Journal of Research in Science Teaching, 43(5), 485-499.
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  • Kieffer, K.M., & Henson, R.K. (2000, April). Development and validation of the sources of self-efficacy inventory (SOSI): Exploring a new measure of teacher efficacy. Paper presented at the annual meeting of the National Council on Measurement in Education, New Orleans, LA.
  • Klassen, R. M., & Chiu, M.M. (2010). Effects on teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102, 741–756.
  • Klassen, R.M., Tze, V.M.C., Betts, S.M., & Gordon, K.A. (2011). Teacher efficacy research 1998–2009: Signs of progress or unfulfilled promise? Educational Psychology Review, 23, 21–43.
  • Kline, R.B. (2005). Principles and practice of structural equation modeling (2nd Eds.). New York: Guilford Press.
  • Küçük, M., Altun, E., ve Paliç, G. (2013). Sınıf öğretmenlerinin fen öğretimi öz-yeterlik inançlarının incelenmesi: Rize ili örneklemi. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 2(1), 45-70.
  • Lortie, D.C. (1975). Schoolteacher: A sociological study. Chicago, IL: University of Chicago Press.
  • Lumpe, A., Czerniak,C., Haney, J., & Beltyukova, S. (2012). Beliefs about teaching science: the relationship between elementary teachers' participation in professional development and student achievement. International Journal of Science Education, 34(2), 153-166.
  • McDonnough, J.T., & Matkins, J.J. (2010). The role of field experience in elementary preservice teachers' self-efficacy and ability to connect research to practice. School Science and Mathematics, 110(1), 13-23.
  • Milner, H.R. (2002). A case study of an experienced English teacher’s self-efficacy and persistence through “crisis” situations: Theoretical and practical considerations. High School Journal, 86, 28–35.
  • Morris-Rothschild, B.K., & Brassard, M.R. (2006). Teachers' conflict management styles: The role of attachment styles and classroom management efficacy. Journal of School Psychology, 44(2), 105-121.
  • Morris, D.B., Usher, E.L., & Chen, J.A. (2017). Reconceptualizing the sources of teaching self-efficacy: A critical review of emerging literature. Educational Psychology Review, 29, 795–833.
  • O’Neil, S., & Stephenson, J. (2012). Exploring Australian pre-service teachers sense of efficacy, its sources, and some possible influences. Teaching and Teacher Education, 28(4), 535-545.
  • Özcan, C. (2017). Fen bilgisi öğretmen adaylarının mesleki özyeterlik inançları ve öğretmenlik mesleğine yönelik tutumları ile ilköğretim bölümlerinin karşılaştırılması. Yayınlamamış yüksek lisans tezi. Akdeniz Üniversitesi, Antalya.
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  • Posnanski, T. J. (2002). Professional development programs for elementary science teachers: An analysis of teacher self-efficacy beliefs and a professional development model. Journal of Science Teacher Education, 13, 189–220.
  • Ruble, L.A., Usher, E. L., & McGrew, J.H. (2011). Preliminary investigation of the sources of self-efficacy among teachers of students with autism. Focus on Autism and Other Developmental Disabilities, 26, 67–74.
  • Sabbe, E., & Aelterman, A. (2007). Gender in teaching: A literature review. Teachers and Teaching: Theory and Practice, 13, 521–538.
  • Salanova, M., Llorens, S., & Schaufeli, W.B. (2011). Yes, I can, I feel good & I just do it! On gain cycles and spirals of efficacy beliefs, affect, and engagement. Applied Psychology: An International Review, 60, 255–285.
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  • Süzer, B. (2019). Fen bilimleri öğretmenlerinin öz-yeterlik inançları ile öz-yeterlik kaynakları arasındaki ilişkinin incelenmesi: Tokat ili örneği. Yayımlanmamış yüksek lisans tezi. Tokat Gaziosmanpaşa Üniversitesi Eğitim Bilimleri Enstitüsü, Tokat.
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Year 2021, , 47 - 69, 15.07.2021
https://doi.org/10.33711/yyuefd.859382

Abstract

References

  • Akbaş, A., ve Çelikkaleli, Ö. (2006). Sınıf öğretmeni adaylarının fen öğretimi öz-yeterlik inançlarının cinsiyet, öğrenim türü ve üniversitelerine göre incelenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 2(1), 98-110.
  • Alrefaei, N.A. (2015). Teachers' sense of efficacy: Examining the relationship of teacher efficacy and student achievement. Unpublished Dissertation. University of Arkansas.
  • Allinder, R.M. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17(2), 86-95.
  • Aloe, A.M., Amo, L.C., & Shanahan, M.E (2014). Classroom management self-efficacy and burnout: A multivariate meta-analysis. Educational Psychology Review 26(1), 101–126.
  • Arslan, Ş. (2019). Öğretmen adaylarının öğretmenlik mesleğine ilişkin öz yeterlik inancı kaynakları ve öz yeterlik inançlarının öğretmenlik mesleğine yönelik tutumlarına etkisi. Yayınlanmamış yüksek lisans tezi. Zonguldak Bülent Ecevit Üniversitesi, Zonguldak.
  • Azar, A. (2012). Ortaöğretim fen bilimleri ve matematik öğretmeni adaylarının öz yeterlilik inançları. Uluslararası Yönetim İktisat ve İşletme Dergisi, 6(12), 235-252.
  • Bandura, A. (1986). Social foundations of thought and action: a social cognitive theory. Englewood Cliffs: Prentice Hall. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
  • Bautista, N.U. (2011). Investigating the use of vicarious and mastery experiences in influencing early childhood education majors’ self-efficacy beliefs. Journal of Science Teacher Education, 22, 333–349.
  • Britner, S.L., & Pajares, F. (2006). Sources of science self-efficacy beliefs of middle school students. Journal of Research in Science Teaching, 43(5), 485-499.
  • Browne, M.W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K.A. Bollen & J.S. Long (Eds.), Testing structural equation models (pp. 136-162). Newbury Park, CA: Sage.
  • Capa Aydin, T., & Woolfolk Hoy, A. (2005). What predicts teacher self-efficacy? Academic Exchange Quarterly, 9(4), 123–128. Carleton, L.E., Fitch, J.C., & Krockover, G.H. (2008). An in-service teacher education program's effect on teacher efficacy and attitudes. The Educational Forum, 72(1), 46-62.
  • Charalambous, C.Y., Philippou, G.N., & Kyriakides, L. (2008). Tracing the development of preservice teachers’ efficacy beliefs in teaching mathematics during fieldwork. Educational Studies in Mathematics, 67(2), 125-142.
  • Cheung, H.Y. (2008) Teacher Efficacy: A comparative study of Hong Kong and Shanghai primary in- service teachers. The Australian Educational Researcher, 35(1), 103-123.
  • Clark, S., & Newberry, M. (2019). Are we building preservice teacher self-efficacy? A large-scale study examining teacher education experiences. Asia-Pacific Journal of Teacher Education, 47(1), 32-47.
  • Cohen J. (1988). Statistical power analysis for the behavioral sciences. New York, NY: Routledge. Çalışkan, S., Selçuk, G.S., ve Özcan, Ö. (2010). Fizik öğretmen adaylarının öz-yeterlik inançları: Cinsiyet, sınıf düzeyi ve akademik başarının etkileri. Kastamonu Eğitim Dergisi,18(2), 449-466.
  • Çapa, Y., Çakıroğlu, Ç., ve Sarıkaya, H. (2005). Öğretmen özyeterlik ölçeği Türkçe uyarlamasının geçerlik ve güvenirlik çalışması. Eğilim ve Bilim, 10(117), 74-81.
  • Çapa-Aydın, Y., Uzuntiryaki-Kondakçı, E., Temli, Y., ve Tarkın, A. (2013). Adaptation of sources of self-efficacy inventory into Turkish. İlköğretim Online, 12(3), 749‐758.
  • Demirtaş, H., Cömert, M., ve Özer, N. (2011). Öğretmen adaylarının özyeterlik inançları ve öğretmenlik mesleğine ilişkin tutumları. Eğitim ve Bilim, 36(159), 96-111.
  • Devos, C., Dupreiz, V., & Paquay, L. (2012). Does the social working environment predict beginning teachers’ self-efficacy and feelings of depression? Teaching and Teacher Education, 28, 206–217 . Fives, H., & Looney, L. (2009). College instructors' Sense of teaching and collective efficacy. International Journal of Teaching and Learning in Higher Education, 20(2), 182-191.
  • Fraenkel, J.R., Wallen, N.E., & Hyun, H.H. (2011). How to design and evaluate research in education (8th Eds.). New York: McGraw-Hill. Gurvitch, R., & Metzler, M.W. (2009). The effects of laboratory-based and field-based practicum experience on pre-service teachers’ self-efficacy. Teaching and Teacher Education, 25, 437–443.
  • Harurluoğlu, Y., ve Kaya, E. (2009). Biyoloji öğretmen adaylarının biyoloji öğretimine yönelik öz-yeterlik inançları. Eğitim Fakültesi Dergisi, 22(2), 481-496.
  • Henson, R. K. (2002). From adolescent angst to adulthood: Substantive implications and measurement dilemmas in the development of teacher efficacy research. Educational Psychologist, 37, 137-150. Holzberger, D., Philipp, A., & Kunter, M. (2013). How teachers’ self-efficacy is related to instructional quality: A longitudinal analysis. Journal of Educational Psychology, 105(3), 774-786.
  • Jöreskog, K., & Sörbom, D. (1993). Structural equation modeling with the SIMPLIS command language. Hillsdale, NJ: Erlbaum.
  • Kieffer, K.M., & Henson, R.K. (2000, April). Development and validation of the sources of self-efficacy inventory (SOSI): Exploring a new measure of teacher efficacy. Paper presented at the annual meeting of the National Council on Measurement in Education, New Orleans, LA.
  • Klassen, R. M., & Chiu, M.M. (2010). Effects on teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102, 741–756.
  • Klassen, R.M., Tze, V.M.C., Betts, S.M., & Gordon, K.A. (2011). Teacher efficacy research 1998–2009: Signs of progress or unfulfilled promise? Educational Psychology Review, 23, 21–43.
  • Kline, R.B. (2005). Principles and practice of structural equation modeling (2nd Eds.). New York: Guilford Press.
  • Küçük, M., Altun, E., ve Paliç, G. (2013). Sınıf öğretmenlerinin fen öğretimi öz-yeterlik inançlarının incelenmesi: Rize ili örneklemi. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 2(1), 45-70.
  • Lortie, D.C. (1975). Schoolteacher: A sociological study. Chicago, IL: University of Chicago Press.
  • Lumpe, A., Czerniak,C., Haney, J., & Beltyukova, S. (2012). Beliefs about teaching science: the relationship between elementary teachers' participation in professional development and student achievement. International Journal of Science Education, 34(2), 153-166.
  • McDonnough, J.T., & Matkins, J.J. (2010). The role of field experience in elementary preservice teachers' self-efficacy and ability to connect research to practice. School Science and Mathematics, 110(1), 13-23.
  • Milner, H.R. (2002). A case study of an experienced English teacher’s self-efficacy and persistence through “crisis” situations: Theoretical and practical considerations. High School Journal, 86, 28–35.
  • Morris-Rothschild, B.K., & Brassard, M.R. (2006). Teachers' conflict management styles: The role of attachment styles and classroom management efficacy. Journal of School Psychology, 44(2), 105-121.
  • Morris, D.B., Usher, E.L., & Chen, J.A. (2017). Reconceptualizing the sources of teaching self-efficacy: A critical review of emerging literature. Educational Psychology Review, 29, 795–833.
  • O’Neil, S., & Stephenson, J. (2012). Exploring Australian pre-service teachers sense of efficacy, its sources, and some possible influences. Teaching and Teacher Education, 28(4), 535-545.
  • Özcan, C. (2017). Fen bilgisi öğretmen adaylarının mesleki özyeterlik inançları ve öğretmenlik mesleğine yönelik tutumları ile ilköğretim bölümlerinin karşılaştırılması. Yayınlamamış yüksek lisans tezi. Akdeniz Üniversitesi, Antalya.
  • Özenoğlu-Kiremit, H., ve Gökler, İ. (2010). Fen bilgisi öğretmenliği öğrencilerinin biyoloji öğretimi ile ilgili öz-yeterlik inançlarının karşılaştırılması. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 27, 41-54.
  • Partnership for 21st Century Learning [P21] (2007). Framework for 21st Century Learning. (http://static.battelleforkids.org/documents/p21/P21_framework_0816_2pgs.pdf, Erişim tarihi: 20.08.2020)
  • Palmer, D.H. (2006). Sources of self-efficacy in a science methods course for primary teacher education students. Research in Science Education, 36, 337-353.
  • Pallant, J. (2010). SPSS Survival Manual: A step by step guide to data analysis using SPSS (4th Eds.). London: McGraw Hill Companies.
  • Pas, E.T., Bradshaw, C.P., & Hershfeldt, P.A. (2012). Teacher-and school-level predictors of teacher efficacy and burnout: Identifying potential areas for support. Journal of School Psychology, 50(1), 129-145.
  • Posnanski, T. J. (2002). Professional development programs for elementary science teachers: An analysis of teacher self-efficacy beliefs and a professional development model. Journal of Science Teacher Education, 13, 189–220.
  • Ruble, L.A., Usher, E. L., & McGrew, J.H. (2011). Preliminary investigation of the sources of self-efficacy among teachers of students with autism. Focus on Autism and Other Developmental Disabilities, 26, 67–74.
  • Sabbe, E., & Aelterman, A. (2007). Gender in teaching: A literature review. Teachers and Teaching: Theory and Practice, 13, 521–538.
  • Salanova, M., Llorens, S., & Schaufeli, W.B. (2011). Yes, I can, I feel good & I just do it! On gain cycles and spirals of efficacy beliefs, affect, and engagement. Applied Psychology: An International Review, 60, 255–285.
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There are 61 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Özge Gün

Burçin Acar-şeşen This is me

Cansel Akbulut

Ayla Çetin-dindar

Zehra Molu This is me

Publication Date July 15, 2021
Published in Issue Year 2021

Cite

APA Gün, Ö., Acar-şeşen, B., Akbulut, C., Çetin-dindar, A., et al. (2021). Fen Bilimleri ve İlköğretim Matematik Öğretmen Adaylarının Öz-Yeterlik İnançları ile Öz-Yeterlik Kaynaklarının İncelenmesi. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 18(1), 47-69. https://doi.org/10.33711/yyuefd.859382