Araştırma Makalesi
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The Effects of Self-Reflection and Classroom Management Course on Pre-service Teachers’ Self-Efficacy

Yıl 2017, Cilt: 10 Sayı: 3, 335 - 348, 24.07.2017

Öz

The purpose of this study was to analyse the
effects of self-reflections and a classroom management course on pre-service
teachers’ self-efficacy beliefs. A mixed-methods approach was used in data
collection and analyses. The Teacher Self-Efficacy Scale was given as a pre-
and post-test at the beginning and end of the course. Additionally, a
self-reflective survey was administered three times over the duration of the
course. The paired sample t-tests were used to analyse data from the Teachers’
Sense of Self-Efficacy Scale. The results revealed that the classroom
management course and self-reflections had significant influences on the
development of the pre-service teachers’ levels of teacher self-efficacy. The
implications for pre-service teachers and teacher preparation programs were
also discussed.  

Kaynakça

  • Ashton, P. (1984). Teacher efficacy: A motivational paradigm for effective teacher education. Journal of Teacher Education, 35(5), 28-32.
  • Bandura, A. (1977). Self- efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191- 215.
  • Bullock, A., Coplan, R. J., & Bosacki, S. (2015). Exploring links between earlychildhood educators’ psychological characteristics and classroom management self-efficacy beliefs. Canadian Journal of Behavioural Science/ Revue Canadienne Des Sciences Du Comportement, 47(2), 175-183. doi:10.1037/a0038547.
  • Burden, P. R. (2000). Powerful classroom management strategies: Motivation students to learn. Corwin Press: Thousand Oaks.
  • Büyüköztürk, Ş. (2006). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem-AYayıncılık.
  • Can, H. H. (2015). Sources of teaching efficacy beliefs in pre-service science teachers. Ilkogretim Online, 14(1), 333-348. doi:10.17051/io.2015.84390.
  • Chambers, S. M. (2003). The impact of length of students teaching on the self-efficacy and classroom orientation of pre-service teachers. Paper presented at the annual meeting of the Southwest educational research association, San Antonio, ERIC document reproduction service No: ED 477 509.
  • Cooper, P. & Yan, Z. (2015). Some possible effects of behaviour management trainingon teacher confidence and competence: Evidence from a study of primary school teachers in Hong Kong. Educational Studies, 41(1-2), 156-170.
  • Darling-Hammond, L. (2000). Educating the new educator: Teacher education and the future of democracy. Taylor & Francis.
  • Dicke, T., Parker, P. D., Marsh, H. W., Kunter, M., Schmeck, A., & Leutner, D. (2014).Self-efficacy in classroom management, classroom disturbances, and emotional exhaustion: A moderated mediation analysis of teacher candidates. Journal of Educational Psychology, 106(2), 569-583. doi:10.1037/a0035504.
  • Evertson, C. M. & Weinstein, C. S. (2006).Classroom management as a field of inquiry. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 3–15). Mahwah, NJ: Erlbaum.
  • Hammond, L.D., Bransford, J., & LePage, P. (2005). Preparing teachers for a changing world: what teachers should learn and be able to do. San Francisco: Jossey-Bass.
  • Harlin, E. (2014). Watching oneself teach – long-term effects of teachers’ reflections on their video-recorded teaching. Technology, Pedagogy & Education, 23(4), 507-521. doi:10.1080/1475939X.2013.822413.
  • Henson, R. K. (2003). Relationships between pre-service teachers’ self-efficacy, task analysis and classroom control management beliefs. Research in the Schools, 10(1), 53–62.
  • Jones, V. (2006). How do teachers learn to be effective classroom managers. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 887–907). Mahwah, NJ: Erlbaum.
  • Karasar, N. (1999). Bilimsel araştırma yöntemi. Ankara: Sanem Matbaacılık San ve Tic. A.Ş.
  • Klassen, R. M. (2007). Using predictions to learn about the self-efficacy of earlyadolescents with and without learning disabilities. Contemporary Educational Psychology, 32(2), 173-187. ndoi:10.1016/j.cedpsych.2006.10.001.
  • Kong, S. C. (2010). Using a web-enabled video system to support student–teachers’self-reflection in teaching practice. Computers & Education, 55, 1772-1782. doi:10.1016/j.compedu.2010.07.026.
  • Kurt, H., Ekici, G., & Güngör, F. (2014). The effect of classroom management courseon self-efficacy of student teachers regarding teaching. Procedia - Social and Behavioral Sciences, 116 (5th World Conference on Educational Sciences), 791-795. doi:10.1016/j.sbspro.2014.01.29.
  • Lastrapes, W., Tanase, M., & Patterson, K. B. (2014). An immersive experience inexceptional student education: Exploring secondary preservice teachers’ dispositions and cultural consciousness. Critical Issues in Teacher Education, 21, 76-89.
  • Lee, Y., Patterson, P. P., & Vega, L. A. (2011). Perils to self-efficacy perceptions andteacher-preparation quality among special education intern teachers. Teacher Education Quarterly, 38(2), 61-76.
  • Noormohammadi, S. (2014). Teacher reflection and its relation to teacher efficacy and autonomy. Procedia - Social And Behavioral Sciences, 98 (Proceedings of the International Conference on Current Trends in ELT), 1380-1389. doi:10.1016/j.sbspro.2014.03.556.
  • Pajares, F. (2002). Overview of social cognitive theory and of self-efficacy. Retrieved from http://www.emory.edu/EDUCATION/mfp/eff.html.
  • Peebles, J. L. & Mendaglio, S. (2014). The impact of direct experience on preservice teachers’ self-efficacy for teaching in inclusive classrooms. International Journal of Inclusive Education, 18(12), 13-21. doi:10.1080/13603116.2014.899635.
  • Plash, S. & Piotrowski, C. (2006). Retention issues: A study of Alabama special education teachers. Education, 127(1), 125-128.
  • Rock, M., Spooner, F., Nagro, S., Vasquez, E., Dunn, C., Leko, M., Luckner, J., Bausch, M., Donehower, C., & Jones, J. (2016). 21st century change drivers: Considerations for constructing transformative models of special education teacher development. Teacher Education and Special Education, 39(2) 98-120.
  • Ryan, A. M. (2006). The role of social foundations in preparing teachers for culturallyrelevant practice. Multicultural Education, 13(3), 10-13.
  • Smith, T. & Ingersoll, R. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 41, 681-684.
  • Tripp T. & Rich, P. (2012). Using video to analyze one's own teaching. British Journal of Educational Technology, 43(4), 678-704.
  • Tschannen-Moran, M., & Hoy, A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23, 944-956.
  • YOK (1998).Yüksek Öğretim Kurulu Başkanlığı Eğitim Fakültesi Öğretmen Yetiştirme Lisans Programları. Ankara.
  • Yüksel, İ. İ. (2014). Investigating the impact of classroom management course onself-efficacy levels: An experimental study on pre-service teachers. Education & Science, 39(171), 259-269.

Öz Yansıtma ve Sınıf Yönetimi Dersinin Öğretmen Adaylarının Öz-Yeterlikleri Üzerinde Etkisi

Yıl 2017, Cilt: 10 Sayı: 3, 335 - 348, 24.07.2017

Öz

Bu araştırmanın amacı öz yansıtma ve sınıf
yönetimi dersinin öğretmen adaylarının öz yeterlikleri üzerindeki etkisini
analiz etmektir. Veri toplamada ve analizinde karma yöntemler yaklaşımı
kullanılmıştır. Öğretmen Öz-Yeterliği Ölçeği dersin başında ve sonunda ön-test
ve son-test şeklinde verilmiştir. Buna ek olarak ders süresi boyunca bir ön
yansıtma anketi üç kez uygulanmıştır. Öğretmen Öz-Yeterliği Ölçeğindeki
verileri analiz etmek için eşleştirilmiş örneklemler t-testi kullanılmıştır.
Sonuçlar sınıf yönetimi dersinin ve öz yansıtmanın öğretmen adaylarının
öğretmen öz-yeterliği gelişimi üzerinde önemli bir etkiye sahip olduğunu ortaya
koymuştur. Öğretmen adayları ve öğretmen yetiştirme programları için
çıkarımları da ayrıca tartışılmıştır.

Kaynakça

  • Ashton, P. (1984). Teacher efficacy: A motivational paradigm for effective teacher education. Journal of Teacher Education, 35(5), 28-32.
  • Bandura, A. (1977). Self- efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191- 215.
  • Bullock, A., Coplan, R. J., & Bosacki, S. (2015). Exploring links between earlychildhood educators’ psychological characteristics and classroom management self-efficacy beliefs. Canadian Journal of Behavioural Science/ Revue Canadienne Des Sciences Du Comportement, 47(2), 175-183. doi:10.1037/a0038547.
  • Burden, P. R. (2000). Powerful classroom management strategies: Motivation students to learn. Corwin Press: Thousand Oaks.
  • Büyüköztürk, Ş. (2006). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem-AYayıncılık.
  • Can, H. H. (2015). Sources of teaching efficacy beliefs in pre-service science teachers. Ilkogretim Online, 14(1), 333-348. doi:10.17051/io.2015.84390.
  • Chambers, S. M. (2003). The impact of length of students teaching on the self-efficacy and classroom orientation of pre-service teachers. Paper presented at the annual meeting of the Southwest educational research association, San Antonio, ERIC document reproduction service No: ED 477 509.
  • Cooper, P. & Yan, Z. (2015). Some possible effects of behaviour management trainingon teacher confidence and competence: Evidence from a study of primary school teachers in Hong Kong. Educational Studies, 41(1-2), 156-170.
  • Darling-Hammond, L. (2000). Educating the new educator: Teacher education and the future of democracy. Taylor & Francis.
  • Dicke, T., Parker, P. D., Marsh, H. W., Kunter, M., Schmeck, A., & Leutner, D. (2014).Self-efficacy in classroom management, classroom disturbances, and emotional exhaustion: A moderated mediation analysis of teacher candidates. Journal of Educational Psychology, 106(2), 569-583. doi:10.1037/a0035504.
  • Evertson, C. M. & Weinstein, C. S. (2006).Classroom management as a field of inquiry. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 3–15). Mahwah, NJ: Erlbaum.
  • Hammond, L.D., Bransford, J., & LePage, P. (2005). Preparing teachers for a changing world: what teachers should learn and be able to do. San Francisco: Jossey-Bass.
  • Harlin, E. (2014). Watching oneself teach – long-term effects of teachers’ reflections on their video-recorded teaching. Technology, Pedagogy & Education, 23(4), 507-521. doi:10.1080/1475939X.2013.822413.
  • Henson, R. K. (2003). Relationships between pre-service teachers’ self-efficacy, task analysis and classroom control management beliefs. Research in the Schools, 10(1), 53–62.
  • Jones, V. (2006). How do teachers learn to be effective classroom managers. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 887–907). Mahwah, NJ: Erlbaum.
  • Karasar, N. (1999). Bilimsel araştırma yöntemi. Ankara: Sanem Matbaacılık San ve Tic. A.Ş.
  • Klassen, R. M. (2007). Using predictions to learn about the self-efficacy of earlyadolescents with and without learning disabilities. Contemporary Educational Psychology, 32(2), 173-187. ndoi:10.1016/j.cedpsych.2006.10.001.
  • Kong, S. C. (2010). Using a web-enabled video system to support student–teachers’self-reflection in teaching practice. Computers & Education, 55, 1772-1782. doi:10.1016/j.compedu.2010.07.026.
  • Kurt, H., Ekici, G., & Güngör, F. (2014). The effect of classroom management courseon self-efficacy of student teachers regarding teaching. Procedia - Social and Behavioral Sciences, 116 (5th World Conference on Educational Sciences), 791-795. doi:10.1016/j.sbspro.2014.01.29.
  • Lastrapes, W., Tanase, M., & Patterson, K. B. (2014). An immersive experience inexceptional student education: Exploring secondary preservice teachers’ dispositions and cultural consciousness. Critical Issues in Teacher Education, 21, 76-89.
  • Lee, Y., Patterson, P. P., & Vega, L. A. (2011). Perils to self-efficacy perceptions andteacher-preparation quality among special education intern teachers. Teacher Education Quarterly, 38(2), 61-76.
  • Noormohammadi, S. (2014). Teacher reflection and its relation to teacher efficacy and autonomy. Procedia - Social And Behavioral Sciences, 98 (Proceedings of the International Conference on Current Trends in ELT), 1380-1389. doi:10.1016/j.sbspro.2014.03.556.
  • Pajares, F. (2002). Overview of social cognitive theory and of self-efficacy. Retrieved from http://www.emory.edu/EDUCATION/mfp/eff.html.
  • Peebles, J. L. & Mendaglio, S. (2014). The impact of direct experience on preservice teachers’ self-efficacy for teaching in inclusive classrooms. International Journal of Inclusive Education, 18(12), 13-21. doi:10.1080/13603116.2014.899635.
  • Plash, S. & Piotrowski, C. (2006). Retention issues: A study of Alabama special education teachers. Education, 127(1), 125-128.
  • Rock, M., Spooner, F., Nagro, S., Vasquez, E., Dunn, C., Leko, M., Luckner, J., Bausch, M., Donehower, C., & Jones, J. (2016). 21st century change drivers: Considerations for constructing transformative models of special education teacher development. Teacher Education and Special Education, 39(2) 98-120.
  • Ryan, A. M. (2006). The role of social foundations in preparing teachers for culturallyrelevant practice. Multicultural Education, 13(3), 10-13.
  • Smith, T. & Ingersoll, R. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 41, 681-684.
  • Tripp T. & Rich, P. (2012). Using video to analyze one's own teaching. British Journal of Educational Technology, 43(4), 678-704.
  • Tschannen-Moran, M., & Hoy, A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23, 944-956.
  • YOK (1998).Yüksek Öğretim Kurulu Başkanlığı Eğitim Fakültesi Öğretmen Yetiştirme Lisans Programları. Ankara.
  • Yüksel, İ. İ. (2014). Investigating the impact of classroom management course onself-efficacy levels: An experimental study on pre-service teachers. Education & Science, 39(171), 259-269.
Toplam 32 adet kaynakça vardır.

Ayrıntılar

Bölüm Makaleler
Yazarlar

Karen Patterson Bu kişi benim

Janice J. Seabrooks-blackmore Bu kişi benim

Yayımlanma Tarihi 24 Temmuz 2017
Gönderilme Tarihi 24 Temmuz 2017
Yayımlandığı Sayı Yıl 2017 Cilt: 10 Sayı: 3

Kaynak Göster

APA Patterson, K., & Seabrooks-blackmore, J. J. (2017). The Effects of Self-Reflection and Classroom Management Course on Pre-service Teachers’ Self-Efficacy. Journal of Theoretical Educational Science, 10(3), 335-348.