Yıl 2017,
, 357 - 367, 15.07.2017
Fatih Yazici
Tercan Yildirim
Kaynakça
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- Bal, M. S. (2011). Tarih ogretmen adaylarinin Hacli Seferleri konusunda pedagojik alan bilgilerinin incelenmesi [Examining the pre-service history teachers’ pedagogical content knowledge regarding the Crusades]. Selcuk Universitesi Ahmet Kelesoglu Egitim Fakultesi Dergisi, 31, 239-261.
- Bal, M. S. & Karademir, N. (2013). Sosyal bilgiler ogretmenlerinin teknolojik pedagojik alan bilgisi konusunda oz-degerlendirme seviyelerinin belirlenmesi [Determining social science teachers’ self-assessment levels with regard to their technological pedagogical content knowledge]. Pamukkale Universitesi Egitim Fakultesi Dergisi, 34(2), 15-32.
- Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
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Effect of Pedagogical Formation Program on Pre-Service History Teachers’ Perceived Self-Efficacy
Yıl 2017,
, 357 - 367, 15.07.2017
Fatih Yazici
Tercan Yildirim
Öz
The purpose of the present study is to investigate pre-service history teachers’ perceived self-efficacy and the effect of pedagogical formation training on this perception. The study is based on a one-group pretest-posttest research design, which is a type of pre-experimental design. For the purpose of the study, in the first week of the formation training, the “Teachers’ Sense of Efficacy Scale” developed by Tschannen-Moran and Hoy and adapted to Turkish by Capa, Cakiroglu and Sarikaya was administered as a pre-test to a group of 178 pre-service history teachers who underwent pedagogical formation training in 2016-2017 academic year in two different universities in Turkey. The same scale was administered again as a post-test at the end of the 28-week training. The study has found out that the pedagogical formation training did not make a significant difference in pre-service history teachers’ perceived self-efficacy except for the classroom management subscale, in which the self-efficacy scores of pre-service history teachers decreased after the pedagogical formation training
Kaynakça
- Akcay, S. (2009). Ilkogretim fen bilgisi ogretmen adaylarinin biyoloji alan bilgisi yeterliligi [Primary education science teacher trainees the adequacy of knowledge in the subject area of biology]. PhD Thesis, University of Gazi, Ankara.
- Altinkurt, Y., Yilmaz, K. & Erol, E. (2014). Pedagojik formasyon programi ogrencilerinin ogretmenlik meslegine yonelik motivasyonlari [Pedagogic formation program students’ motivations for teaching profession]. Trakya Universitesi Egitim Fakultesi Dergisi, 4(1), 48-62.
- Arastaman, G. (2013). Egitim ve fen edebiyat fakultesi ogrencilerinin oz-yeterlik inanclari ve ogretmenlik meslegine karsi tutumlarinin incelenmesi [Examination of education and arts and sciences faculty students’ self-efficacy beliefs and their attitudes toward teaching profession]. Ahi Evran Universitesi Kirsehir Egitim Fakultesi Dergisi, 14(2), 205-217.
- Ashton, P. T. & Webb, R. B. (1986). Making a difference: Teachers’ sense of efficacy and student achievement. New York: Longman.
- Askar, P. & Umay, A. (2001). Ilkogretim matematik ogretmenligi ogrencilerinin bilgisayarla ilgili oz-yeterlik algisi [Perceived computer self-efficacy of the students in the elementary mathematics teaching program]. Hacettepe Universitesi Egitim Fakultesi Dergisi, 21, 1-8.
- Ay, B. (2007). Ogretmenlerin oz-yeterlikleri ve orgutsel vatandaslik davranisi [Teacher's self-efficacy and organizational citizenship behavior]. Master Thesis, University of Afyon Kocatepe.
- Aydemir, H. (2012). Sosyal bilgiler ogretmenlerinin ogretim yontem, teknik ve stratejileri kullanma yeterlikleri [Competencıes of social sciences teachers in using teaching methods]. Hikmet Yurdu, 5(9), 81-100.
- Aypay, A. (2010). Genel oz yeterlik olcegi’nin (goyo) Turkce’ye uyarlama calismasi [The adaptation study of general self-efficacy (GSE) scale to Turkish]. Inonu Universitesi Egitim Fakultesi Dergisi, 11(2), 113–131.
- Azar, A. (2010). Ortaogretim fen bilimleri ve matematik ogretmeni adaylarinin oz yeterlik inanclari [Pre-service secondary science teachers’ self-efficacy beliefs about science teaching]. ZKU Sosyal Bilimler Dergisi, 6(12), 235-252.
- Azar, A. (2011). Turkiye’deki ogretmen egitimi uzerine bir soylem: Nitelik mi, nicelik mi [Quality or quantity: A statement for teacher training in Turkey]. Yuksekogretim ve Bilim Dergisi, 1(1), 36-38, doi: 10.5961/jhes.2011.004
- Bagceci, B., Yildirim, I., Kara, K. & Keskinpalta, D. (2015). Pedagojik Formasyon ve Egitim Fakultesi Ogrencilerinin Ogretmenlik Meslegine Yonelik Tutumlarinin Karsilastirilmasi [A comparative study on the attitudes of students from education faculties and science faculties towards being a teacher]. Erzincan Universitesi Egitim Fakultesi Dergisi, 17(1), 307-324, doi: http://dx.doi.org/10.17556/jef.52416
- Bal, M. S. (2011). Tarih ogretmen adaylarinin Hacli Seferleri konusunda pedagojik alan bilgilerinin incelenmesi [Examining the pre-service history teachers’ pedagogical content knowledge regarding the Crusades]. Selcuk Universitesi Ahmet Kelesoglu Egitim Fakultesi Dergisi, 31, 239-261.
- Bal, M. S. & Karademir, N. (2013). Sosyal bilgiler ogretmenlerinin teknolojik pedagojik alan bilgisi konusunda oz-degerlendirme seviyelerinin belirlenmesi [Determining social science teachers’ self-assessment levels with regard to their technological pedagogical content knowledge]. Pamukkale Universitesi Egitim Fakultesi Dergisi, 34(2), 15-32.
- Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
- 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.), Encyclopedia of Human Behavior (4) (pp. 71-81). Newyork: Academic Press.
- Bandura, A. (1997). Self- efficacy: The exercise of control. New York: Freeman.
- Barton, K. C. and Levstik, L. S. (2004). Teaching history for the common good. Mahwah: Lawrence Erlbaum Associates.
- Bikmaz, F. H. (2004). Oz yeterlik inanclari [Self-efficacy beliefs]. In Y. Kuzgun & D. Deryakulu (Eds.), Egitimde Bireysel Farkliliklar (pp. 289–314). Ankara: Nobel Yayin Dagitim.
- Bozkurt, N. (2015). Tarih ogretmeni ozel alan yeterlik algilarinin degerlendirilmesi [Determining the history teacher candidates’ efficacy in the special field competencies]. Usak Sosyal Bilimler Dergisi, 8(3), 65-86.
- Bozkurt, N. (2016). Tarih ogretmeni adaylarinin teknolojik pedagojik alan bilgisine yonelik ozguvenlerinin belirlenmesi [Determination of self-confidence for technological pedagogical content knowledge of pre-service history teacher]. Mustafa Kemal Universitesi Sosyal Bilimler Enstitusu Dergisi, 13(33), 153- 167.
- Cakir, O., Kan, A. & Sunbul, O. (2006). Ogretmenlik meslek bilgisi ve tezsiz yuksek lisans programlarinin tutum ve ozyeterlik acisindan degerlendirilmesi [The evaluation of the teaching certificate program and the masters program without thesis with respect to students’ attitudes and self-efficacy]. Mersin Universitesi Egitim Fakultesi Dergisi, 2(1), 36-47.
- Caliskan, M., Isik, A. N. & Saygin, Y. (2013). Ogretmen adaylarinin ideal ogretmen algilari [Prospective teachers' perception of ideal teacher]. Ilkogretim Online, 12(2), 575-584.
- Candeger, U. (2013). Universitelerin tarih ogretmenligi bolumlerinin internet sayfalarinda bulunan ders programlari ile tarih ogretmeni ozel alan yeterliklerinin karsilastirilmasi [Comparison of special area competences and course programs in web pages of history teacher departments]. Usak Universitesi Sosyal Bilimler Dergisi, Ozel Sayi, 329-346.
- Candeger, U. (2014). Tarih ogretmeni ozel alan yeterliklerinin hazirlanmasi [Preparation of history teacher special field competences]. Turk Tarih Egitimi Dergisi, 4(1), 177-194.
- Capa, Y., Cakiroglu, J. & Sarikaya, H. (2005). Ogretmen ozyeterlik olcegi Turkce uyarlamasinin gecerlik ve guvenirlik calismasi [The development and validation of a turkish version of the teachers’ sense of efficacy scale]. Egitim ve Bilim, 30(137), 74-81.
- Caprara, G. V., Barbaranelli, C., Steca, P. & Malone, P. S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of School Psychology, 44, 473–490.
- Capri, B. & Kan, A. (2006). Ogretmen kisilerarasi oz-yeterlik olceginin turkce formunun gecerlik ve guvenirlik calismasi [The teacher interpersonal self-efficacy scale: Validity and reliability study of Turkish form]. Mersin Universitesi Egitim Fakultesi Dergisi, 2(1), 48-61.
- Capri, B., & Celikkaleli, O. (2008). Ogretmen adaylarinin ogretmenlige iliskin tutum ve mesleki yeterlik inanclarinin cinsiyet, program ve fakultelerine gore incelenmesi [Investigation of preservice teachers’ attitudes towards teaching and professional self-efficacy beliefs according to their gender, programs, and faculties]. Inonu Universitesi Egitim Fakultesi Dergisi, 9(15), 33-53.
- Celikten, M., Sanal, M. & Yeni, Y. (2005). Ogretmenlik meslegi ve ozellikleri [Teaching profession and its features]. Erciyes Universitesi Sosyal Bilimler Enstitusu Dergisi, 19 (2), 207-237.
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