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Fen Öğretimine Yönelik Öz Yeterlik İnançlarının Kolektif Yeterlik ile İlişkisinin İncelenmesi

Yıl 2020, Cilt: 35 Sayı: 2, 466 - 479, 30.04.2020

Öz

Bu çalışmanın amacı, fen öğretmen adaylarının fen öğretimine yönelik öz yeterlik inançları ile kolektif yeterliğin arasındaki ilişkiyi incelemektir. Özel öğretim yöntemleri dersinde kayıtlı dört öğretmen adayı ile bu çalışma yürütülmüştür. Bu katılımcılar, bir grup halinde çalışarak dersin gereklerini yerine getirmeye çalışmışlardır. Bir dönem boyunca, düzenli aralıklarla görüşme yapılarak veri toplanmıştır. Çalışmanın sonunda, kolektif yeterlik kaynaklarının fen öğretimine yönelik öz yeterlik inançlarının iki boyutu olan fen öğretim yeterliği ile sonuç beklentisinin gelişmesinde önemli bir rolü olduğu saptanmıştır. Doğrudan yaşantı kaynağının katılımcılar tarafından sürekli vurgulanması dikkat çekmiştir. Sonuç olarak, fen öğretmen eğitimcilerinin derslerini kolektif yeterlik geliştirmeye yönelik düzenlemesi önerilmektedir.

Kaynakça

  • Appleton, K. (2003). How do beginning primary school teachers cope with science? Toward an understanding of science teaching practice. Research in Science Education, 33, 1-25.
  • Baker, D. F. (2001). The development of collective efficacy in small task groups. Small Group Research, 32, 451-474.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. 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.
  • Brigido, M., Borrachero, A. B., Bermejo, M. L., & Mellado, V. (2013). Prospective primary teachers’ self-efficacy and emotions in science teaching. European Journal of Teacher Education, 36(2), 200-217.
  • Cantrell, P., Young, S., & Moore, A. (2003). Factors affecting science teaching efficacy of preservice elementary teachers. Journal of Science Teaching Education, 14, 177-192.
  • Carter, W., & Sottile, J. M. (2002, March). Changing the ‘‘ecosystem’’ of preservice math and science methods classes to enhance students’ social, cognitive, and emotional development. Paper presented at the annual meeting of the Eastern Educational Research Association, Sarasota, FL.
  • Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.).California: Sage Publications.
  • Czerniak, C. M., & Chiarelott, L. (1990). Teacher education for effective science instruction: A social cognitive perspective. Journal of Teacher Education, 41(1), 49-58.
  • Davis, E. A., & Smithey, J. (2009). Beginning teachers moving toward effective elementary science teaching. Science Education, 93, 745-770.
  • Enochs, L., & Riggs, I. (1990). Toward the development of an elementary teacher’s science teaching efficacy belief instrument. Science Education, 74(6), 625-638.
  • Fernandez-Ballesteros, R., Diez-Nicolas, J., Caprara, G. V., Barbaranelli, C., & Bandura, A. (2002). Determinants and structural relation of personal efficacy to collective efficacy. Applied Psychology: An International Review, 51, 107-125.
  • Fives, H., Hamman, D., & Olivarez, A. (2007). Does burnout begin with student teaching? Analyzing efficacy, burnout, and support during the student– teaching semester. Teaching and Teacher Education, 23(6), 916-934.
  • 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.
  • Gibson, S., & Dembo, M. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 569-582.
  • Goddard, R. D. (2001). Collective efficacy: A neglected construct in the study of schools and student achievement. Journal of Educational Psychology, 93, 467-476.
  • Goddard, R. D., & Goddard, Y. L. (2001). A multilevel analysis of the relationship between teacher and collective efficacy in urban schools. Teaching and Teacher Education, 17, 807-818.
  • Goddard, R. D., Hoy, W. K., & Woolfolk Hoy, A. (2004). Collective efficacy beliefs: Theoretical developments, empirical evidence, and future directions. Educational Researcher, 33(3), 3-13.
  • Greenlees, I. A., Graydon, J. K., & Maynard, I. W. (1999). The impact of collective efficacy beliefs on effort and persistence in a group task. Journal of Sports Sciences, 17, 151-158.
  • Gully, S. M., Beaubien, J. M., Incalcaterra, K. A., & Joshi, A. (2002). A meta-analytic investigation of the relationship between team efficacy, potency, and performance. Journal of Applied Psychology, 87(5), 819-832.
  • Gunning, A. M., & Mensah, F. M. (2011). Preservice elementary teachers’ development of self-efficacy and confidence to teach science: A case study. Journal of Science Teacher Education, 22, 171-185.
  • Harlen, W., & Holroyd, C. (1997). Primary teachers’ understanding of concepts of science: Impact on confidence and teaching. International Journal of Science Education, 19, 93- 105.
  • Hasan, B., & Ali, J. (2007). An empirical examination of factors affecting group effectiveness in information systems projects. Decision Sciences Journal of Innovative Education, 5(2), 229-243.
  • Junqueira, K. E., & Matoti, S. N. (2013). A comparative study of pre-service teachers' teaching efficacy beliefs before and after work-integrated learning: Part two. Africa Education Review, 10(sup1), S28-S46.
  • Katz-Navon, T. Y., & Erez, M. (2005). When collective and self-efficacy affect team performance: The role of task interdependence. Small Group Research, 36, 437-465.
  • Klassen, R. M., & Krawchuk, L. L. (2009). Collective motivation beliefs of early adolescents working in small groups. Journal of School Psychology, 47(2), 101-120.
  • Lent, R. W., Schmidt, J., & Schmidt, L. (2006). Collective efficacy beliefs in student work teams: Relation to self-efficacy, cohesion, and performance. Journal of Vocational Behavior 68, 73-84.
  • Lev, S., & Koslowsky, M. (2009). Moderating the collective and self-efficacy relationship. Journal of Educational Administration, 47(4), 452-462.
  • Marshall, J. C., Horton, R., Igo, B. L., & Switzer, D. M. (2009). K-12 science and mathematics teachers’ beliefs about and use of inquiry in the classroom. International Journal of Science and Mathematics Education, 7, 575-596.
  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. CA: Jossey-Bass.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Sage publication.
  • Mulholland, J., Dorman, J. P., & Odgers, B. M. (2004). Assessment of science teaching efficacy of preservice teachers in an Australian university. Journal of Science Teacher Education, 15(4), 313-331.
  • Mullholland, J., & Wallace, J. (2001). Teacher induction and elementary science teaching: Enhancing self-efficacy. Teaching and Teacher Education, 17, 243-261.
  • Myers, N. D., Feltz, D. L., & Short, S. E. (2004). Collective efficacy and team performance: A longitudinal study of collegiate football teams. Group Dynamics: Theory, Research and Practice, 8(2), 126-138.
  • Palmer, D. H. (2001). Factors contributing to attitude exchange amongst preservice elementary teachers. Science Education, 86(1), 122-138.
  • Palmer D. (2006). Sources of self-efficacy in science method course for primary teacher education students. Research in Science Education, 36, 337-353.
  • Palmer D. (2010). Sources of efficacy information in an inservice program for elementary teachers. Science Education, 95(4), 577-600.
  • Peterson, E., Mitchell, T. R., Thompson, L., & Burr, R. (2000). Collective efficacy and aspects of shared mental models as predictors of performance over time in work groups. Group Processes & Intergroup Relations, 3(3), 296-316.
  • Ramey-Gassert, L., & Shroyer, M. G. (1992). Enhancing science teaching self efficacy in preservice elementary teachers. Journal of Elementary Science Education, 4, 26-34.
  • Richardson, G. M., & Liang, L. L. (2008). The use of inquiry in the development of preservice teacher efficacy in mathematics and science. Journal of Elementary Science Education, 20 (1), 1-16.
  • Ritter, J. M., Boone, J. M., & Rubba, P. A. (2001). Development of an instrument to assess prospective elementary teacher self-efficacy beliefs about equitable science teaching and learning (SEBEST). Journal of Science Teacher Education, 12(3), 175-198.
  • Ross, J. A. (1994). The impact of an inservice to promote cooperative learning on the stability of teacher efficacy. Teacher and Teaching Education, 10, 381-394.
  • Schoeneberger, M., & Russell, T. (1986). Primary science as a little added frill: A report of two case studies. Science Education, 70(5), 519-538.
  • Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and teacher education, 26(4), 1059-1069.
  • Soodak, L.C., & Podell, D. M. (1994). Teachers’ thinking about difficult-to-teach students. Journal of Educational Research, 88(1), 44-51.
  • Sorlie, M. A., & Torsheim, T. (2011). Multilevel analysis of the relationship between teacher collective efficacy and problem behaviour in school. School Effectiveness and School Improvement, 22(2), 175-191.
  • Tanel, R. (2013). Prospective physics teachers' self-efficacy beliefs about teaching and conceptual understandings for the subjects of force and motion. Journal of Baltic Science Education, 12(1), 6-20.
  • Tosun, T. (2000). The beliefs of pre-service elementary teachers toward science and science teaching. School Science and Mathematics, 100, 374-379.
  • Utley, J., Moseley, C., & Bryant, R. (2005). Relationship between science and mathematics teaching efficacy of preservice elementary teachers. School Science and Mathematics, 105 (2), 82-87.
  • Van Zee, E., Lay, D., & Roberts, D. (2003). Fostering collaborative inquiries by prospective and practicing elementary and middle school teachers. Science Education, 87, 588-612.
  • Viel-Ruma, K., Houchins, D., Jolivette, K., & Benson, G. (2010). Efficacy beliefs of special educators: The relationships among collective efficacy, teacher self-efficacy, and job satisfaction. Teacher Education and Special Education, 33(3), 225-233.
  • Wang, S. L., Hsu, H. Y., Lin, S. S., & Hwang, G. J. (2014). The role of group interaction in collective efficacy and CSCL performance. Journal of Educational Technology & Society, 17(4), 242-254.
  • Wang, S. L., & Lin, S. S. J. (2007). The effects of group composition of self-efficacy and collective efficacy on computer-supported collaborative learning. Computers in Human Behavior, 23, 2256-2268.
  • Webster, C. A., Erwin, H., & Parks, M. (2013). Relationships between and changes in preservice classroom teachers' efficacy beliefs, willingness to integrate movement, and perceived barriers to movement integration. Physical Educator, 70(3), 314-335.
  • Woolfolk Hoy, A., & Burke-Spero, R. (2005). Changes in teacher efficacy during the early years of teaching. Teaching and Teacher Education, 18, 5-22.
  • Yilmaz, H., & Cavas, H .P. (2008). The effect of the teaching practice on pre-service elementary teachers’ science teaching efficacy and classroom management beliefs. Eurasia Journal of Mathematics, Science & Technology Education, 2008, 4(1), 45-54.

A Study on Examining Relationship between Pre-Service Teachers’ Collective Efficacy and Science Teaching Efficacy Beliefs

Yıl 2020, Cilt: 35 Sayı: 2, 466 - 479, 30.04.2020

Öz

It was aimed to investigate the relationship between collective efficacy and science teaching efficacy beliefs of pre-service teachers. The study was composed of four junior pre-service science teachers working together to fulfill the tasks of a science methods course. They were interviewed at regular intervals during one semester. The results revealed that the sources of collective efficacy played an essential role in the development of personal science teaching efficacy and science teaching outcome expectancy of the group members. The participants most emphasized the effect of the positive influence of mastery experience. It was concluded that science teacher educators could consider collective efficacy when designing their courses to improve pre-service teachers’ science teaching efficacy beliefs.

Kaynakça

  • Appleton, K. (2003). How do beginning primary school teachers cope with science? Toward an understanding of science teaching practice. Research in Science Education, 33, 1-25.
  • Baker, D. F. (2001). The development of collective efficacy in small task groups. Small Group Research, 32, 451-474.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. 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.
  • Brigido, M., Borrachero, A. B., Bermejo, M. L., & Mellado, V. (2013). Prospective primary teachers’ self-efficacy and emotions in science teaching. European Journal of Teacher Education, 36(2), 200-217.
  • Cantrell, P., Young, S., & Moore, A. (2003). Factors affecting science teaching efficacy of preservice elementary teachers. Journal of Science Teaching Education, 14, 177-192.
  • Carter, W., & Sottile, J. M. (2002, March). Changing the ‘‘ecosystem’’ of preservice math and science methods classes to enhance students’ social, cognitive, and emotional development. Paper presented at the annual meeting of the Eastern Educational Research Association, Sarasota, FL.
  • Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.).California: Sage Publications.
  • Czerniak, C. M., & Chiarelott, L. (1990). Teacher education for effective science instruction: A social cognitive perspective. Journal of Teacher Education, 41(1), 49-58.
  • Davis, E. A., & Smithey, J. (2009). Beginning teachers moving toward effective elementary science teaching. Science Education, 93, 745-770.
  • Enochs, L., & Riggs, I. (1990). Toward the development of an elementary teacher’s science teaching efficacy belief instrument. Science Education, 74(6), 625-638.
  • Fernandez-Ballesteros, R., Diez-Nicolas, J., Caprara, G. V., Barbaranelli, C., & Bandura, A. (2002). Determinants and structural relation of personal efficacy to collective efficacy. Applied Psychology: An International Review, 51, 107-125.
  • Fives, H., Hamman, D., & Olivarez, A. (2007). Does burnout begin with student teaching? Analyzing efficacy, burnout, and support during the student– teaching semester. Teaching and Teacher Education, 23(6), 916-934.
  • 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.
  • Gibson, S., & Dembo, M. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 569-582.
  • Goddard, R. D. (2001). Collective efficacy: A neglected construct in the study of schools and student achievement. Journal of Educational Psychology, 93, 467-476.
  • Goddard, R. D., & Goddard, Y. L. (2001). A multilevel analysis of the relationship between teacher and collective efficacy in urban schools. Teaching and Teacher Education, 17, 807-818.
  • Goddard, R. D., Hoy, W. K., & Woolfolk Hoy, A. (2004). Collective efficacy beliefs: Theoretical developments, empirical evidence, and future directions. Educational Researcher, 33(3), 3-13.
  • Greenlees, I. A., Graydon, J. K., & Maynard, I. W. (1999). The impact of collective efficacy beliefs on effort and persistence in a group task. Journal of Sports Sciences, 17, 151-158.
  • Gully, S. M., Beaubien, J. M., Incalcaterra, K. A., & Joshi, A. (2002). A meta-analytic investigation of the relationship between team efficacy, potency, and performance. Journal of Applied Psychology, 87(5), 819-832.
  • Gunning, A. M., & Mensah, F. M. (2011). Preservice elementary teachers’ development of self-efficacy and confidence to teach science: A case study. Journal of Science Teacher Education, 22, 171-185.
  • Harlen, W., & Holroyd, C. (1997). Primary teachers’ understanding of concepts of science: Impact on confidence and teaching. International Journal of Science Education, 19, 93- 105.
  • Hasan, B., & Ali, J. (2007). An empirical examination of factors affecting group effectiveness in information systems projects. Decision Sciences Journal of Innovative Education, 5(2), 229-243.
  • Junqueira, K. E., & Matoti, S. N. (2013). A comparative study of pre-service teachers' teaching efficacy beliefs before and after work-integrated learning: Part two. Africa Education Review, 10(sup1), S28-S46.
  • Katz-Navon, T. Y., & Erez, M. (2005). When collective and self-efficacy affect team performance: The role of task interdependence. Small Group Research, 36, 437-465.
  • Klassen, R. M., & Krawchuk, L. L. (2009). Collective motivation beliefs of early adolescents working in small groups. Journal of School Psychology, 47(2), 101-120.
  • Lent, R. W., Schmidt, J., & Schmidt, L. (2006). Collective efficacy beliefs in student work teams: Relation to self-efficacy, cohesion, and performance. Journal of Vocational Behavior 68, 73-84.
  • Lev, S., & Koslowsky, M. (2009). Moderating the collective and self-efficacy relationship. Journal of Educational Administration, 47(4), 452-462.
  • Marshall, J. C., Horton, R., Igo, B. L., & Switzer, D. M. (2009). K-12 science and mathematics teachers’ beliefs about and use of inquiry in the classroom. International Journal of Science and Mathematics Education, 7, 575-596.
  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. CA: Jossey-Bass.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Sage publication.
  • Mulholland, J., Dorman, J. P., & Odgers, B. M. (2004). Assessment of science teaching efficacy of preservice teachers in an Australian university. Journal of Science Teacher Education, 15(4), 313-331.
  • Mullholland, J., & Wallace, J. (2001). Teacher induction and elementary science teaching: Enhancing self-efficacy. Teaching and Teacher Education, 17, 243-261.
  • Myers, N. D., Feltz, D. L., & Short, S. E. (2004). Collective efficacy and team performance: A longitudinal study of collegiate football teams. Group Dynamics: Theory, Research and Practice, 8(2), 126-138.
  • Palmer, D. H. (2001). Factors contributing to attitude exchange amongst preservice elementary teachers. Science Education, 86(1), 122-138.
  • Palmer D. (2006). Sources of self-efficacy in science method course for primary teacher education students. Research in Science Education, 36, 337-353.
  • Palmer D. (2010). Sources of efficacy information in an inservice program for elementary teachers. Science Education, 95(4), 577-600.
  • Peterson, E., Mitchell, T. R., Thompson, L., & Burr, R. (2000). Collective efficacy and aspects of shared mental models as predictors of performance over time in work groups. Group Processes & Intergroup Relations, 3(3), 296-316.
  • Ramey-Gassert, L., & Shroyer, M. G. (1992). Enhancing science teaching self efficacy in preservice elementary teachers. Journal of Elementary Science Education, 4, 26-34.
  • Richardson, G. M., & Liang, L. L. (2008). The use of inquiry in the development of preservice teacher efficacy in mathematics and science. Journal of Elementary Science Education, 20 (1), 1-16.
  • Ritter, J. M., Boone, J. M., & Rubba, P. A. (2001). Development of an instrument to assess prospective elementary teacher self-efficacy beliefs about equitable science teaching and learning (SEBEST). Journal of Science Teacher Education, 12(3), 175-198.
  • Ross, J. A. (1994). The impact of an inservice to promote cooperative learning on the stability of teacher efficacy. Teacher and Teaching Education, 10, 381-394.
  • Schoeneberger, M., & Russell, T. (1986). Primary science as a little added frill: A report of two case studies. Science Education, 70(5), 519-538.
  • Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and teacher education, 26(4), 1059-1069.
  • Soodak, L.C., & Podell, D. M. (1994). Teachers’ thinking about difficult-to-teach students. Journal of Educational Research, 88(1), 44-51.
  • Sorlie, M. A., & Torsheim, T. (2011). Multilevel analysis of the relationship between teacher collective efficacy and problem behaviour in school. School Effectiveness and School Improvement, 22(2), 175-191.
  • Tanel, R. (2013). Prospective physics teachers' self-efficacy beliefs about teaching and conceptual understandings for the subjects of force and motion. Journal of Baltic Science Education, 12(1), 6-20.
  • Tosun, T. (2000). The beliefs of pre-service elementary teachers toward science and science teaching. School Science and Mathematics, 100, 374-379.
  • Utley, J., Moseley, C., & Bryant, R. (2005). Relationship between science and mathematics teaching efficacy of preservice elementary teachers. School Science and Mathematics, 105 (2), 82-87.
  • Van Zee, E., Lay, D., & Roberts, D. (2003). Fostering collaborative inquiries by prospective and practicing elementary and middle school teachers. Science Education, 87, 588-612.
  • Viel-Ruma, K., Houchins, D., Jolivette, K., & Benson, G. (2010). Efficacy beliefs of special educators: The relationships among collective efficacy, teacher self-efficacy, and job satisfaction. Teacher Education and Special Education, 33(3), 225-233.
  • Wang, S. L., Hsu, H. Y., Lin, S. S., & Hwang, G. J. (2014). The role of group interaction in collective efficacy and CSCL performance. Journal of Educational Technology & Society, 17(4), 242-254.
  • Wang, S. L., & Lin, S. S. J. (2007). The effects of group composition of self-efficacy and collective efficacy on computer-supported collaborative learning. Computers in Human Behavior, 23, 2256-2268.
  • Webster, C. A., Erwin, H., & Parks, M. (2013). Relationships between and changes in preservice classroom teachers' efficacy beliefs, willingness to integrate movement, and perceived barriers to movement integration. Physical Educator, 70(3), 314-335.
  • Woolfolk Hoy, A., & Burke-Spero, R. (2005). Changes in teacher efficacy during the early years of teaching. Teaching and Teacher Education, 18, 5-22.
  • Yilmaz, H., & Cavas, H .P. (2008). The effect of the teaching practice on pre-service elementary teachers’ science teaching efficacy and classroom management beliefs. Eurasia Journal of Mathematics, Science & Technology Education, 2008, 4(1), 45-54.
Toplam 57 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Volkan Atasoy Bu kişi benim 0000-0002-2515-3770

Jale Çakıroğlu Bu kişi benim 0000-0002-1014-7650

Yayımlanma Tarihi 30 Nisan 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 35 Sayı: 2

Kaynak Göster

APA Atasoy, V., & Çakıroğlu, J. (2020). A Study on Examining Relationship between Pre-Service Teachers’ Collective Efficacy and Science Teaching Efficacy Beliefs. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35(2), 466-479.