Teacher Training Process in Turkey: Teachers with Certificate or Diploma

Öz

The purpose of the study is to determine the differences between teachers graduated from elementary science teaching departments and those from physics, chemistry, biology teaching aimed at training teachers for high schools in terms of sources of self-efficacy. In total 67 women and 60 men Science Teachers participated in the study voluntarily. Independent sample t-test and Mann Whitney U test were used. The results showed that  Science Teachers who graduated from Faculty of Education Science Teaching department had lower total score (M= 126.28) then teachers who graduated from Faculty of Education Chemistry, Physics and Biology Teaching Departments appointed as Science Teachers to Middle Schools (M= 134.88). Mastery Experiences Factor shows statistically significant differences (p<0,05). Middle School Science teachers who graduated after re-structuring in education have (M= 44.25) statistically significantly lower mean score then science teachers who took Chemistry, Biology or Physics Education in Science and Art Faculties or Faculty of Education (M= 48,06). Additionally, Social Persuasion score of post structure graduates (M= 24,37), statistically significantly lower then pre-structure graduates (M= 27,48).  

Anahtar Kelimeler

• Teacher Training History in Turkey,Science Teachers,Self Efficacy Sources

Kaynakça

1. Aypay, A., Şahin, Ç., & Işık, H. (2003). Eğitimde yapısal değişim ve kurumsallaşma: Bir eğitim fakültesi öğretim elemanlarının görüşleri. Kuram ve Uygulamada Eğitim Bilimleri, 3(2), 295-322.
2. Başkan, G.A. (2001).Öğretmenlik mesleği ve öğretmen yetiştirmede yeniden yapılanma, Hacettepe Eğitim Fakültesi Dergisi, 20, 16-25.
3. Bandura, A. (1997). Self-efficacy. W.H. Freeman and Company, USA.