Teacher Training Process in Turkey: Teachers with Certificate or Diploma

Yıl 2019, Cilt: 5 Sayı: 1, 46 - 54, 30.06.2019

Yeliz Temli-durmuş Derya Karakelle- Şen

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

• 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.
• Başkan, G.A. (2001).Öğretmenlik mesleği ve öğretmen yetiştirmede yeniden yapılanma, Hacettepe Eğitim Fakültesi Dergisi, 20, 16-25.
• Bandura, A. (1997). Self-efficacy. W.H. Freeman and Company, USA.