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Abstract

The purpose of the present study was to understand how pre-service science teachers’ teaching efficacy beliefs were shaped and what sources contributed to these efficacy beliefs. The researcher interviewed five students in their final year of an undergraduate elementary science education program. Bandura’s (1997) hypothesized sources (mastery experience, vicarious experience, social persuasion, and emotional and physiological states) contributed pre-service science teachers’ efficacy beliefs based on mastery experiences. Science content, knowledge, personality traits and resource provision are also mentioned by pre-service teachers as factors influencing their effectiveness. The results implied the importance of both school experience and faculty courses taken through undergraduate education. Future directions for research and practice were suggested

Keywords

• science teaching, sources of teacher efficacy beliefs, pre-service science teachers

Fen Bilgisi Öğretmen Adaylarının Öğretim Yeterliği İnanç Kaynakları

Öz

Bu araştırma fen bilgisi öğretmen adaylarının öz-yeterlik inançlarının nasıl şekillendiğini ve hangi kaynakların öz-yeterlik inançlarına katkıda bulunduğunu araştırmayı amaçlamaktadır. Araştırmacı bir fen bilgisi öğretmenliği programında öğrenim gören ve son sınıf öğrencisi olan 5 öğretmen adayıyla görüşmeler yapmıştır. Bandura (1997) tarafından öne sürülen öz-yeterlik inanç bilgi kaynaklarının (dolaylı deneyimler, sözel ikna ve duyuşsal durumlar) öğretmenlik deneyimleri temelinde öğrencilerin öğretim yeterliliği inançları hakkında karar vermelerinde etkili olduğu görülmüştür. Fen konu alanının analizi, algılanan bilgi düzeyi ve kişilik özellikleri ile kaynak temini gibi etmenlerin de öğretmen adayları tarafından dikkate alındığı görülmüştür. Sonuçlar okul deneyimi ve öğretmenlik öğrenimi sürecinde alınan derslerin kalitesinin ve içeriğinin önemini vurgular niteliktedir.

Anahtar Kelimeler

• fen öğretimi, fen öğretmen adayları, öğretim yeterliliği inanç kaynakları

Kaynakça

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