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ÖĞRETMENLİK UYGULAMASI I-II DERSLERİNİN ZİHİN ENGELLİLER ÖĞRETMEN ADAYLARININ ÖZ-YETERLİLİK ALGILAMALARI ÜZERİNDEKİ ETKİSİ

Yıl 2012, Cilt: 13 Sayı: 2, 131 - 155, 01.05.2012

Öz

Bu çalışma, öğretmenlik uygulaması derslerinin özel eğitim zihin engelliler öğretmen adaylarının öz-yeterlilik algılamaları üzerindeki etkisini incelemek amacıyla 2010-2011 öğretim yılında Ondokuz Mayıs Üniversitesi Eğitim Fakültesi, Ankara Üniversitesi Eğitim Bilimleri Fakültesi ve Gazi Üniversitesi Gazi Eğitim Fakültesi özel eğitim zihin engelliler öğretmenliği Anabilim Dalı dördüncü sınıfta öğrenim görmekte olan 96 öğretmen adayı üzerinde yürütülmüştür. Araştırmada deneysel çalışma yönteminin tek gruplu ön-test son-test zayıf deneysel deseni kullanılmıştır. Öğretmen adaylarının öz-yeterlilik algılamaları Tschannen-Moran ve Woolfolk-Hoy 2001 tarafından geliştirilen ve Çapa, Çakıroğlu ve Sarıkaya 2005 tarafından Türkçeye uyarlanan “Öğretmen Öz-Yeterlilik Ölçeği” ile ölçülmüştür. Verilerin analizinde bağımlı gruplar t-testi, bağımsız gruplar t testi, Mann Whitney U testleri .05 önemlilik düzeyinde kullanılmıştır. Analizler sonucunda öğretmenlik uygulaması derslerinin öğretmen adaylarının öz-yeterlilik seviyesini önemli seviyede artırdığı, öğretmenlik uygulaması derslerinin öğretmen adaylarının öz-yeterlilik seviyesi üzerindeki etkisi cinsiyete göre değişmediği fakat meslek lisesi mezunu öğretmen adaylarının öz-yeterlilik seviyesini daha fazla etkilediği bulunmuştur.

Kaynakça

  • Akengin, H., Şahin C.T., Kaya B., Bengiç G. ve Sargın S. (2010). Sosyal Bilgiler Öğretmen Adaylarının Bazı Genel Coğrafya Konuları ve Bunların Öğretimi İle İlgili Öz-Yeterlik Algıları. Marmara Coğrafya Dergisi, 78-97. [Online] http://www.marmaracografya.com/pdf/21-5.pdf adresinden 14.04.2011 tarihinde indirilmiştir.
  • Aktağ, I. ve Walter J. (2005). Öğretmen adaylarının mesleki yeterlilik duygusu”. Beden Eğitimi ve Spor Bilimleri Dergisi, 3 (4), 127-131.
  • Aksu, H.H. (2008). Öğretmen adaylarının matematik öğretimine ilişkin öz-yeterlilik inançları. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 8 (2), 161- 170.
  • Akyüz, Y. (2009). Türk eğitim tarihi. Ankara: Pegem Yayıncılık
  • Ashton, P. ve Webb R. (1986). Making a difference : Teachers’ sense of efficacy and student achievement. New York: Longman.
  • Azar, A. (2003). Okul deneyimi ve öğretmenlik uygulaması dersine ilişkin görüşlerin yansımaları. Millî Eğitim Dergisi, 159,181-194.
  • Bandura, A. (1982). Self-efficacy in human agency. American Psychologist, 37 (2), 122- 147.
  • Bandura, A. (1986). “Social foundations of thought and and action”. US: Prentice Hall.
  • Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28 (2), 117-148.
  • Bandura, A.(1999).Self-Efficacy Efficacy in Changing Societies. (Ed, A. Bandura). Exercise of personal and collective efficacy in changing societies. Cambridge: Cambridge University Press.
  • Bandura, A. (2000). Exercise of human agency through collective efficacy. Current Directions in Psychological Science, 9 (3), 75-78.
  • Bandura, A. (2002). Social cognitive theory in cultural context. Applied Psychology : An International Review, 51 (2), 269-290.
  • Cantrell, P., Young S. ve Moore A.(2003). Factors affecting science teaching efficacy of preservice elementary teachers. Journal of Science Teacher Education, 14 (3), 177-192.
  • Charalambous, C., Philippou G., Kyriakides L. (2008). Tracing the development of preservice teachers’ efficacy beliefs in teaching mathematics during fieldwork. Educational Studies in Mathematics, 67, 2, 125-142.
  • Cohen, L, Manion L., Morrison K. (2000). Research Methods in Education. New York: Routledge Falmer.
  • Cone, N. (2009). Community based service learning as source of personal self-efficacy: preparing elementary teachers to teach science for diversity. School Science and Mathematics, 109 (1), 20-30.
  • Çakıroğlu, J., Çakıroğlu E, ve Boone W. (2005). Pre-service teacher self-efficacy beliefs regarding science teaching: a comparison of pre-service teachers in Turkey and the USA. Science Educator, 14 (1), 31-40.
  • Çapa, Y, Çakıroğlu J., Sarıkaya J. (2005). Development and validation of turkish version of teachers’ sense of efficacy scale. Eğitim ve Bilim, 30, 74-81.
  • Çapri, B. ve Çelikkaleli Ö. (2008). Öğretmen adaylarının öğretmenliğe ilişkin tutum ve mesleki yeterlilik inançlarının cinsiyet, program ve fakültelerine göre incelenmesi”. İnönü Üniversitesi Eğitim Fakültesi Dergisi. 9 (15), 33-53.
  • D’Agostino, R.(1971). An omnibus test of normality for moderate and large size samples. Biometrika, 58 (2), 341-348.
  • Denton, J. (1982). Early field experience ınfluence on performance in subsequent coursework. Journal of Teacher Education, 33 (2), 19-23.
  • Derin, A. (2007). Beginning teacher effiacacy and practicum in an efl context. Teacher Development, 11 (2), 203-219.
  • Ekici, G. (2008). Sınıf yönetimi dersinin öğretmen adaylarının öğretmen öz-yeterlik algı düzeyine etkisi”. Hacettepe Eğitim Fakültesi Dergisi, 35, 98-110.
  • Field, A. (2000). Discovering Statistics Using SPSS. London: Sage Publications.
  • Fives, H., Hamman D. ve 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.
  • Giallo, R. ve Little E. (2003). Classroom behaviour problems: the relationship between preparedness, classroom experiences, and self-efficacy in graduate and student teachers. Australian Journal of Educational ve Developmental Psychology, 3, 21- 34.
  • Gibson,S. ve Myron D. (1984). Teacher efficacy: a construct validation. Journal of Educational Pyschology, 76 (4),569-582.
  • Guskey, T. (1988). Mastery learning and mastery teaching: how they complement each other . Principal, 68 (1), 6-8.
  • Hammond, L.D. (2006). Constructing 21st century teacher education. Journal of Teacher Education, 57 (3), 300-314.
  • Hansen, D. (2008). Handbook of Research on Teacher Education. (Ed.: M. Cochran, S. Sharon, N.F. Nemser, D. J., McIntyre) Values of Teacher Education. New York: Houston: Taylor and Francis Group, sf: 3-46
  • Haverback, H., ve Parault S. (2008). Pre-service reading teacher efficacy and tutoring: a review. Educational Psychology Review, 20 (3), 237-255.
  • Henry, M. (1983). The effect of increased exploratory field experiences upon the perceptions and performance of student teachers. Action in Teacher Education, 5 (1), 66-70.
  • Housego, B. (1992). “Monitoring student teachers’ feelings of preparedness to teach personal teaching efficacy, and teaching efficacy in a new secondary teacher education program. Alberta Journal of Educational Research, 38 (1), 49-64.
  • Işık, A., Çiltaş A. ve Baş, F. (2010). Öğretmen yetiştirme ve öğretmenlik mesleği. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 14 (1), 53-62.
  • Kagan, D. (1992). Professional growth among preservice and beginning teachers. Review of Educational Research, 62, 129-69.
  • Kahyaoğlu, M. ve Yangın S. (2007). İlköğretim öğretmen adaylarının mesleki öz- yeterliliklerine ilişkin görüşleri”. Kastamonu Eğitim Fakültesi Dergisi, 15 (1), 73- 84.
  • Knoblauch, D. ve Woolfolk-Hoy A. (2008). Maybe I can teach those kids: the ınfluence of contextual factors on student teachers’ efficacy beliefs. Teacher and Teaching Education, 24, 166-179.
  • Lancaster, J. ve Bain A. (2007). The design of ınclusive education courses and the self- efficacy of preservice teacher education students. International Journal of Disability, Development and Education, 54 (2), 245-256.
  • Lancaster, J. ve Bain A. (2010). The design of pre-service ınclusive education courses and their effects onself-efficacy: a comparative study. Asia-Pacific Journal of Teacher Education, 38 (2), 117-128.
  • Mann, H.B. ve Whitney D.R. (1947). On a test of whether one of two random variables is stochastically larger than the other”. The Annals of Mathematical Statistics, 18 (1), 50-60.
  • McDonnough, J. ve Matkins J.J .(2010). The role of field experience in elementary preservice teachers' self-efficacy and ability to connect research to practice. School Science and Mathematics, 110 (1), 13-23.
  • Meijer, W. ve Foster S. (1988). The effect of teacher self-efficacy on referral chance. The Journal of Special Education, 22 (3) 378–385.
  • Moore, W. ve Esselman M. (1992). Teacher efficacy, empowerment and focused ınstructional climate :does student achievemen benefit?”. 60th Annual Conference of American Educational Research Association. (sf: 150-210). San Fransisco.
  • Morgil,İ., Seçken N. ve Yücel S.(2004). Kimya öğretmeni adaylarının öz-yeterlilik inançlarının bazı değişkenler açısından incelenmesi. Balıkesir Üniversitesi Fen Bilimleri Enstitüsü Dergisi, 6 (1), 62-72.
  • Newman, J. (1999). In the trenches: ıncreasing competency of teachers-in-training by having them conduct individualized interventions. Journal of Instructional Psychology, 26 (1), 36-41.
  • Newsome, J. (2002). Examining Pedagogical Knowledge: The Construct and Its Implications For Science Education. (Ed: Newsome, G., Lederman, N.G.). Pedagogical content knowledge: an introduction and orientation.London: Kluwer Academic Publishers, sf: 14.
  • Otacıoğlu, S.G. (2008). Müzik öğretmenliği okul deneyimi I uygulamalarına katılan öğretmen adaylarının öz etkililik-yeterlilik düzeylerinin incelenmesi. Cumhuriyet Üniversitesi Sosyal Bilimler Dergisi, 32 (1), 163-170.
  • ÖSYM (2010) Öğrenci Seçme ve Yerleştirme Sistemi Kılavuzu. Ankara: Ölçme, Seçme ve Yerleştirme Merkezi Yayınevi.
  • Plourde, L. (2002). The influence of student teaching on preservice elementary teachers’ science self-efficacy and outcome expectancy beliefs. Journal of Instructional Psychology, 29, 245-253.
  • Podell,D. ve Sodak L. (1993). Teacher efficacy and bias in special education referrals”. The Journal Of Educational Research, 86, 247–253.
  • Reimers, E.V. (2003). Teacher professional development: an ınternational review of literature. Paris: International Institute For Educational Planning.
  • Ross, S., Hughes T. ve Hill R.E. (1981). Field experiences as meaningful contexts for learning about learning. The International Journal of Educational Research, 75 (2), 103-107.
  • Ross, J. (1992). Teacher efficacy and effects of coaching on student achievement”. Canadian Journal of Education, 17 (1), 51-65.
  • Rushton, S. (2000). Student teacher efficacy in ınner-city schools. The Urban Review, 32 (4), 356-388.
  • Sarıtaş, M.(2007). Okul deneyimi ı uygulamasının aday öğretmenlere sağladığı yararlar konusundaki görüşlerin değerlendirilmesi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 20 (1), 121-143.
  • Stein, M. ve Wang M. (1988). Teacher development and school ımprovement: the process of teacher change. Teaching and Teacher Education, 4, 171-187.
  • Stronge, J., Tucker P ve Hindman, P. (2007) Handbook for qualities of effective teachers. Alexandria: Association for Supervision and Curriculum Development Press.
  • Sunal,D.(1980). Effect of field experience during elementary methods courses on preservice teacher behavior. Journal of Research in Science Teaching, 17 (1), 17- 23.
  • Şahinkaya, N. (2008). “Türkiye-Finlandiya sınıf öğretmenliği matematik öğretimi programları, sınıf öğretmeni adayları ile öğretmenlerin öz-yetkinlik ve öğrenme- öğretme süreçleri açısından karşılaştırılması”. Yayınlanmış Doktora Tezi, Gazi Üniversitesi.
  • Tschannen-Moran, M, Woolfolk-Hoy A. ve Hoy K.W.(1998). Teacher efficacy: ıts meaning and measurement. Review of Educational Research, 68 (2),202-248.
  • Tschannen-Moran, M. ve Woolfolk-Hoy A. (2001). teacher efficacy: capturing an elusive construct.Teaching and Teacher Education, 17, 783-805.
  • Yaman, S., Koray Ö.C, ve Altınçekiç A. (2004). Fen bilgisi öğretmen adaylarının öz- yeterlilik inanç düzeylerinin incelenmesi üzerine bir araştırma. Türk Eğitim Bilimleri Dergisi, 2 (3),355-364.
  • Yiğit, N. ve Alev N. (2007). Okul deneyimi dersinde özel danışmanlık hizmetlerinin mesleki gelişme katkısının incelenmesi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 1 (1), 85-101.
  • Woolfolk, A. Ve Hoy K.W.(1990). Prospective teachers' sense of efficacy and beliefs about control”. Journal of Educational Psychology, 82, 81-91.
  • Woolfolk-Hoy, A. ve Sphero R.B. (2005). Changes in teacher efficacy during the early years of teaching: a comparison of four measures. Teacher and Teaching Education, 21, 343-356.
  • Zeichner,K. ve Conklin G.K. (2008). Handbook of Research on Teacher Education. (Ed.: M. Cochran, S. Sharon, N.F. Nemser, D. J., McIntyre). Teacher education programs as sites for teacher preparation. New York: Houston: Taylor and Francis Group, sf: 269-289.

Impact of the School Experience Courses on Special Educational Needs Teachers’ Sense of Self-Efficacy

Yıl 2012, Cilt: 13 Sayı: 2, 131 - 155, 01.05.2012

Öz

This study aimed to investigate the impact of the school experience courses on prospective special educational needs teachers’ sense of self-efficacy. The study was conducted with 96 prospective teachers studying at Ondokuz Mayis University, Ankara University and Gazi University. Pre-experimental design with one group pre-test and post-test was employed. The prospective teachers’ sense of self-efficacy was measured with “Turkish Version of Teachers’ Sense of Efficacy Scale” developed by TschannenMoran & Woolfolk-Hoy 2001 and adapted into Turkish Language by Capa, Cakıroğlu ve Sarikaya 2005 . The data were analyzed through the independent t-test, the dependent t-test and Mann Whitney U Test and test at .05 significance level. The analysis revealed that the school experience courses increased the prospective teachers’ sense of efficacy, the impact of the school experience courses on the prospective teachers ’ sense of efficacy didn’t change according to gender but it had more impact on the prospective teachers graduated from vocational high-school

Kaynakça

  • Akengin, H., Şahin C.T., Kaya B., Bengiç G. ve Sargın S. (2010). Sosyal Bilgiler Öğretmen Adaylarının Bazı Genel Coğrafya Konuları ve Bunların Öğretimi İle İlgili Öz-Yeterlik Algıları. Marmara Coğrafya Dergisi, 78-97. [Online] http://www.marmaracografya.com/pdf/21-5.pdf adresinden 14.04.2011 tarihinde indirilmiştir.
  • Aktağ, I. ve Walter J. (2005). Öğretmen adaylarının mesleki yeterlilik duygusu”. Beden Eğitimi ve Spor Bilimleri Dergisi, 3 (4), 127-131.
  • Aksu, H.H. (2008). Öğretmen adaylarının matematik öğretimine ilişkin öz-yeterlilik inançları. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 8 (2), 161- 170.
  • Akyüz, Y. (2009). Türk eğitim tarihi. Ankara: Pegem Yayıncılık
  • Ashton, P. ve Webb R. (1986). Making a difference : Teachers’ sense of efficacy and student achievement. New York: Longman.
  • Azar, A. (2003). Okul deneyimi ve öğretmenlik uygulaması dersine ilişkin görüşlerin yansımaları. Millî Eğitim Dergisi, 159,181-194.
  • Bandura, A. (1982). Self-efficacy in human agency. American Psychologist, 37 (2), 122- 147.
  • Bandura, A. (1986). “Social foundations of thought and and action”. US: Prentice Hall.
  • Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28 (2), 117-148.
  • Bandura, A.(1999).Self-Efficacy Efficacy in Changing Societies. (Ed, A. Bandura). Exercise of personal and collective efficacy in changing societies. Cambridge: Cambridge University Press.
  • Bandura, A. (2000). Exercise of human agency through collective efficacy. Current Directions in Psychological Science, 9 (3), 75-78.
  • Bandura, A. (2002). Social cognitive theory in cultural context. Applied Psychology : An International Review, 51 (2), 269-290.
  • Cantrell, P., Young S. ve Moore A.(2003). Factors affecting science teaching efficacy of preservice elementary teachers. Journal of Science Teacher Education, 14 (3), 177-192.
  • Charalambous, C., Philippou G., Kyriakides L. (2008). Tracing the development of preservice teachers’ efficacy beliefs in teaching mathematics during fieldwork. Educational Studies in Mathematics, 67, 2, 125-142.
  • Cohen, L, Manion L., Morrison K. (2000). Research Methods in Education. New York: Routledge Falmer.
  • Cone, N. (2009). Community based service learning as source of personal self-efficacy: preparing elementary teachers to teach science for diversity. School Science and Mathematics, 109 (1), 20-30.
  • Çakıroğlu, J., Çakıroğlu E, ve Boone W. (2005). Pre-service teacher self-efficacy beliefs regarding science teaching: a comparison of pre-service teachers in Turkey and the USA. Science Educator, 14 (1), 31-40.
  • Çapa, Y, Çakıroğlu J., Sarıkaya J. (2005). Development and validation of turkish version of teachers’ sense of efficacy scale. Eğitim ve Bilim, 30, 74-81.
  • Çapri, B. ve Çelikkaleli Ö. (2008). Öğretmen adaylarının öğretmenliğe ilişkin tutum ve mesleki yeterlilik inançlarının cinsiyet, program ve fakültelerine göre incelenmesi”. İnönü Üniversitesi Eğitim Fakültesi Dergisi. 9 (15), 33-53.
  • D’Agostino, R.(1971). An omnibus test of normality for moderate and large size samples. Biometrika, 58 (2), 341-348.
  • Denton, J. (1982). Early field experience ınfluence on performance in subsequent coursework. Journal of Teacher Education, 33 (2), 19-23.
  • Derin, A. (2007). Beginning teacher effiacacy and practicum in an efl context. Teacher Development, 11 (2), 203-219.
  • Ekici, G. (2008). Sınıf yönetimi dersinin öğretmen adaylarının öğretmen öz-yeterlik algı düzeyine etkisi”. Hacettepe Eğitim Fakültesi Dergisi, 35, 98-110.
  • Field, A. (2000). Discovering Statistics Using SPSS. London: Sage Publications.
  • Fives, H., Hamman D. ve 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.
  • Giallo, R. ve Little E. (2003). Classroom behaviour problems: the relationship between preparedness, classroom experiences, and self-efficacy in graduate and student teachers. Australian Journal of Educational ve Developmental Psychology, 3, 21- 34.
  • Gibson,S. ve Myron D. (1984). Teacher efficacy: a construct validation. Journal of Educational Pyschology, 76 (4),569-582.
  • Guskey, T. (1988). Mastery learning and mastery teaching: how they complement each other . Principal, 68 (1), 6-8.
  • Hammond, L.D. (2006). Constructing 21st century teacher education. Journal of Teacher Education, 57 (3), 300-314.
  • Hansen, D. (2008). Handbook of Research on Teacher Education. (Ed.: M. Cochran, S. Sharon, N.F. Nemser, D. J., McIntyre) Values of Teacher Education. New York: Houston: Taylor and Francis Group, sf: 3-46
  • Haverback, H., ve Parault S. (2008). Pre-service reading teacher efficacy and tutoring: a review. Educational Psychology Review, 20 (3), 237-255.
  • Henry, M. (1983). The effect of increased exploratory field experiences upon the perceptions and performance of student teachers. Action in Teacher Education, 5 (1), 66-70.
  • Housego, B. (1992). “Monitoring student teachers’ feelings of preparedness to teach personal teaching efficacy, and teaching efficacy in a new secondary teacher education program. Alberta Journal of Educational Research, 38 (1), 49-64.
  • Işık, A., Çiltaş A. ve Baş, F. (2010). Öğretmen yetiştirme ve öğretmenlik mesleği. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 14 (1), 53-62.
  • Kagan, D. (1992). Professional growth among preservice and beginning teachers. Review of Educational Research, 62, 129-69.
  • Kahyaoğlu, M. ve Yangın S. (2007). İlköğretim öğretmen adaylarının mesleki öz- yeterliliklerine ilişkin görüşleri”. Kastamonu Eğitim Fakültesi Dergisi, 15 (1), 73- 84.
  • Knoblauch, D. ve Woolfolk-Hoy A. (2008). Maybe I can teach those kids: the ınfluence of contextual factors on student teachers’ efficacy beliefs. Teacher and Teaching Education, 24, 166-179.
  • Lancaster, J. ve Bain A. (2007). The design of ınclusive education courses and the self- efficacy of preservice teacher education students. International Journal of Disability, Development and Education, 54 (2), 245-256.
  • Lancaster, J. ve Bain A. (2010). The design of pre-service ınclusive education courses and their effects onself-efficacy: a comparative study. Asia-Pacific Journal of Teacher Education, 38 (2), 117-128.
  • Mann, H.B. ve Whitney D.R. (1947). On a test of whether one of two random variables is stochastically larger than the other”. The Annals of Mathematical Statistics, 18 (1), 50-60.
  • McDonnough, J. ve Matkins J.J .(2010). The role of field experience in elementary preservice teachers' self-efficacy and ability to connect research to practice. School Science and Mathematics, 110 (1), 13-23.
  • Meijer, W. ve Foster S. (1988). The effect of teacher self-efficacy on referral chance. The Journal of Special Education, 22 (3) 378–385.
  • Moore, W. ve Esselman M. (1992). Teacher efficacy, empowerment and focused ınstructional climate :does student achievemen benefit?”. 60th Annual Conference of American Educational Research Association. (sf: 150-210). San Fransisco.
  • Morgil,İ., Seçken N. ve Yücel S.(2004). Kimya öğretmeni adaylarının öz-yeterlilik inançlarının bazı değişkenler açısından incelenmesi. Balıkesir Üniversitesi Fen Bilimleri Enstitüsü Dergisi, 6 (1), 62-72.
  • Newman, J. (1999). In the trenches: ıncreasing competency of teachers-in-training by having them conduct individualized interventions. Journal of Instructional Psychology, 26 (1), 36-41.
  • Newsome, J. (2002). Examining Pedagogical Knowledge: The Construct and Its Implications For Science Education. (Ed: Newsome, G., Lederman, N.G.). Pedagogical content knowledge: an introduction and orientation.London: Kluwer Academic Publishers, sf: 14.
  • Otacıoğlu, S.G. (2008). Müzik öğretmenliği okul deneyimi I uygulamalarına katılan öğretmen adaylarının öz etkililik-yeterlilik düzeylerinin incelenmesi. Cumhuriyet Üniversitesi Sosyal Bilimler Dergisi, 32 (1), 163-170.
  • ÖSYM (2010) Öğrenci Seçme ve Yerleştirme Sistemi Kılavuzu. Ankara: Ölçme, Seçme ve Yerleştirme Merkezi Yayınevi.
  • Plourde, L. (2002). The influence of student teaching on preservice elementary teachers’ science self-efficacy and outcome expectancy beliefs. Journal of Instructional Psychology, 29, 245-253.
  • Podell,D. ve Sodak L. (1993). Teacher efficacy and bias in special education referrals”. The Journal Of Educational Research, 86, 247–253.
  • Reimers, E.V. (2003). Teacher professional development: an ınternational review of literature. Paris: International Institute For Educational Planning.
  • Ross, S., Hughes T. ve Hill R.E. (1981). Field experiences as meaningful contexts for learning about learning. The International Journal of Educational Research, 75 (2), 103-107.
  • Ross, J. (1992). Teacher efficacy and effects of coaching on student achievement”. Canadian Journal of Education, 17 (1), 51-65.
  • Rushton, S. (2000). Student teacher efficacy in ınner-city schools. The Urban Review, 32 (4), 356-388.
  • Sarıtaş, M.(2007). Okul deneyimi ı uygulamasının aday öğretmenlere sağladığı yararlar konusundaki görüşlerin değerlendirilmesi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 20 (1), 121-143.
  • Stein, M. ve Wang M. (1988). Teacher development and school ımprovement: the process of teacher change. Teaching and Teacher Education, 4, 171-187.
  • Stronge, J., Tucker P ve Hindman, P. (2007) Handbook for qualities of effective teachers. Alexandria: Association for Supervision and Curriculum Development Press.
  • Sunal,D.(1980). Effect of field experience during elementary methods courses on preservice teacher behavior. Journal of Research in Science Teaching, 17 (1), 17- 23.
  • Şahinkaya, N. (2008). “Türkiye-Finlandiya sınıf öğretmenliği matematik öğretimi programları, sınıf öğretmeni adayları ile öğretmenlerin öz-yetkinlik ve öğrenme- öğretme süreçleri açısından karşılaştırılması”. Yayınlanmış Doktora Tezi, Gazi Üniversitesi.
  • Tschannen-Moran, M, Woolfolk-Hoy A. ve Hoy K.W.(1998). Teacher efficacy: ıts meaning and measurement. Review of Educational Research, 68 (2),202-248.
  • Tschannen-Moran, M. ve Woolfolk-Hoy A. (2001). teacher efficacy: capturing an elusive construct.Teaching and Teacher Education, 17, 783-805.
  • Yaman, S., Koray Ö.C, ve Altınçekiç A. (2004). Fen bilgisi öğretmen adaylarının öz- yeterlilik inanç düzeylerinin incelenmesi üzerine bir araştırma. Türk Eğitim Bilimleri Dergisi, 2 (3),355-364.
  • Yiğit, N. ve Alev N. (2007). Okul deneyimi dersinde özel danışmanlık hizmetlerinin mesleki gelişme katkısının incelenmesi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 1 (1), 85-101.
  • Woolfolk, A. Ve Hoy K.W.(1990). Prospective teachers' sense of efficacy and beliefs about control”. Journal of Educational Psychology, 82, 81-91.
  • Woolfolk-Hoy, A. ve Sphero R.B. (2005). Changes in teacher efficacy during the early years of teaching: a comparison of four measures. Teacher and Teaching Education, 21, 343-356.
  • Zeichner,K. ve Conklin G.K. (2008). Handbook of Research on Teacher Education. (Ed.: M. Cochran, S. Sharon, N.F. Nemser, D. J., McIntyre). Teacher education programs as sites for teacher preparation. New York: Houston: Taylor and Francis Group, sf: 269-289.
Toplam 66 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Research Article
Yazarlar

Yücel Öksüz Bu kişi benim

Kerem Coşkun Bu kişi benim

Yayımlanma Tarihi 1 Mayıs 2012
Yayımlandığı Sayı Yıl 2012 Cilt: 13 Sayı: 2

Kaynak Göster

APA Öksüz, Y., & Coşkun, K. (2012). ÖĞRETMENLİK UYGULAMASI I-II DERSLERİNİN ZİHİN ENGELLİLER ÖĞRETMEN ADAYLARININ ÖZ-YETERLİLİK ALGILAMALARI ÜZERİNDEKİ ETKİSİ. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 13(2), 131-155.

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