Self- efficacy beliefs of pre-service teachers in teaching First Reading and Writing and Mathematics

Yıl 2020, Cilt: 7 Sayı: 1, 257 - 270, 19.02.2020

Dilara Yılmaz Hakan Turan

https://doi.org/10.17275/per.20.15.7.1

Cited By: 2

Öz

The aim of the study is to determine the relationship between primary school pre-service teachers’ self-efficacy beliefs in teaching Mathematics and First Reading and Writing courses. The sample consists of 484 1st and 4th grade pre-service teachers selected from four universities in Turkey. In the study, Mathematics and First Reading and Writing Teaching Self-Efficacy Scale were used as data collection tools. Besides descriptive statistical techniques, Independent Sample T-test was used to determine whether the pre-service teachers’ self-efficacy beliefs differed according to some factors and Pearson Product-Moment Correlation analysis was used to determine the relationship between the pre-service teachers’ beliefs in teaching Math and First Reading and Writing. As a result of the research, it was found that the levels of self-efficacy beliefs of the primary school pre-service teachers in two courses were found to be high, that there was no significant difference according to gender, that the self-efficacy beliefs of the 4th grade pre-service teachers were higher in the Mathematics teaching, and that the self-efficacy beliefs of the pre-service teachers who chose the profession voluntarily were higher for teaching Mathematics. It was also revealed that there was a moderate positive relationship between self-efficacy beliefs of the pre-service teachers in teaching for both courses.

Anahtar Kelimeler

Self efficacy, reading and writing, mathematics, teacher candidate

Kaynakça

• Akar, C. (2008). Self-efficacy beliefs and its effects of reading and writing. Usak University Journal of Social Science, 1(2), 185-198.
• Arseven, A., İ. Arseven & Tepehan, T. (2015). Examination of class teacher candidates’ mathematics teaching self-efficacy. Cumhuriyet International Journal of Education,4 (2), 29 – 40.
• Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human Behavior, 4,71-81.
• Aytan, T. (2017). An analysis on the attitudes of classroom teacher candidates towards first reading and writing teaching course. Ahi Evran University Journal of Kırsehir Education Faculty, 18( 2), 547-56.
• Başpınar, K. (2015), Pre-service primary school teachers’ mathematical beliefs and their mathematics teaching anxiety. (Unpublished Master Thesis). Afyon Kocatepe University Social Science Institution, Afyon.
• Bozkurt, I. (2012). A comparison of elementary teachers’ and teacher candidates’ perceptions of their profıciency ın teaching mathematics. (Unpublished Master Thesis). Erzincan University Primary Mathematics Education, Erzincan.
• Bulut, P. (2017). The effect of primary school students’ writing attitudes and writing self-efficacy beliefs on their summary writing achievement. International Elecetronic Journal Elementary Education, 10 (2). 281-285.
• Büyüköztürk, Ş. (2016). Sosyal bilimler için Veri Analizi El Kitabı. Ankara: Pegem Press.
• Değirmenci Gündoğmuş, H. (2018). Self-Efficacy of teacher candidates for teaching first reading and writing. Educational Research And Reviews 13(6), 224-229.
• Dedeli, S. (2008). The views of the senior class students of classroom teacher related to the level of the sufficiency in the prereading-writing teaching with the method of voice based sentence. (Unpublished Master Thesis). Dokuz Eylül University Educational Sciences Institution, İzmir.
• Delican, B. (2016). The development of self-effıcacy scale towards reading&writing teaching. Turkish Studies International Periodical for The Languages, Literature and History of Turkish or Turkic, 11(3), 861-878.
• Demirel, M. & Akkoyunlu, B. (2017). Prospective teachers’ lifelong learning tendencies and information literacy self-efficacy. Educational Research and Reviews,12(6), 329-337.
• Dursun, S., & Dede, Y. (2004). The factors affecting students’ success in mathematics: mathematics teachers’ perspectives. Gazi University Journal of Gazi Educational Faculty, 24(2), 217-230.
• Ekin, Ö. (2018). An investigation of classroom teachers’ first reading and writing instruction self-efficacy perceptions in terms of various variables. (Unpublished Master Thesis). Cukurova University Social Science Institution, Adana.
• Enochs, L. G., Smith P. L. and Huinker, D. (2000). Establishing factorial validity of the mathematics teaching efficacy beliefs instrument. School Science and Mathematics. 100, 194-202.Güneş, F., Uysal, H. & Taç, İ. (2016). The process of early reading and writing: My lecturer, can you teach me how to read and write? Journal of Education Theory and Practise, 2 (2), 23-33.
• Hacıömeroğlu, G., & Şahin Taşkın, Ç. (2010). Elementary preservice teachers’ mathematics teaching efficacy belief. Journal of Uludag University Faculty of Education, 23 (2), 539-555.
• Hoşşirin Elmas, S. (2010). The pre-service primary school teachers’ mathematics teaching anxiety levels and the reasons which cause thıs anxiety. (Unpublished Master Thesis). Afyon Kocatepe University Social Science Institution, Afyon.
• Jaggernauth, S. J. (2010). Mathematics anxiety and the primary school teacher: An exploratory study of the relationship between mathematics anxiety, mathematics teacher efficacy, and mathematics avoidance. (Unpublished Master Thesis), The University of the West Indies Faculty of Humanities and Education, Jamaican.
• Karadağ, R., Akkaya, A. (2013). Prospective teachers’ opinions about microteaching applications on primary reading and writing course. Ahi Evran University Journal of Kırşehir Education Faculty, 14(2), 39-59.
• Karasar, Niyazi (2012). Bilimsel Araştırma Yöntemi. Ankara: Nobel Press.Kartal, H. (2018). Factors Affecting preservice primary teachers’ attitudes towards primary read and write teaching. Kastamonu Education Journal, 26(2), 509-521.
• Kaçar, T. (2016). Analyzing of self-efficacy beliefs of elemantary school teachers. (Unpublished Master Thesis). Dokuz Eylül University Educational Sciences Institution, İzmir.
• Odanga, S., Raburu, P. & Aloka, S. (2015) Influence of Gender on Teachers’ Self-Efficacy in Secondary Schools of Kisumu County, Kenya. Academic Journal of Interdisciplinary Studies,4 (3), 189-197.
• Özdemir, C. (2015). Determination to self efficacy beliefs of primary education teacher candidates related to teaching of first reading and writing. (Unpublished Master Thesis), Karadeniz Technical University Institute of Educational Sciences. Trabzon.
• Öztürk, B. & Ertem, İ.S. (2017). Evaluation of primary school teachers’ self-efficacy beliefs in teaching of emergent literacy. Journal of Anatolian Cultural Research, 1 (3), 1-26.
• Pırasa, N.(2009). Analysis of the change process of knowledge of teaching mathematics of preservice teachers. (Unpublished Doctoral Thesis). Trabzon Karadeniz Technical University Institute of Science.PISA (2015) National Report Assesment. Retrived from:http://pisa.meb.gov.tr/wp-content/uploads/2014/11/PISA2015_UlusalRapor.pdf
• Sakız, G. (2013). Key word in success: Self-efficacy. Journal of Uludag University Faculty of Education, 26 (1), 185-2009.
• Savran, A. & Çakıroğlu, J. (2001). Preservice biology teachers' perceived efficacy beliefs in teaching biology. Hacettepe University Journal of Education, 21, 105-112.
• Şallı, F. (2012). Investigation of mathematical effıciency and mathematics teaching competencies of primary school teacher candidates. (Unpublished Master Thesis). İstanbul University Social Sciences Institution. İstanbul.
• Tabachnick, Barbara, Fidell, Linda (2013). Using multivariate statistics. Nobel press.
• Tschannen-Moran, M., Woolfolk Hoy, A. & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68 (2), 202-248.Tschannen-Moran, M., &; Woolfolk Hoy, A. (2001). Teacher efficacy: capturing and elusive construct. Teaching and Teacher Education, 17, 783-805.
• Turanlı, N., Karakaş, N.T & Keçeli, V. (2008). Developing an attitude scale for courses in mathematics, Hacettepe University Journal of Education,34,254-262. Turhan, H.S. (2008). İlköğretim 4 ve 5. Sınıf Öğretmenlerinin Matematik Dersinin Öğretimine Yönelik Görüşlerinin Bazı Değişkenler Açısından İncelenmesi. (Unpublished Master Thesis). Gazi University, Social Sciences Institution, Ankara.
• Ural, A. (2015). The Effect of Mathematics Self-Efficacy on Anxiety of Teaching Mathematics. Journal of Theoritical Educational Sciences, 8(2), 173-184.Ünlü, E. (2007). The Behaviour of The Third, Forth and Fifth Grade Students Towards Mathematics and Identifying Their Interests. Dumlupınar University Journal of Social Science, 19, 129-148.
• Üst, E. (2015). A Study on the Knowledge Levels and Attitudes of Department of Primary School Teaching Fourth Grade Students About First Reading and Writing Teaching. (Unpublished Master Thesis). Atatürk University Educational Sciences Institution Erzurum.
• Yıldırım, A. & Şimşek, H. (2016). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seckin Press.
• Yıldırım, N. & Demirtaş, Z. (2008). Student views based a proposal for first reading and writing teaching course of classroom teaching department. Gaziantep University Journal of Social Sciences, 9(3), 681-695.
• Yılmaz, M. Köseoğlu, P. Gerçek, C. & Soran, H. (2004). Öğretmen Özyeterlik İnancı, Bilim ve Aklın Aydınlığında Eğitim Dergisi, 58, 50-54.
• Weinert, F. E. (2001). Concept of Competence: A Conceptual Clarification. in D. Rychen & L. Salganik (Eds.), Defining and Selecting Key Competencies, 45–65.