ÖĞRETMEN ADAYLARININ MESLEKİ YETERLİLİK DUYGUSU

Yıl 2005, Cilt: 3 Sayı: 4, 127 - 132, 01.10.2005

İşıl Aktağ James Walter

https://doi.org/10.1501/Sporm_0000000055

Cited By: 9

Öz

Bu çalışma Türkiyedeki bir grup öğretmen adayının kendilerini bu meslekte ne kadar yeterli bulduklarının tespiti için yapılmıştır.Ayrıca bu çalışmada cinsiyet, öğretmenlik kademesi ve sınıflara göre yeterliliğin farklılaşıp farklılaşmadığı araştırılmıştır. Araştırmada Tschannen- Moran ve Woolfolk-Hoy tarafından geliştirilen Öğretmen Yeterlilik Duygusu (Teacher Sense of Effıcacy) anketi Abant İzzet Baysal Üniversitesi, Eğitim Fakültesi ve Beden Eğitimi Spor Yüksek Okulunda okuyan 1145 birinci ve son sınıf öğretmen adayı tarafından doldurulmuştur. Araştırmanın sonuçlarına göre, öğretmen adaylarının yeterlilik ortalaması 7.118 dir. Yeterlilik duygusunun cinsiyete göre farklı olduğu, bayanların erkeklerden daha fazla kendilerini yeterli gördükleri belirlenmiştir. Öğretmen adaylarının sınıf ve öğretmenlik kademe tercihine göre ise bir farklılık göstermediği tespit edilmiştir

Anahtar Kelimeler

Yeterlilik, cinsiyet, sınıf, öğretmenlik alan tercihi

TEACHER EFFICACY OF PRE-SERVICE TEACHERS

Öz

The purpose of this study was to identify and describe teacher efficacy beliefs in a sample of Turkish pre-service teachers. The research revealed whether or not advanced pre-service teachers showed higher levels of efficacy than those beginning their teacher education program. Differences in efficacy between male and female pre-service teachers and elementary and middle school pre-service teachers were also to be studied. 1145 pre-service teachers from Abant Izzet Baysal University participated to this study. Data were collected by using Teacher Sense of Efficacy Scale developed by Tschannen-Moran and Woolfolk-Hoy (2001). Analyses of the data revealed that pre-service teachers at Abant Izzet Baysal University had efficacy mean of 7.118. There was a significant difference between female and male pre-service teachers however, there were no significant difference between first year and last year pre-service teachers and between elementary and middle school teachers

Anahtar Kelimeler

Teacher efficacy, gender, year at school, and teaching level

Kaynakça

• Rotter, J.B., (1966). Generalized Expectancies for Internal versus External Control of Reinforcement. Psychological Monographs, 80, 1-28.
• Bandura, A., (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice – Hall.
• Ashton, P.T. & Webb, R.B. (1986). Making a difference: Teachers’ sense of efficacy and student achievement. New York: Longman
• Anderson, R., Greene, M., Loewen, P., (1988). Relationships among teachers’ and students’ thinking skills, sense of efficacy, and student achievement. Alberta Journal of Educational Research, 34 (2), 148-165.
• Tschannen-Moran, M., Woolfolk-Hoy, A., Hoy, W.K., (1998). Teacher efficacy: its meaning and measure. Review of Educational Research, 68 (2), 220-248
• Lin, H., Gorrell, J., (1998). Pre-service teachers’ efficacy beliefs in Taiwan. Journal of Research and Development in Education.32, 17-25
• Soodak, L.C., Podell, D.M., (1996). Teacher efficacy: toward the understanding of a multi faced construct. Teaching and Teacher Education, 12(4), 401-411
• Housego, B., (1992). Monitoring student teachers’ feelings in a new elementary teacher e for Teaching. 18, 259-272
• Coladarci, T. (1992). Teachers’ sense of efficacy and commitment to teaching. Journal of Experimental Education, 60, 323-337.
• Kalaian, I.A., Freeman, D.J., (1994). Gender differences in self-confidence and educational beliefs among secondary teacher candidates. Teachin
• Tschannen-Moran, M., Woolfolk-Hoy, A., (2001). Teacher efficacy: Capturing an elusive concept. Teaching and Teacher Education, 17, 783
• Evans, E. D., Tribble, M., (1986). Perceived teaching problems, self-efficacy, and commitment to teaching among pre-service teachers. Journal of Educational Research. 80(2), 81-85.