Araştırma Makalesi
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INVESTIGATION OF PRE-SERVICE TEACHERS’ TEACHING EFFICACY BELIEFS: A MULTI-VARIANCE ANALYSIS

Yıl 2022, , 409 - 434, 06.06.2022
https://doi.org/10.26468/trakyasobed.1075430

Öz

Teaching efficacy beliefs influence how teachers think about teaching, how they motivate themselves, and how they behave in their classrooms. Science teaching efficacy belief has two dimensions: personal science teaching efficacy and science teaching outcome expectancy beliefs. In this context, it is aimed to examine preservice science teachers' personal science teaching efficacy beliefs and outcome expectancy beliefs. The cross-sectional survey model, one of the descriptive research designs, was used in the present study. The participants were randomly selected from preservice teachers studying at education faculties in the central Anatolian region and who had taken at least one science course during their undergraduate education. Personal information form and science teaching efficacy belief scale were used to obtain the data. The effects of independent variables (department, gender, and grade level) on preservice teachers' personal science teaching efficacy and science teaching outcome expectancy beliefs were examined individually and together, employing a two-way MANOVA test. The teachers' personal science teaching efficacy and science teaching outcome expectancy beliefs differed based on their department. Regarding the grade levels, preservice teachers' outcome expectancy beliefs differed in favor of the senior preservice teachers. However, there were no significant differences in personal science teaching efficacy beliefs. The number of courses related to natural sciences and science teaching should be increased to support preservice teachers' science teaching efficacy beliefs. A greater emphasis on the amount of content knowledge and professional experience in teacher education programs might improve the quality of science education.

Kaynakça

  • Ashton, P. (1984). Teacher efficacy: A motivational paradigm for effective teacher education. Journal of Teacher Education, 35(5), 28-32.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavior change. Psychological Review, 84(2), 191-215.
  • Bandura, A. (1981). Self-referent thought: A developmental analysis of self-efficacy. In J. H. Flavell & L. Ross (Eds.), Social cognitive development frontiers and possible futures (pp. 200-239). New York: Cambridge University Press.
  • Bandura, A. (1986). Social foundations of thought and action: a social cognitive theory. Englewood Cliffs: Prentice-Hall, Inc.
  • Bandura, A. (1994). Self-efficacy. In. V. S. (Ed.). Ramachaudran. Encyclopedia of human behavior, 4, 71-81. New York: Academic Press.
  • Bandura, A. (1997). Self-Efficacy: The exercise of control. New York: W. H. Freeman and Company.
  • Banilower, E. R., Smith, P. S., Weiss, I. R., Malzahn, K. A., Campbell, K. M., & Weis, A. M. (2013). Report of the 2012 national survey of science and mathematics education. Chapel Hill, NC: Horizon Research.
  • Buss, R. R. (2010). Efficacy for teaching elementary science andmathematics compared to other content. School Science and Mathematics, 110(6), 290-297.
  • Çakiroglu, J., Çakiroglu, E., & Boone, W. J. (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.
  • Can Aran, Ö., Gök, B., & Ayaz, M. (2020). Sınıf Öğretmenlerinin ve Sınıf Öğretmeni Adaylarının Fen Öğretimi Öz yeterliliklerinin İncelenmesi. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 17(1), 1304-1337.
  • Cannon, J. (1997). Influence of an extended elementary science teaching practicum experience upon pre-service elementary teachers’ science self-efficacy. In Proceedings of the 1997 Annual International Conference of the Association for the Education of Teachers in Science (pp. 247-260).
  • Czerniak, C. M., & Haney, J. J. (1998). The effect of collaborative concept mapping on elementary preservice teachers' anxiety, efficacy, and achievement in physical science. Journal of Science Teacher Education, 9(4), 303-320.
  • D’Alessio, M. A. (2018). The effect of microteaching on science teaching self-efficacy beliefs in preservice elementary teachers. Journal of Science Teacher Education, 29(6), 441-467.
  • Dorsah, P., Shahadu, I., & Kpemuonye, A.K.N. (2020). Pre-service teachers’ scientific epistemological beliefs and science teaching efficacy beliefs: A correlational study. European Journal of Education Studies, 7(9), 37-55.
  • Enochs, L. G., & Riggs, I. M. (1990). Further development of an elementary science teaching efficacy belief instrument: A preservice elementary scale. School Science and Mathematics, 90(8), 694-706.
  • Fives, H., & Buehl, M. M. (2012). Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? In K. R. Harris, S. Graham, T. Urdan, S. Graham, J. M. Royer, & M. Zeidner (Eds.), APA Educational Psychology Handbook, Vol. 2. Individual differences and cultural and contextual factors (pp. 471-499). American Psychological Association.
  • Fives, H., & Gill, M. G. (Eds.). (2015). International handbook of research on teachers’ beliefs. New York, NY and Abingdon, UK: Routledge.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. (8th Edition). New York: McGraw-Hill.
  • Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 503–511.
  • Ginns, I. S., Tulip, D. F., Watters, J. J., & Lucas, K. B. (1995). Changes in preservice elementary teachers' sense of efficacy in teaching science. School Science and Mathematics, 95(8), 394-400.
  • Guskey, T. R., & Passaro, P. D. (1994). Teacher efficacy: A study of construct dimensions. American Educational Research Journal, 31(3), 627-643.
  • Haney, J. J., Czerniak, C.M., & Lumpe, A.T. (1996). Teacher beliefs and intentions regarding the implementation of science education reform strands. Journal of Research in Science Teaching, 33(9), 971-993.
  • Kalaycı, Ş. (2010). SPSS uygulamalı çok değişkenli istatistik teknikleri. Ankara: Asil.
  • Kartal, B. (2020). Pre-service science and mathematics teachers' teaching efficacy beliefs and attitudes toward teaching: A partial correlation research. Australian Journal of Teacher Education (Online), 45(9), 42-61.
  • Kartal, T. & Dilek, I. (2021). Developing pre-service elementary science teachers’ science teaching efficacy beliefs through microteaching by promoting efficacy sources. International Journal on Social and Education Sciences (IJonSES), 3(4), 710-731.
  • Kier, M. W., & Lee, T. D. (2017). Exploring the role of identity in elementary preservice teachers who plan to specialize in science teaching. Teaching and Teacher Education, 61, 199-210.
  • Koutsianou, A., & Emvalotis, A. (2019). Greek pre-service primary teachers’ efficacy beliefs in science and mathematics teaching: Initial adaptation of the STEBI-B and MTEBI instruments. International Journal of Educational Methodology, 5(3), 375-385.
  • Luehmann, A. L. (2007). Identity development as a lens to science teacher preparation. Science Education, 91(5), 822-839.
  • Menon, D. (2020). Influence of the sources of science teaching self-efficacy in preservice elementary teachers’ identity development. Journal of Science Teacher Education, 31(4), 460-481.
  • Menon, D., & Azam, S. (2021). Investigating preservice teachers’ science teaching self-efficacy: An analysis of reflective practices. International Journal of Science and Mathematics Education, 19(8), 1587-1607.
  • Menon, D., & Sadler, T. D. (2017). Sources of science teaching self-efficacy for preservice elementary teachers in science content courses. International Journal of Science and Mathematics Education, 16, 835-855.
  • Menon, D., Chandrasekhar, M., Kosztin, D., & Steinhoff, D. C. (2020). Impact of mobile technology‐based physics curriculum on preservice elementary teachers' technology self‐efficacy. Science Education, 104(2), 252-289.
  • Morrell, P. D., & Carroll, J. B. (2003). An extended examination of preservice elementary teachers' science teaching self‐efficacy. School Science and Mathematics, 103(5), 246-251.
  • Mulholland, J., & Wallace, J. (2000). Beginning primary science teaching: Entryways to different worlds. Research in Science Education, 30(2), 151-171.
  • Mulholland, J., Dorman, J. P., & Odgers, B. M. (2004). Assessment of science teaching efficacy of preservice teachers in an Australian university. Journal of Science Teacher Education, 15(4), 313-331.
  • Naidoo, K., & Naidoo, L. J. (2021). Designing teaching and reflection experiences to develop candidates’ science teaching self-efficacy. Research in Science & Technological Education, Ahead-of-Print, 1-21.
  • Ocal, E., Karademir, A., Saatcioglu, O., & Demirel, B. (2021). Preschool teachers' preparation programs: The use of puppetry for early childhood science education. International Journal of Educational Methodology, 7(2), 305-318.
  • Pajares, M. F. (1997). Current Directions in self-efficacy research. In M. L. Maehr & P. R. Pintrich (Eds.), Advances in Motivation and Achievement, 10, 1-49. Greenwich, CT: JAI Press.
  • Pintrich, P. R., Marx, R. W., & Boyle, R. A. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63(2), 167-199.
  • Riggs, I. M. (1988). The development of an elementary teachers’ science teaching efficacy belief instrument. Unpublished doctoral dissertation. Kansas State University, Manhattan, KS.
  • Riggs, I. M., & Enochs, L. (1990). Toward the development of an elementary teachers' science teaching efficacy belief instrument. Science Education, 74, 625-638.
  • Shroyer, G., Riggs, I., & Enochs, L. (2014). Measurement of science teachers’ efficacy beliefs. In R. Evans, J. Luft, C. Czerniak & C. Pea (Eds.), The role of science teachers’ beliefs in international classrooms: From teacher actions to student learning (pp. 103-118). Rotterdam, The Netherlands: Sense Publishers.
  • Tekkaya, C., Cakiroglu, J., & Ozkan, O. (2004). Turkish pre-service science teachers' understanding of science and their confidence in teaching it. Journal of Education for Teaching, 30(1), 57-68.
  • Thomson, W. S., Beacham, B. G., & Misulis, K. E. (1992). A university and public school collaborative approach to preparing elementary teachers. The Teacher Educator, 28(2), 46-52.
  • Tobin, K., Tippins, D. J., & Gallard, A. J. (1994). Research on instructional strategies for teaching science. In D. L. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 45-93). New York: Macmillan.
  • Tosun, T. (2000). The beliefs of preservice elementary teachers toward science and science teaching. School Science and Mathematics, 100(7), 374-379.
  • Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805.
  • Tschannen-Moran, M., & Woolfolk Hoy, A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23, 944-956.
  • Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248.
  • Walag, A. M. P., Fajardo, M. T. M., Guimary, F. M., & Bacarrisas, P. G. (2020). Science teachers’ self-efficacy in teaching different K to 12 science subjects: The case of Cagayan De Oro City, Philippines. Science International (Lahore), 32(5), 587-592.
  • Wheatley, K. F. (2002). The potential benefits of teacher efficacy doubts for educational reform. Teaching and Teacher Education, 18(1), 5-22.
  • Yıldız Duban, N. & Gökçakan, N. (2012). Sınıf öğretmeni adaylarının fen öğretimi öz-yeterlik inançları ve fen öğretimine yönelik tutumları. Ç.Ü. Sosyal Bilimler Enstitüsü Dergisi, 21(1), 267-280.
  • Yılmaz, S. (2021). Examining pre-service teachers' inquiry skills in terms of their science teaching efficacy beliefs and challenges. Kırsehir Ahi Evran University, Graduate School of Sciences and Engineering, Mathematics and Science Education Department (Master's Thesis). Kırşehir.

ÖĞRETMEN ADAYLARININ ÖĞRETİM YETERLİK İNANÇLARININ İNCELENMESİ: ÇOK DEĞİŞKENLİ VARYANS ANALİZİ

Yıl 2022, , 409 - 434, 06.06.2022
https://doi.org/10.26468/trakyasobed.1075430

Öz

Öğretim yeterliği, öğretmenlerin öğretim hakkında ne düşündüklerini, kendilerini nasıl motive ettiklerini ve sınıfta nasıl davrandıklarını etkiler. Fen öğretimi bağlamında yeterlik inancının iki boyutu vardır: kişisel fen öğretimi özyeterliği ve fen öğretimi sonuç beklentisidir. Bu çerçevede öğretmen adaylarının fen öğretimi öz yeterliği ve sonuç beklentisi inançlarının incelenmesi amaçlanmıştır. Araştırmada betimsel araştırma desenlerinden kesitsel tarama modeli kullanılmıştır. Araştırma örneklemi Orta Anadolu bölgesinde öğrenim görmekte olan ve lisans dönemi boyunca en az bir defa fen bilimleri dersi almış öğretmen adayları arasından rastgele seçilmiştir. Verilerin elde edilmesinde kişisel bilgi formu ve fen öğretimi yeterlik inanç ölçeği kullanılmıştır. Öğretmen adaylarının fen öğretimi öz yeterlik ve fen öğretimi sonuç beklentisi inançları üzerinde bağımsız değişkenlerin (öğrenim görülen bölüm, cinsiyet ve sınıf düzeyi) etkisi ayrı ayrı ve birlikte çift yönlü MANOVA testi ile incelenmiştir. Öğretmen adaylarının fen öğretimi öz yeterlik ve fen öğretimi sonuç beklentisi inançları öğrenim gördükleri bölüme göre farklılaşmaktadır. Sınıf düzeylerine göre öğretmen adaylarının fen öğretiminde sonuç beklentilerinde son sınıf öğretmen adayları lehine farklılık göstermiştir. Fakat fen öğretimi özyeterlik inançlarında farklılık görülmemiştir. Öğretmen adaylarının fen öğretimi yeterlik inançlarının desteklenmesi için fen ve öğretimine yönelik derslerin sayısı arttırılabilir. Öğretmen eğitim programlarında önemli miktarda alan bilgisi ile mesleki deneyimlerine daha fazla vurgu yapılması fen eğitiminin kalitesini arttırabilir. 

Kaynakça

  • Ashton, P. (1984). Teacher efficacy: A motivational paradigm for effective teacher education. Journal of Teacher Education, 35(5), 28-32.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavior change. Psychological Review, 84(2), 191-215.
  • Bandura, A. (1981). Self-referent thought: A developmental analysis of self-efficacy. In J. H. Flavell & L. Ross (Eds.), Social cognitive development frontiers and possible futures (pp. 200-239). New York: Cambridge University Press.
  • Bandura, A. (1986). Social foundations of thought and action: a social cognitive theory. Englewood Cliffs: Prentice-Hall, Inc.
  • Bandura, A. (1994). Self-efficacy. In. V. S. (Ed.). Ramachaudran. Encyclopedia of human behavior, 4, 71-81. New York: Academic Press.
  • Bandura, A. (1997). Self-Efficacy: The exercise of control. New York: W. H. Freeman and Company.
  • Banilower, E. R., Smith, P. S., Weiss, I. R., Malzahn, K. A., Campbell, K. M., & Weis, A. M. (2013). Report of the 2012 national survey of science and mathematics education. Chapel Hill, NC: Horizon Research.
  • Buss, R. R. (2010). Efficacy for teaching elementary science andmathematics compared to other content. School Science and Mathematics, 110(6), 290-297.
  • Çakiroglu, J., Çakiroglu, E., & Boone, W. J. (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.
  • Can Aran, Ö., Gök, B., & Ayaz, M. (2020). Sınıf Öğretmenlerinin ve Sınıf Öğretmeni Adaylarının Fen Öğretimi Öz yeterliliklerinin İncelenmesi. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 17(1), 1304-1337.
  • Cannon, J. (1997). Influence of an extended elementary science teaching practicum experience upon pre-service elementary teachers’ science self-efficacy. In Proceedings of the 1997 Annual International Conference of the Association for the Education of Teachers in Science (pp. 247-260).
  • Czerniak, C. M., & Haney, J. J. (1998). The effect of collaborative concept mapping on elementary preservice teachers' anxiety, efficacy, and achievement in physical science. Journal of Science Teacher Education, 9(4), 303-320.
  • D’Alessio, M. A. (2018). The effect of microteaching on science teaching self-efficacy beliefs in preservice elementary teachers. Journal of Science Teacher Education, 29(6), 441-467.
  • Dorsah, P., Shahadu, I., & Kpemuonye, A.K.N. (2020). Pre-service teachers’ scientific epistemological beliefs and science teaching efficacy beliefs: A correlational study. European Journal of Education Studies, 7(9), 37-55.
  • Enochs, L. G., & Riggs, I. M. (1990). Further development of an elementary science teaching efficacy belief instrument: A preservice elementary scale. School Science and Mathematics, 90(8), 694-706.
  • Fives, H., & Buehl, M. M. (2012). Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? In K. R. Harris, S. Graham, T. Urdan, S. Graham, J. M. Royer, & M. Zeidner (Eds.), APA Educational Psychology Handbook, Vol. 2. Individual differences and cultural and contextual factors (pp. 471-499). American Psychological Association.
  • Fives, H., & Gill, M. G. (Eds.). (2015). International handbook of research on teachers’ beliefs. New York, NY and Abingdon, UK: Routledge.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. (8th Edition). New York: McGraw-Hill.
  • Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 503–511.
  • Ginns, I. S., Tulip, D. F., Watters, J. J., & Lucas, K. B. (1995). Changes in preservice elementary teachers' sense of efficacy in teaching science. School Science and Mathematics, 95(8), 394-400.
  • Guskey, T. R., & Passaro, P. D. (1994). Teacher efficacy: A study of construct dimensions. American Educational Research Journal, 31(3), 627-643.
  • Haney, J. J., Czerniak, C.M., & Lumpe, A.T. (1996). Teacher beliefs and intentions regarding the implementation of science education reform strands. Journal of Research in Science Teaching, 33(9), 971-993.
  • Kalaycı, Ş. (2010). SPSS uygulamalı çok değişkenli istatistik teknikleri. Ankara: Asil.
  • Kartal, B. (2020). Pre-service science and mathematics teachers' teaching efficacy beliefs and attitudes toward teaching: A partial correlation research. Australian Journal of Teacher Education (Online), 45(9), 42-61.
  • Kartal, T. & Dilek, I. (2021). Developing pre-service elementary science teachers’ science teaching efficacy beliefs through microteaching by promoting efficacy sources. International Journal on Social and Education Sciences (IJonSES), 3(4), 710-731.
  • Kier, M. W., & Lee, T. D. (2017). Exploring the role of identity in elementary preservice teachers who plan to specialize in science teaching. Teaching and Teacher Education, 61, 199-210.
  • Koutsianou, A., & Emvalotis, A. (2019). Greek pre-service primary teachers’ efficacy beliefs in science and mathematics teaching: Initial adaptation of the STEBI-B and MTEBI instruments. International Journal of Educational Methodology, 5(3), 375-385.
  • Luehmann, A. L. (2007). Identity development as a lens to science teacher preparation. Science Education, 91(5), 822-839.
  • Menon, D. (2020). Influence of the sources of science teaching self-efficacy in preservice elementary teachers’ identity development. Journal of Science Teacher Education, 31(4), 460-481.
  • Menon, D., & Azam, S. (2021). Investigating preservice teachers’ science teaching self-efficacy: An analysis of reflective practices. International Journal of Science and Mathematics Education, 19(8), 1587-1607.
  • Menon, D., & Sadler, T. D. (2017). Sources of science teaching self-efficacy for preservice elementary teachers in science content courses. International Journal of Science and Mathematics Education, 16, 835-855.
  • Menon, D., Chandrasekhar, M., Kosztin, D., & Steinhoff, D. C. (2020). Impact of mobile technology‐based physics curriculum on preservice elementary teachers' technology self‐efficacy. Science Education, 104(2), 252-289.
  • Morrell, P. D., & Carroll, J. B. (2003). An extended examination of preservice elementary teachers' science teaching self‐efficacy. School Science and Mathematics, 103(5), 246-251.
  • Mulholland, J., & Wallace, J. (2000). Beginning primary science teaching: Entryways to different worlds. Research in Science Education, 30(2), 151-171.
  • Mulholland, J., Dorman, J. P., & Odgers, B. M. (2004). Assessment of science teaching efficacy of preservice teachers in an Australian university. Journal of Science Teacher Education, 15(4), 313-331.
  • Naidoo, K., & Naidoo, L. J. (2021). Designing teaching and reflection experiences to develop candidates’ science teaching self-efficacy. Research in Science & Technological Education, Ahead-of-Print, 1-21.
  • Ocal, E., Karademir, A., Saatcioglu, O., & Demirel, B. (2021). Preschool teachers' preparation programs: The use of puppetry for early childhood science education. International Journal of Educational Methodology, 7(2), 305-318.
  • Pajares, M. F. (1997). Current Directions in self-efficacy research. In M. L. Maehr & P. R. Pintrich (Eds.), Advances in Motivation and Achievement, 10, 1-49. Greenwich, CT: JAI Press.
  • Pintrich, P. R., Marx, R. W., & Boyle, R. A. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63(2), 167-199.
  • Riggs, I. M. (1988). The development of an elementary teachers’ science teaching efficacy belief instrument. Unpublished doctoral dissertation. Kansas State University, Manhattan, KS.
  • Riggs, I. M., & Enochs, L. (1990). Toward the development of an elementary teachers' science teaching efficacy belief instrument. Science Education, 74, 625-638.
  • Shroyer, G., Riggs, I., & Enochs, L. (2014). Measurement of science teachers’ efficacy beliefs. In R. Evans, J. Luft, C. Czerniak & C. Pea (Eds.), The role of science teachers’ beliefs in international classrooms: From teacher actions to student learning (pp. 103-118). Rotterdam, The Netherlands: Sense Publishers.
  • Tekkaya, C., Cakiroglu, J., & Ozkan, O. (2004). Turkish pre-service science teachers' understanding of science and their confidence in teaching it. Journal of Education for Teaching, 30(1), 57-68.
  • Thomson, W. S., Beacham, B. G., & Misulis, K. E. (1992). A university and public school collaborative approach to preparing elementary teachers. The Teacher Educator, 28(2), 46-52.
  • Tobin, K., Tippins, D. J., & Gallard, A. J. (1994). Research on instructional strategies for teaching science. In D. L. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 45-93). New York: Macmillan.
  • Tosun, T. (2000). The beliefs of preservice elementary teachers toward science and science teaching. School Science and Mathematics, 100(7), 374-379.
  • Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805.
  • Tschannen-Moran, M., & Woolfolk Hoy, A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23, 944-956.
  • Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248.
  • Walag, A. M. P., Fajardo, M. T. M., Guimary, F. M., & Bacarrisas, P. G. (2020). Science teachers’ self-efficacy in teaching different K to 12 science subjects: The case of Cagayan De Oro City, Philippines. Science International (Lahore), 32(5), 587-592.
  • Wheatley, K. F. (2002). The potential benefits of teacher efficacy doubts for educational reform. Teaching and Teacher Education, 18(1), 5-22.
  • Yıldız Duban, N. & Gökçakan, N. (2012). Sınıf öğretmeni adaylarının fen öğretimi öz-yeterlik inançları ve fen öğretimine yönelik tutumları. Ç.Ü. Sosyal Bilimler Enstitüsü Dergisi, 21(1), 267-280.
  • Yılmaz, S. (2021). Examining pre-service teachers' inquiry skills in terms of their science teaching efficacy beliefs and challenges. Kırsehir Ahi Evran University, Graduate School of Sciences and Engineering, Mathematics and Science Education Department (Master's Thesis). Kırşehir.
Toplam 53 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makalesi
Yazarlar

İbrahim Serdar Kızıltepe 0000-0002-6210-5372

Tezcan Kartal 0000-0001-7609-3555

Yayımlanma Tarihi 6 Haziran 2022
Yayımlandığı Sayı Yıl 2022

Kaynak Göster

APA Kızıltepe, İ. S., & Kartal, T. (2022). ÖĞRETMEN ADAYLARININ ÖĞRETİM YETERLİK İNANÇLARININ İNCELENMESİ: ÇOK DEĞİŞKENLİ VARYANS ANALİZİ. Trakya Üniversitesi Sosyal Bilimler Dergisi, 24(1), 409-434. https://doi.org/10.26468/trakyasobed.1075430
AMA Kızıltepe İS, Kartal T. ÖĞRETMEN ADAYLARININ ÖĞRETİM YETERLİK İNANÇLARININ İNCELENMESİ: ÇOK DEĞİŞKENLİ VARYANS ANALİZİ. Trakya University Journal of Social Science. Haziran 2022;24(1):409-434. doi:10.26468/trakyasobed.1075430
Chicago Kızıltepe, İbrahim Serdar, ve Tezcan Kartal. “ÖĞRETMEN ADAYLARININ ÖĞRETİM YETERLİK İNANÇLARININ İNCELENMESİ: ÇOK DEĞİŞKENLİ VARYANS ANALİZİ”. Trakya Üniversitesi Sosyal Bilimler Dergisi 24, sy. 1 (Haziran 2022): 409-34. https://doi.org/10.26468/trakyasobed.1075430.
EndNote Kızıltepe İS, Kartal T (01 Haziran 2022) ÖĞRETMEN ADAYLARININ ÖĞRETİM YETERLİK İNANÇLARININ İNCELENMESİ: ÇOK DEĞİŞKENLİ VARYANS ANALİZİ. Trakya Üniversitesi Sosyal Bilimler Dergisi 24 1 409–434.
IEEE İ. S. Kızıltepe ve T. Kartal, “ÖĞRETMEN ADAYLARININ ÖĞRETİM YETERLİK İNANÇLARININ İNCELENMESİ: ÇOK DEĞİŞKENLİ VARYANS ANALİZİ”, Trakya University Journal of Social Science, c. 24, sy. 1, ss. 409–434, 2022, doi: 10.26468/trakyasobed.1075430.
ISNAD Kızıltepe, İbrahim Serdar - Kartal, Tezcan. “ÖĞRETMEN ADAYLARININ ÖĞRETİM YETERLİK İNANÇLARININ İNCELENMESİ: ÇOK DEĞİŞKENLİ VARYANS ANALİZİ”. Trakya Üniversitesi Sosyal Bilimler Dergisi 24/1 (Haziran 2022), 409-434. https://doi.org/10.26468/trakyasobed.1075430.
JAMA Kızıltepe İS, Kartal T. ÖĞRETMEN ADAYLARININ ÖĞRETİM YETERLİK İNANÇLARININ İNCELENMESİ: ÇOK DEĞİŞKENLİ VARYANS ANALİZİ. Trakya University Journal of Social Science. 2022;24:409–434.
MLA Kızıltepe, İbrahim Serdar ve Tezcan Kartal. “ÖĞRETMEN ADAYLARININ ÖĞRETİM YETERLİK İNANÇLARININ İNCELENMESİ: ÇOK DEĞİŞKENLİ VARYANS ANALİZİ”. Trakya Üniversitesi Sosyal Bilimler Dergisi, c. 24, sy. 1, 2022, ss. 409-34, doi:10.26468/trakyasobed.1075430.
Vancouver Kızıltepe İS, Kartal T. ÖĞRETMEN ADAYLARININ ÖĞRETİM YETERLİK İNANÇLARININ İNCELENMESİ: ÇOK DEĞİŞKENLİ VARYANS ANALİZİ. Trakya University Journal of Social Science. 2022;24(1):409-34.
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