Examining the Pre-service Teachers’ Components of Self-Efficacy Beliefs in Science Teaching (SEBST)*
Yıl: 2021 Cilt: 11 Sayı: 1 Sayfa Aralığı: 195 - 217 Metin Dili: İngilizce DOI: 10.19126/suje.798077 İndeks Tarihi: 07-10-2021
Examining the Pre-service Teachers’ Components of Self-Efficacy Beliefs in Science Teaching (SEBST)*
Öz: This study was designed as a qualitative–quantitative triangulationresearch, one of the mixed method designs in which the data are collectedconcurrently, with the purpose of examining the pre-service teachers’ componentsof self-efficacy beliefs in science teaching. The study was carried out with theparticipation of 189 pre-service science teachers. Data of the study was collectedusing a “Personal Information Form”, the “Self-Efficacy Scale for Science Teaching”,and an “Unstructured Questionnaire” consisting of four open-ended questions. Sincethe quantitative data obtained from the research fulfilled the assumptions ofparametric test, the descriptive statistics were analyzed using independent samplest-Test and one-way analysis of variance (ANOVA). The qualitative data was analyzedusing content analysis. Based on the analysis results obtained from the quantitativedata, it was found that whereas the pre-service teachers’ mean scores for the SelfEfficacy Scale for Science Teaching did not differ significantly in terms of gender,they differed significantly in terms of level of grade, whether selected thedepartment willfully and career plan. The results obtained from the qualitative datawas evaluated under four themes: Verbal persuasion, direct experiences, indirectexperiences and emotional state.
Anahtar Kelime: Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
- Akbaş, A., & Çelikkaleli, Ö. (2006). Science teaching self-efficacy of class teacher candidates ınvestigation of beliefs by gender, type of education and universities, Mersin University Journal of the Facult Education, 2(1), 98–110.
- Aksu, Z. (2019). The relationship among self-efficacy, anxiety and beliefs about teaching mathematics of middle school pre-service teachers. Türk Psikolojik Danışma ve Rehberlik Dergisi, 9(54), 841-856.
- Alkan, V., Şimşek, S., & Armağan Erbil, B. (2019). Mixed Methods design: a narrative literature review. Journal of Qualitative Research in Education, 7(2), 559-582. http://doi: 10.14689/issn.2148-2624.1.7c.2s.5m
- Arseven A. (2016). Self-effıcacy: a concept analysıs. Turkish Studies, 11(19), 63–80.
- Avery, L. M., & Meyer, D. Z. (2012). Teaching science as science is practiced: Opportunities and limits for enhancing preservice elementary teachers' self‐efficacy for science and science teaching. School Science and Mathematics, 112(7), 395-409.
- Baş, T. (2010). Anket [Survey]. (6. Baskı). Seçkin Yayıncılık.
- Bandura, A. (Ed.). (1995). Self-efficacy in changing societies. Cambridge University Press.
- Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
- Bıkmaz, F. H. (2002). Self-efficacy belief instrument in science teaching, Educational Sciences and Practice, 1(2), 197-210.
- Büyüköztürk, Ş., Çokluk, Ö., & Köklü, N. (2017). Sosyal bilimler için istatistik [Statistics for social sciences] (19. Baskı.). Pegem A Yayıncılık.
- Büyüköztürk, Ş. (2018). Sosyal bilimler için veri analizi el kitabı [Manual of data analysis for social sciences] (24. Baskı). Pegem Akademi Yayıncılık.
- Cho, Y., & Shim, S. S. (2013). Predicting teachers' achievement goals for teaching: The role of perceived school goal structure and teachers' sense of efficacy. Teaching and teacher education, 32, 12-21.
- Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd Edition). Thousand Oaks, CA: Sage.
- Creswell, J. W., & Plano Clark, V. L. (2007). Designing and conducting mixed methods research (1th edition). London: Sage Publications Ltd.
- Creswell, J. W. (2008). Educational research: planning, conducting, and evaluating quantitative and qualitative research (3rd edition). USA: Pearson Education Inc.
- Çenberci, S. (2019). The examination of prospective mathematics teachers' mathematics teaching anxiety levels. Journal of Theoretical Educational Science, 12(4), 1193 – 1208.
- Deniz, S., & Tican, C. (2017). An investigation of pre-servıce teachers’ teacher self-effıcacy beliefs and opinions for their professional anxieties Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 17(4), 1838-1859.
- Danişman, Ş. (2015). The interaction of classroom teachers’ beliefs related to the mathematics and teaching and the impact of these beliefs on students’ mathematics achievement. (Unpublished Doctoral Dissertation) Osmangazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Eskişehir.
- Güneri, B., & Arslan, A. (2018). The adaptation of the scale of determining the sources of selfefficacy for secondary school students. Karaelmas Journal of Educational Sciences, 6(2), 256-268.
- Henson, R. K., Bennett, D. T., Sienty, S. F., & Chambers, S. M. (2000). The relationship between means-end task analysis and context-specific and global self-efficacy in emergency certification teachers: exploring a new model of teacher efficacy. Task Analysis, The University of Southern Mississippi. 1-44. Retrieved from https://files.eric.ed.gov/fulltext/ED440974.pdf
- Kaya, V. H., Polat, D., & Karamüftüoğlu, İ.O. (2014). Development of self-effıcacy scale for scıence educatıon the Journal of Academic Social Science Studies, 28(2), 581-591.
- Kinzie, M. B., Delcourt, M. A., & Powers, S. M. (1994). Computer technologies: Attitudes and selfefficacy across undergraduate disciplines. Research in higher education, 35(6), 745-768.
- Kurbanoğlu, N. İ., & Takunyacı, M. (2012). An investigation of the attitudes, anxieties and selfefficacy beliefs towards mathematics lessons high school students’ in terms of gender, types of school, and students’ grades Uluslararası İnsan Bilimleri Dergisi, 9(1),110-130.
- Kushner, S. N. (1993). Teacher efficacy and pre-service teachers: a construct validation, Paper Presented at the Annual Meeting of the Eastern Educational Research Association in Clearwater, February 17-22, Clearwater Beach, FL, USA.
- Landis J.R., & Koch G.G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, 159–174.
- Levitt, K. E. (2002). An analysis of elementary teachers' beliefs regarding the teaching and learning of science. Science Education, 86(1), 1-22.
- Mutlu, N., Öztürk, M., & Akteki̇n, S. (2019). Development of self-effıcacy scale of dıfferentıated ınstructıon. Trakya Üniversitesi Sosyal Bilimler Dergisi, 21(1), 185-202. http://doi: 10.26468/trakyasobed.466734.
- Nasir, M., & Iqbal, S. (2019). Academic SELF EFFİCACY as a predictor of academic achievement of students in pre service teacher training programs. Bulletin of Education and Research, 41(1), 33-42.
- Palavan, Ö., & Açar, D. (2015). Investigation of academic self-efficacy of university students in terms of various variables Trakya Üniversitesi Eğitim Fakültesi Dergisi, 6(1), 14-27.
- Patton, M. Q. (2014). Qualitative research and evaluation methods (M. Bütün ve S. B. Demir, çev.). Pegem Akademi.
- Peker, M., & Ertekin, E. (2011). The relationship between mathematics teaching anxiety and mathematics anxiety. The New Educational Review, 23(1), 213-226.
- Ramey-Gassert, L., & Shroyer, M. G. (1992). Enhancing science teaching self-efficacy in preservice elementary teachers. Journal of Elementary Science Education, 4(1), 26-34.
- Ramey‐Gassert, L., Shroyer, M. G., & Staver, J. R. (1996). A qualitative study of factors influencing science teaching self‐efficacy of elementary level teachers. Science Education, 80(3), 283- 315.
- Recepoğlu, S., & Recepoğlu, E. (2020). Relationship between prospective teachers’ motivation for teaching profession and sense of efficacy. Hacettepe University Journal of Education, 35(4), 799-814.
- Ritter, J., Boone, W., & Rubba, P. (2001). Development of an instrument to assess prospective elementary teacher selfefficacy beliefs about equitable science teaching and learning (SEBEST), Journal of Science Teacher Education, 12(3), 175-198.
- Roberts, J. K., Henson, R. K., Tharp, B. Z., & Moreno, N. (2001). An examination of change in teacher self-efficacy beliefs in science education based on the duration of in-service activities, Journal of Science Teacher Education, 12(3), 199-213
- Roehrig, G. H., & Luft, J. A. (2004). Constraints experienced by beginning secondary science teachers in implementing scientific inquiry lessons. International Journal of Science Education, 26(1), 3-24.
- Ross, J. A. (1994). Beliefs that make a difference: the origins and ımpacts of teacher efficacy. Paper presented at the annual meeting of the canadian association for curriculum studies, 1-45. Sakız, G. (2013). Key word in success: self-efficacy. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 26(1), 185-210.
- Ünlü, M., Ertekin, E., & Dilmaç, B. (2017). Predicting relationships between mathematics anxiety, mathematics teaching anxiety, self-efficacy beliefs towards mathematics and mathematics teaching. International Journal of Research in Education and Science (IJRES), 3(2), 636-645.
- Yaman, S., Cansüngü Koray, Ö., & Altunçekiç, A. (2004). A research on the investigation of the selfsuffıciency belief levels of the science education teacher candidates. Türk Eğitim Bilimleri Dergisi, 2(3), 355-366.
- Yazlık, D. Ö., & Çetin, İ. (2020). Examining the relationship between mathematics anxiety and mathematics teaching anxiety of prospective mathematics teachers. Turkish Journal of Computer and Mathematics Education. Advanced publication. 1-11.
- Yeşilyurt, Etem. (2013). Teacher self-effıcacy perceptıons of teacher candıdates. Elektronik Sosyal Bilimler Dergisi. 12. 88-104.
- Yıldırım, A., & Şimşek, H. (2011). Qualitative research methods in social sciences (8th Edition). Seçkin Yayınevi.
- Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82(1), 51–59.
| APA | Polat D, Uluay G, Başarmak U (2021). Examining the Pre-service Teachers’ Components of Self-Efficacy Beliefs in Science Teaching (SEBST)*. , 195 - 217. 10.19126/suje.798077 |
| Chicago | Polat Dilber,Uluay Gülşah,Başarmak Uğur Examining the Pre-service Teachers’ Components of Self-Efficacy Beliefs in Science Teaching (SEBST)*. (2021): 195 - 217. 10.19126/suje.798077 |
| MLA | Polat Dilber,Uluay Gülşah,Başarmak Uğur Examining the Pre-service Teachers’ Components of Self-Efficacy Beliefs in Science Teaching (SEBST)*. , 2021, ss.195 - 217. 10.19126/suje.798077 |
| AMA | Polat D,Uluay G,Başarmak U Examining the Pre-service Teachers’ Components of Self-Efficacy Beliefs in Science Teaching (SEBST)*. . 2021; 195 - 217. 10.19126/suje.798077 |
| Vancouver | Polat D,Uluay G,Başarmak U Examining the Pre-service Teachers’ Components of Self-Efficacy Beliefs in Science Teaching (SEBST)*. . 2021; 195 - 217. 10.19126/suje.798077 |
| IEEE | Polat D,Uluay G,Başarmak U "Examining the Pre-service Teachers’ Components of Self-Efficacy Beliefs in Science Teaching (SEBST)*." , ss.195 - 217, 2021. 10.19126/suje.798077 |
| ISNAD | Polat, Dilber vd. "Examining the Pre-service Teachers’ Components of Self-Efficacy Beliefs in Science Teaching (SEBST)*". (2021), 195-217. https://doi.org/10.19126/suje.798077 |
| APA | Polat D, Uluay G, Başarmak U (2021). Examining the Pre-service Teachers’ Components of Self-Efficacy Beliefs in Science Teaching (SEBST)*. Sakarya University Journal of Education, 11(1), 195 - 217. 10.19126/suje.798077 |
| Chicago | Polat Dilber,Uluay Gülşah,Başarmak Uğur Examining the Pre-service Teachers’ Components of Self-Efficacy Beliefs in Science Teaching (SEBST)*. Sakarya University Journal of Education 11, no.1 (2021): 195 - 217. 10.19126/suje.798077 |
| MLA | Polat Dilber,Uluay Gülşah,Başarmak Uğur Examining the Pre-service Teachers’ Components of Self-Efficacy Beliefs in Science Teaching (SEBST)*. Sakarya University Journal of Education, vol.11, no.1, 2021, ss.195 - 217. 10.19126/suje.798077 |
| AMA | Polat D,Uluay G,Başarmak U Examining the Pre-service Teachers’ Components of Self-Efficacy Beliefs in Science Teaching (SEBST)*. Sakarya University Journal of Education. 2021; 11(1): 195 - 217. 10.19126/suje.798077 |
| Vancouver | Polat D,Uluay G,Başarmak U Examining the Pre-service Teachers’ Components of Self-Efficacy Beliefs in Science Teaching (SEBST)*. Sakarya University Journal of Education. 2021; 11(1): 195 - 217. 10.19126/suje.798077 |
| IEEE | Polat D,Uluay G,Başarmak U "Examining the Pre-service Teachers’ Components of Self-Efficacy Beliefs in Science Teaching (SEBST)*." Sakarya University Journal of Education, 11, ss.195 - 217, 2021. 10.19126/suje.798077 |
| ISNAD | Polat, Dilber vd. "Examining the Pre-service Teachers’ Components of Self-Efficacy Beliefs in Science Teaching (SEBST)*". Sakarya University Journal of Education 11/1 (2021), 195-217. https://doi.org/10.19126/suje.798077 |
