The effect of the pedagogical Formation Education process in Turkey on self-efficacy beliefs of students in teaching (original) (raw)
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International Journal of Higher Education, 2017
This study aims to determine the variables affecting teacher candidates' perceived self-efficacy levels. The study was conducted with 560 students who attended the pedagogical formation programs, a type of teacher training program, run by two different universities in Turkey during the academic year of 2016-2017. The data was obtained by Teachers' Sense of Efficacy Scale, developed by Tschannen-Moran and Hoy (2001) and adopted to Turkish by Çapa, Çakıroğlu and Sarıkaya (2005). SPSS package program was used for data analysis, and percentage, arithmetic mean, standard deviation, independent groups t-test, one-way analysis of variance (ANOVA) and LSD test were used for the analysis of data. According to the study findings, candidates' views on self-efficacy differ according to their ages, sexes, universities, settlements they have lived the longest, faculties and mother's education level while their self-efficacy views did not differ according to their own and father's education level. As the teacher candidates' ages increased, their self-efficacy also increased. Males compared to females, Kafkas University's students compared to Niğde Ömer Halisdemir University's students, the students who have lived in metropolises the longest compared to others, students from faculties who accept students with ability exams compared to other faculties considered themselves more efficacious about teaching.
Educational Research Review, 2013
This study was performed to investigate the perception of self-efficacy and attitudes towards teaching profession of the teacher candidates who participated in the certificate program of pedagogical formation training with regards to such variables as gender, age and graduated undergraduate programs. A descriptive survey model was utilized. The study group consisted of 141 teacher candidates who participated in the certificate program of pedagogical formation in spring term of 2010-2011 academic year at Mehmet Akif Ersoy University. For data collection, self-efficacy scale and an attitude scale were utilized. In data analysis, descriptive statistics, internal consistency reliability coefficients analysis and independent samples t-test were applied. It was determined that both perception of self-efficacy and attitude levels of teacher candidates did not change according to gender and age. In terms of department variable, it was determined that difference between the self-efficacy levels of the teacher candidates who graduated from mathematical and verbal departments was, in favour of graduates of verbal department, statistically significant whereas difference between the attitude levels of teacher candidates was, in favour of graduates of mathematical department, statistically significant. The relationship between perceptions of self-efficacy, attitude levels and gender, age, department variables was also investigated.
EXPLORING SELF-EFFICACY BELIEFS OF PRIMARY SCHOOL TEACHERS IN TURKEY
Analyzing teacher self-efficacy has been a prominent issue in educational research since late s. Teacher efficacy basically refers to teachers' beliefs in their abilities to organize and execute courses of action necessary to bring about desired results (Tschannen-Moran et al., 1998). This study attempts to examine self-efficacy beliefs of teachers working at primary state schools in Turkey regarding dimensions such as instruction, adapting instruction to individual needs, motivating students, and maintaining discipline. It specifically aims to reveal whether gender and experience have a significant influence on the teachers' self-efficacy beliefs. Data obtained from the participants' responses to the items in the Norwegian Teacher Self-Efficacy Scale (Skaalvik & Skaalvik, 2010) were analysed using SPSS Version 17.0. Findings of the study suggest that teachers' self-efficacy beliefs are improved through gaining professional experience, and that female teachers seem to have lower self-efficacy beliefs than their male colleagues with respect to motivating students, keeping discipline in classroom, and coping with challenges. The study concludes with practical implications of the findings, and a few suggestions for further directions.
Research on Teacher Self-efficacy in Turkey: 2000-2017
In this study, 48 empirical studies on teacher self-efficacy published between 2000-2017 were reviewed in terms of certain basic characteristics, and the research trends were revealed in this area. According to the results obtained in the review, teacher self-efficacy studies in the Turkish context showed an increase in the course of time. Teacher self-efficacy in a specific area was observed to be frequently examined within the context of teaching a subject or using technology in education. This increase in the number of studies did not reflect much on the diversity of the research methods employed, and the studies were often conducted by using quantitative methods. Elementary and middle schools were mostly chosen as the research context. Furthermore, the amount of research on three self-efficacy areas (i.e. collective teacher efficacy, teacher self-efficacy sources, and teachers' general self-efficacy) were considerably limited. Moreover, none of the studies examined the relationship between teacher self-efficacy and collective teacher efficacy and student achievement. Common findings of the studies showed that teacher self-efficacy was a strong predictor or a mediator variable. In this sense, researchers are suggested to study how self-efficacy can be developed experimental and longitudinal works and to conduct studies to reveal insights about collective efficacy in schools, teachers' general self-efficacy, and the outcomes of these efficacy characteristics.
Self-efficacy perception of candidates' Turkish and primary school education on Turkish teaching
International Journal of Academic Research, 2014
The purpose of the present study is to investigate the perceptions of self-efficacy in Turkish language and primary teaching trainees studying at the department of primary school teaching and Turkish language teaching. The study investigated whether the program in which they study had an impact on the perception of self-efficacy. As a descriptive study, the present study adopts a co-relational survey model, one of the commonly used survey models in the literature. In the present study, in which a previously developed self-efficacy perception scale was used, the data were analyzed using SPSS. The results indicated that the teacher trainees studying at the Turkish language teaching department had higher levels of self-efficacy. To boost the self-efficacy levels of the participants studying at the department of primary school education department various recommendations were made such as introducing more language courses and Turkish education courses into the curriculum and doing more practice.
Asia Pacific Education Review, 2016
This research aims to study the change observed in self-efficacy beliefs and possible selves of teacher candidates regarding their first year in the profession after the completion of teaching practice. The research has a mix design method utilizing both qualitative and quantitative data collection tools. The quantitative part of the research has been prepared in accordance with pretest/posttest model with single group. In this context, 70 teacher candidates have been administered both ''Teacher's Sense of Efficacy Scale'' and ''New Teacher Possible Selves Questionnaire'' at the beginning and end of the term as pretest and posttest in order to identify the change caused by teaching practice. With respect to the qualitative part of the research, ten volunteered candidates have been interviewed through semi-structured interviews following the termination of teaching practice. Joint interpretation of both quantitative and qualitative findings of this research indicates that teaching practice has an influence over selfefficacy beliefs and teacher possible selves of teacher candidates. In this research, overall self-efficacy beliefs of teacher candidates have been identified to improve after teaching practice. With respect to the dimensions of selfefficacy beliefs, the findings of this research point that teaching practice hasn't produced any positive effects over self-efficacy beliefs of teacher candidates regarding class management, but levels of self-efficacy beliefs concerning student engagement and teaching strategies have improved after teaching practice. On the other hand, united evaluation of both quantitative and qualitative findings of this study shows that not much has changed regarding expected teacher possible selves, but not feared teacher possible selves of teacher candidates.
Asian Journal of Education and Training, 2020
A valid and reliable measurement tool has been developed to measure the teaching-learning process self-efficacy of instructors in higher education institutions. During the scale development stage, the scale form was e-mailed to 305 instructors, who were selected through purposive sampling method, working at the faculties of health, social, science, fine arts and engineering of the randomly determined universities in 7 regions of Turkey. As a result of the explanatory factor analysis, the 8 items were excluded from the scale and the single-factor scale with remaining 40 items explained 58,309% of the total variance. The internal consistency coefficient (Cronbach's Alpha) of the scale was found to be .98 for the whole scale. It was concluded according to these findings that the scale developed in this study is a valid and reliable measurement tool that can be used to measure the teaching-learning process self-efficacy of the instructors working in higher education institutions.
The purpose of this study is to determine the self-efficacy beliefs of education faculty and pedagogical formation program (literally teaching certificate program) students about the profession of teaching and compare them in relation to some variables. The data of the study were collected through the administration of Teachers’ Self Efficacy Scale to 454 pre-service teachers attending the education faculty and the pedagogical formation program. The findings of the study revealed that the level of self-efficacy beliefs of the Education Faculty and Pedagogical Formation Program students about the profession of teaching are high and there is no significant difference between the levels of the self-efficacy beliefs of the two groups. Moreover, no significant difference was found between the students’ self-efficacy beliefs and gender variable.
Effect of Pedagogical Formation Program on Pre-Service History Teachers' Perceived Self-Efficacy
The purpose of the present study is to investigate pre-service history teachers' perceived self-efficacy and the effect of pedagogical formation training on this perception. The study is based on a one-group pretest-posttest research design, which is a type of pre-experimental design. For the purpose of the study, in the first week of the formation training, the " Teachers' Sense of Efficacy Scale " developed by Tschannen-Moran and Hoy and adapted to Turkish by Capa, Cakiroglu and Sarikaya was administered as a pre-test to a group of 178 pre-service history teachers who underwent pedagogical formation training in 2016-2017 academic year in two different universities in Turkey. The same scale was administered again as a post-test at the end of the 28-week training. The study has found out that the pedagogical formation training did not make a significant difference in pre-service history teachers' perceived self-efficacy except for the classroom management subscale, in which the self-efficacy scores of pre-service history teachers decreased after the pedagogical formation training.