scholarly journals The Effect of Metacognitive Strategies on Prospective Teachers’ Metacognitive Awareness and Self Efficacy Belief

2017 ◽  
Vol 5 (12) ◽  
pp. 30
Author(s):  
Hatice Yıldız ◽  
Mustafa Akdağ
Keyword(s):  
Science Teaching ◽  
Prospective Teachers ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Metacognitive Strategies ◽  
Metacognitive Awareness ◽  
Efficacy Belief ◽  
Significant Difference ◽  
Post Test ◽  
Teacher Self Efficacy

The purpose of the research study was to investigate the effects of the metacognitive strategies used in the course Science and Technology Instruction-II on prospective teachers’ metacognitive awareness, science teaching self efficacy belief and teacher self efficacy belief. The research group was composed of 87 third grade students from the Primary Education Department at the Faculty of Education at Cumhuriyet University in Sivas, Turkey. Experimental method with pre-test and post-test control group was used in the study. Metacognitive Awareness Inventory, Science Teaching Efficacy Beliefs Inventory-B (STEBI-B) and Teacher Self Efficacy Beliefs Inventory were utilized as pre-test and post-test. Journals and metacognitive questions were used in experimental group training. The research findings indicated that metacognitive strategies increased the prospective teachers’ metacognitive awareness and teacher self efficacy belief but they did not increase students’ science teaching self efficacy belief so much as to constitute a significant difference between the pre-test.

scholarly journals Novice teachers’ classroom management self efficacy beliefs

2016 ◽  
Vol 13 (3) ◽  
pp. 5595 ◽  
Author(s):  
Türkay Nuri Tok ◽  
Şükran Tok
Keyword(s):  
Classroom Management ◽  
Novice Teachers ◽  
Prospective Teachers ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
First Year ◽  
Efficacy Belief ◽  
Independent Variables ◽  
Significant Difference

This study aims to determine novice teachers’ classrom management self efficacy beliefs as well as the extent to which these beliefs change according to independent variables. This research which aims to determine novice teachers’ classroom management self efficacy beliefs is a survey type research. The participants of the study are 85 novice teachers on duty in their first year in Hatay Province in Turkey. Classroom Management Self-Efficacy Convictions Scale that is internally consistent and valid in measuring classroom management self-efficacy beliefs of prospective teachers devised by Çetin (2013) was used in the study. There is not any statistically significant difference in terms of school of graduation and classroom management efficacy belief and result expectation sub-dimension. There is not any statistically significant difference in classroom management efficacy belief and result expectation sub-dimension. In terms of gender, there is not any statistically significant difference in the result expectation sub-dimension but there is a statistically significant difference in classroom management efficacy belief. Male novice teachers have higher level of classroom management efficacy beliefs than female novice teachers.

scholarly journals The Investigation of Prospective Elementary Mathematics Teachers’ Problem Posing Self-Efficacy Beliefs

2021 ◽  
Vol 9 (S1-May) ◽  
pp. 228-237
Author(s):  
Fatma Erdoğan ◽  
Feyza Yıldız
Keyword(s):  
Academic Achievement ◽  
Mathematics Education ◽  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Self Efficacy ◽  
Elementary Mathematics ◽  
Efficacy Beliefs ◽  
Problem Posing ◽  
Survey Method ◽  
Significant Difference

Problem-solving and posing are skills at the center of mathematics education and mathematical thinking. However, little is still known about the affective aspects of problem-posing. This study aimed to determine the level of prospective elementary mathematics teachers’ problem-posing self-efficacy beliefs and to compare their beliefs according to the variables of gender, grade, and academic achievement levels. This study was carried out by survey method. Descriptive and causal-comparative survey research design was used in this study. The study group consisted of 130 prospective teachers studying at the Elementary Mathematics Education department in a state university, located in the Eastern Anatolia Region of Turkey. Problem-Posing Self-Efficacy Beliefs Scale was used as a data collection tool. In data analysis, descriptive statistics, the independent samples t-test, and one-way analysis of variance were used. Findings of the study indicated that levels of the prospective teachers’ PP self-efficacy beliefs were high. It was found in the present study that the problem-posing self-efficacy beliefs of the prospective teachers did not differ significantly with regard to gender. Furthermore, a statistically significant difference was found between the prospective teachers’ problem-posing self-efficacy beliefs in terms of their grade and academic achievement. In the light of the research results, suggestions were presented.

scholarly journals ATTITUDES OF PRE-SERVICE SCIENCE TEACHERS TOWARDS EDUCATIONAL RESEARCH AND THEIR SCIENCE TEACHING EFFICACY BELIEFS IN TURKEY

2015 ◽  
Vol 14 (2) ◽  
pp. 183-193
Author(s):  
Nail Ilhan ◽  
Zeynel Abidin Yilmaz ◽  
Hülya Dede
Keyword(s):  
Science Teaching ◽  
Educational Research ◽  
Science Teachers ◽  
Self Efficacy ◽  
Teaching Efficacy ◽  
Efficacy Beliefs ◽  
Attitude Scale ◽  
Service Science ◽  
Efficacy Belief ◽  
Science Teaching Efficacy

One of the most necessary teaching competencies for science teachers concerns their self-efficacy belief. It is also necessary for teachers to benefit from educational research in order to develop their science teaching efficacy beliefs. However, studies are restricted. This study aims to analyze the attitudes of pre-service science teachers towards educational research and their science teaching efficacy beliefs, and the relationship between the two variables according to some demographical (academic achievement, gender, and the type of high school they attended). The study was conducted according to the survey research design. Sample of the study includes 517 pre-service science teachers (final year students) at five different universities in Turkey. ‘Teachers Attitude Scale towards Educational Research [TASTER]’ and ‘Science Teaching Efficacy Belief Instrument [STEBI]’ were used as data collection tools. The data were analyzed using Statistical Package for Social Sciences (SPSS) version 18.0. Analysis of the data has revealed that there is a relationship between the attitudes of the pre-service science teachers towards educational research and their science teaching efficacy belief. Key words: attitude, educational research, self-efficacy, pre-service science teacher.

Self-efficacy beliefs of students of primary school teaching department regarding mathematics and teaching mathematics

2020 ◽  
Vol 8 (4) ◽  
pp. 747-753
Author(s):  
Murat Ellez ◽  
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Prospective Teachers ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Teaching Mathematics ◽  
Teaching Math ◽  
School Teaching ◽  
Significant Difference ◽  
Students Attitudes

Prospective teachers’ attitudes and beliefs regarding self-efficacy beliefs become the basis of their attitudes in their professional lives, as they affect their students’ attitudes and self-efficacy. The aim of this study is to determine the primary teacher training students’ attitudes towards mathematics and self-efficacy beliefs regarding teaching math and the relationship among them. The “Relational Scanning Model” is used in the study. Data is collected from 290 students who were studying in the Primary Education Department of 9 Eylül University, Buca Faculty of Education. Mathematics Attitude Scale and Self-efficacy Belief Scale towards Teaching Mathematics are used to gather data. SPSS 22 was used for data analyses. T-test used for identifying significance of differences, and the Pearson correlation coefficient by means of different aspects. Results showed no differences by gender in attitudes towards math and self-efficacy beliefs regarding teaching math of the students who completed the survey. However, although Primary Education prospective teachers scores were higher in their attitude points and self–efficacy towards math teaching, a significant difference between pre-school and primary school prospective teachers. Besides, results revealed a relationship between attitude and self-efficacy beliefs regarding math. To further research, it is recommended that the same surveys should be done with different groups and the larger sample sizes

scholarly journals The Relationship between Metacognitive Strategies and Self-Efficacy Beliefs: A Review of the Literature

2018 ◽  
Vol 6 (2) ◽  
pp. 169-187
Author(s):  
M. Waleed Shehzad ◽  
Mohd Hilmi bin Hamzah ◽  
Rafizah Mohd Rawian
Keyword(s):  
Language Learning ◽  
Self Efficacy ◽  
Strategy Instruction ◽  
Efficacy Beliefs ◽  
Vital Role ◽  
Metacognitive Strategies ◽  
Post Test ◽  
Efficacy Research ◽  
Relationship Of ◽  
The Relationship

Self-efficacy has been a topic of interest of many researchers since the last couple of decades. Previous literature has revealed that self-efficacy plays a vital role in the usage of metacognitive strategies in language learning. The fundamental aim of this paper is to review those studies which were conducted on the relationship between self-efficacy and metacognitive strategies. Many writers have written reviews on the relationship of self-efficacy with various educational variables. However, there is scarcity of reviews regarding the relationship between self-efficacy beliefs and metacognitive strategies. This review included 21 studies which were reviewed on the basis of following aspects: context of studies, gender, grade level, ethnicity, metacognitive strategy instruction, metacognitive strategies usage ranking, level of self-efficacy, research approaches and pre-test/post-test research designs. Also, several recommendations were presented at the end of the paper for future researchers.

scholarly journals Personality and Attitude towards Teaching Profession: Mediating Role of Self Efficacy

2017 ◽  
Vol 5 (9) ◽  
pp. 70 ◽  
Author(s):  
Mehmet Üstüner
Keyword(s):  
Personality Traits ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Teaching Profession ◽  
The Self ◽  
Equation Modeling ◽  
Efficacy Belief ◽  
Mediating Role ◽  
Teacher Self Efficacy

The objective of the present study is to examine the correlation between the five factor personality traits of pre-service teachers and their attitudes towards the teaching profession and to test the mediating role of the pre-service teachers’ self-efficacy beliefs. The study population included pre-service teachers that attended the "pedagogical formation course" instructed / applied in İnönü University, Faculty of Education, Department of Educational Sciences in 2015-2016 academic year. The survey sample included 382 pre-service teachers who voluntarily responded to the measurement instruments utilized in the study. The study data were collected with the "five factor personality scale", "attitudes towards the teaching profession scale" and "teacher self-efficacy scale". The obtained data were analyzed with path analysis of structural equation modeling. In conclusion, it was observed that there was a significant positive correlation between the five factor personality traits of extraversion, conscientiousness, openness and agreeableness and teacher self-efficacy belief, and there was a significant negative correlation between neuroticism personality trait and teacher self-efficacy belief. It was observed that the self-efficacy beliefs of pre-service teachers played a full mediating role between their neuroticism, openness and extraversion personality traits, and the same played a partial mediating role in the correlation between conscientiousness and agreeableness personality traits and the attitude towards the teaching profession. The implementation of a curriculum in pre-service teacher training that would increase the self-efficacy beliefs on teaching would also improve their attitudes towards the profession positively.

scholarly journals The Effect of Quantum Learning Model on Science Teacher Candidates’ Self-Efficacy and Communication Skills

2019 ◽  
Vol 7 (4) ◽  
pp. 86
Author(s):  
Özlem Afacan ◽  
İpek Gürel
Keyword(s):  
Science Teacher ◽  
Science Teaching ◽  
Communication Skills ◽  
Self Efficacy ◽  
Teacher Candidates ◽  
Experimental Studies ◽  
Learning Model ◽  
Quantum Learning ◽  
Significant Difference ◽  
Post Test

The aim of this study was to investigate the effect of quantum learning model on science teacher candidates’ self-efficacy and communication skills. One group pre-test post-test experimental design was performed in the study. The research was carried out with 20 teacher candidates having education in third grade of Division of Science Education in Ahi Evran University. A total of 16 hours’ seminar was given to the teacher candidates in the research group about “Quantum Learning Model” and the techniques used in quantum learning model. The application of the research was performed in 8 weeks and in a total of 32 hours with laboratory experiments arranged in accordance with the “Quantum Learning Model” in the course of Science Teaching Laboratory Practices-II. Before and after the experimental studies, “Science Teaching Self-Efficacy Belief Questionnaire” and “Self-Awareness Inventory” were performed on teacher candidates. The obtained data were analyzed by SPSS package program. According to the results of the research, there was no significant difference between the science teacher candidates’ science teaching self-efficacy pre-test and post-test mean scores. Between the mean scores of science teacher candidates in science teaching self-efficacy pre-test and post-test, there was a significant difference in favor of post-test.

scholarly journals Designing an experiment based on a script: Determining the critical thinking tendency and biological self-efficacy of prospective science teachers

2021 ◽  
Vol 32 (1) ◽  
pp. 23-33
Author(s):  
Huriye Deniş Çeliker ◽  
Keyword(s):  
Critical Thinking ◽  
Science Teachers ◽  
Prospective Teachers ◽  
Self Efficacy ◽  
Rank Test ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
Scenario Method ◽  
Prospective Science Teachers

The purpose of this research was to investigate the effect of problem-based scenarios method with experiments on the biology self-efficacy and critical thinking tendency of the prospective science teachers. In the study, pre-test and post-test experimental design without any control group was used. The participants of the research were 108 second-grade prospective science teachers in an university in the west of Turkey. Throughout twelve weeks, prospective teachers were given scenarios and they designed experiments based on these scenarios in the Biology Laboratory II course. The biology self-efficacy scale and critical thinking tendency scale were used as a pre-test and post-test. In the analysis of data, Wilcoxon Signed Rank Test for Paired Samples were used via SPSS-21. The findings showed that there was a statistically significant difference between biology self-efficacy scale’ pre-test and post-test of prospective teachers in favour of the post-test. There was also a statistically significant difference in critical thinking tendency scale in favour of the post-test. In the biology self-efficacy scale' sub-factors of learning levels and problem-solving, there was a statistically significant difference on behalf of the post-test. However, there was not a statistically significant difference between pre-test and post-test concerning the laboratory activity sub-factor of the biology self-efficacy scale. On behalf of post-tests, there was also a statistically significant difference in critical thinking tendency scale’s sub-factors as inquisitiveness, self-confidence, and systematicity. The results show that the problem-based scenario method with experiment certainly contributed to the biology self-efficacy and critical thinking tendency of pre-service science teachers. Based on these results it is recommended that the problem-based scenario method with experiment be used in the laboratory lessons of prospective teachers.

scholarly journals Examining the Relationship between Prospective Preschool Teachers’ Self-Efficacy Beliefs in Science Education and Learning Styles

2021 ◽  
Vol 32 (4) ◽  
pp. 292-301
Author(s):  
Oğuzhan Özdemir ◽  
◽  
Gamze Hastürk ◽  
Keyword(s):  
Science Education ◽  
Learning Styles ◽  
Prospective Teachers ◽  
Self Efficacy ◽  
Preschool Teachers ◽  
Efficacy Beliefs ◽  
The Black Sea ◽  
School Teachers ◽  
Significant Difference ◽  
The Relationship

This study was conducted to examine the relationship between the levels of prospective preschool teachers’ self-efficacy beliefs in science education and learning styles. In this study, the correlational survey model was used. The sample of the research was composed of 193 (165 females, 28 males) prospective pre-school teachers studying in their first, second, third, and fourth year in a faculty of education of a state university located in the Black Sea in Turkey. Data were collected using the ‘Science Education Self-Efficacy Belief Scale’ developed by Riggs and Enochs (1990) and adapted into Turkish by Özkan et al. (2002) and ‘Kolb Learning Style Inventory’ developed by Kolb (1984) and adapted into Turkish by Evin Gencel (2007) in the spring semester of the 2019-2020 academic year. Descriptive and inferential statistics were used in the statistical calculations of the data in the study. As a result of the study, it was determined that these prospective pre-school teachers’ self-efficacy beliefs in science education were very high while their personal self-efficacy beliefs and result expectation sub-dimensions were at a high level. In addition, there is no statistically significant difference between prospective teachers' self-efficacy beliefs in science education, personal self-efficacy perception, and result expectation according to their learning styles. Based on the results obtained, to increase the success of prospective teachers in science and achieve desired goals in education, learning environments should be designed according to learning styles, and studies should be conducted to increase the quality of science education by making use of self-efficacy beliefs.

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