scholarly journals The Relationship Between the Lifelong Learning Tendencies and Teacher Self-Efficacy Levels of Social Studies Teacher Candidates

2021 ◽  
Vol 12 (1) ◽  
pp. 67-84
Author(s):  
Kubilay Yazıcı ◽  
Ebru Ay ◽  
Salih Uslu ◽  
Soner Arık
Keyword(s):  
Social Studies ◽  
Lifelong Learning ◽  
Self Efficacy ◽  
Teacher Candidates ◽  
Personal Information ◽  
Education Policies ◽  
Sense Of Efficacy ◽  
Social Studies Teacher ◽  
Teacher Self Efficacy ◽  
The Relationship

Abstract Lifelong learning emerges as an important dimension in the implementation of sustainable education policies of countries. The conception of developing citizenship competencies, which is at the centre of social studies, plays an important role in shaping the lifelong learning process. The purpose of this study is to analyse the lifelong learning tendencies and teacher self-efficacy levels of social studies teacher candidates in terms of different variables and to determine the relationship between social studies teacher candidates’ lifelong learning tendencies and teacher self-efficacy levels. The study group of the research consists of 307 social studies teacher candidates studying at the education faculty of a public university in the 2016–2017 academic years. The data collection tools used in the research, which was designed in relational survey model, are “Lifelong Learning Tendency Scale” developed by Diker Coşkun (2009), “Teachers’ Sense of Efficacy Scale” adapted into Turkish by Çapa, Çakıroğlu and Sarıkaya (2005) and a Personal Information Form prepared by the researchers. The data of the study are analysed using SPSS 24 statistical software. As a result of the research, it is found that the lifelong learning tendency levels of the social studies teacher candidates are high and their teacher self-efficacy levels are very high. Lifelong learning tendencies and teacher self-efficacy levels of teacher candidates show statistically significant differences in terms of grade level, and taking education for personal and professional development. It is concluded that teacher self-efficacy levels of teacher candidates are a significant predictor of their lifelong learning tendencies.

scholarly journals Teacher Candidates’ Opinions about the Use of Museums as Educational Environments in Social Studies Lessons

2021 ◽  
Vol 9 (1) ◽  
pp. 33
Author(s):  
Salih Uslu
Keyword(s):  
Data Collection ◽  
Social Studies ◽  
Teacher Candidates ◽  
Personal Information ◽  
Educational Environment ◽  
Study Group ◽  
Educational Environments ◽  
Content Analysis Method ◽  
Social Studies Teacher ◽  
Question Form

The aim of this study is to determine the opinions of teacher candidates regarding the use of museums in social studies lessons as an educational environment. The study group of the research was determined through purposeful sampling method. The study group consists of 114 teacher candidates studying in the social sciences teaching department at the education faculty of a public university during the 2019-2020 academic year. In this case study, a personal information form and an open-ended question form developed by the researcher were used as data collection tools. The data obtained from the answers given by teacher candidates to the data collection tools were analysed by using content analysis method. When the research results were examined in general, it was seen that Social Studies Teacher Candidates mostly explained the benefits that using museums as an educational environment were “ensuring permanent learning”, “enabling students to learn better by seeing/living” and “providing information about the past”. According to another result obtained from the research, Social Studies Teacher Candidates based the problems that they might face while using museums as an educational environment on “the possibility that students may give harm to historical documents and objects”, “financial impossibilities” and “difficult to control the classroom”.

scholarly journals The Relationship between Academic Self-Efficacy and Cognitive Flexibility: Physical Education and Sports Teacher Candidates

2021 ◽  
Vol 9 (SPE3) ◽  
Author(s):  
Şirin Pepe
Keyword(s):  
Physical Education ◽  
Cognitive Flexibility ◽  
Self Efficacy ◽  
Teacher Candidates ◽  
Personal Information ◽  
Arithmetic Means ◽  
Package Program ◽  
And Control ◽  
The Relationship ◽  
Academic Self Efficacy

The aim of this study is to examine the relationship between academic self-efficacy and cognitive flexibility levels of physical education and sports teacher candidates. The universe of the study consisted of 480 teacher candidates studying in the physical education and sports teaching departments of the sports sciences faculties within Selçuk, Erciyes, Süleyman Demirel and Mehmet Akif Ersoy Universities, and the sample group consisted of 192 volunteers from the specified population. Participants in the study were asked to fill in a personal information form, academic self-efficacy and cognitive flexibility scales. IBM SPSS 22.0 (Statistical Package for the Social Sciences) statistical package program was used to analyze the data. Arithmetic means and standard deviations of the scores of the volunteers from the scales were presented as X±Sd. Pearson Product Moment Correlation Analysis was applied to reveal the relationship of the data obtained from the scales. The value of p<0,05 was considered significant. As a result, it was determined that the academic self-efficacy and cognitive flexibility levels of physical education and sports teacher candidates were above average. A moderate positive correlation was found between academic self-efficacy and alternatives and control subtitles of cognitive flexibility and total of cognitive flexibility. It is thought that this situation is due to the ability of physical education and sports teacher candidates to transfer their experiences in sports life to their education life.

scholarly journals The analysis of pre-service social studies teachers' academic self-efficacy

2016 ◽  
Vol 6 (4) ◽  
pp. 413-446 ◽  
Author(s):  
Osman Sabanci ◽  
Salih Uslu
Keyword(s):  
Social Studies ◽  
Self Efficacy ◽  
Teacher Education Program ◽  
Personal Information ◽  
Social Studies Teachers ◽  
State University ◽  
Exam Preparation ◽  
Social Studies Teacher ◽  
Efficacy Research ◽  
Academic Self Efficacy

The purpose of this study is to determine the pre-service social studies teachers' academic self-efficacy. Research data were obtained from a total of 433 pre-service teachers who studied at the department of social studies at a state university in Ankara in 2013-2014 academic years. In this research involving the use of mixed method, "Academic Self-Efficacy Scale" developed by Jerusalem and Schwarzer (1981) and adapted to Turkish by Yılmaz, Gürçay and Ekici (2007) and "Personal Information Form" and "Academic Self-Efficacy Oriented Opinion Form" developed by researchers were used. It has been concluded on the quantitative dimension of the research that academic self-efficacy of the pre-service teachers shows statistically significant differences in terms of gender variable, and it does not show statistically significant differences in terms of class, daily study time and regular use of the library, reason for choosing social studies teacher education program and the number of books that they read other than textbooks after starting the college. On the qualitative dimension of the research the obtained data supported the pre-service teachers in terms of "feeling competent in the academic sense", "study and exam preparation habits" and "college expectations".

scholarly journals The relationship between teacher candidates' self-efficacy levels and lifelong learning tendencies

2019 ◽  
Vol 9 (1) ◽  
pp. 179-202
Author(s):  
Serap Tüfekçi Aslım ◽  
Handan Kocabatmaz
Keyword(s):  
Lifelong Learning ◽  
Self Efficacy ◽  
Teacher Candidates ◽  
The Relationship

Araştırma öğretmen adaylarının öz yeterlik düzeyi ile yaşam boyu öğrenme eğilimlerinin; cinsiyet ve sınıf düzeyine göre anlamlı bir şekilde farklılaşıp farklılaşmadığını belirlemek ve özyeterlik düzeyi ile yaşamboyu öğrenme eğilimleri arasında anlamlı bir ilişkinin olup olmadığını ortaya koymak amacı ile yapılmıştır. Araştırma Gazi Üniversitesi Gazi Eğitim Fakültesi’ nde öğrenim gören 242 sınıf öğretmeni adayı oluşturmaktadır. Çalışmada “özyeterlik ölçeği” ve “yaşam boyu öğrenme eğilimleri ölçeği” olmak üzere iki ayrı veri toplama aracı kullanılmıştır. Elde edilen verilerle sınıf öğretmeni adaylarının özyeterlik ve yaşam boyu öğrenme eğilimleri cinsiyet ve sınıf düzeylerine göre betimlenmiş, özyeterlik inançları ve yaşam boyu öğrenme eğilimlerinin cinsiyet ve sınıf düzeylerine farklılaşıp farklılaşmadığı, özyeterliğin yaşam boyu eğilimini ne derece yordadığı incelenmiştir. Öğretmen adaylarının özyeterlik düzeyi genel olarak ortalamanın üstünde bulunurken cinsiyete ve sınıf düzeyinde göre anlamlı biçimde farklılaşmadığı bulunmuştur. Öğretmen adaylarının yaşam boyu öğrenme eğilimleri yüksek bulunmakla birlikte cinsiyete göre değişmemektedir ancak birinci sınıf öğretmen adaylarının yaşam boyu öğrenme eğilimi daha yüksek bulunmuştur. Öğretmen adaylarının özyeterlik ve yaşam boyu öğrenme eğilimleri arasında orta (0.53) düzeyinde, pozitif yönlü anlamlı bir ilişki vardır. Analiz sonuçları Yaşam boyu öğrenme eğilimine ilişkin toplam varyansın, %28’sinin özyeterlik inancı ile açıklandığı görülmektedir.

scholarly journals Social Studies Teacher Candidates’ Self-Efficacy Beliefs for Technological Pedagogical Content Knowledge (TPACK)

2021 ◽  
Vol 9 (3) ◽  
pp. 169
Author(s):  
Hayati Adalar
Keyword(s):  
Social Studies ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Self Efficacy ◽  
Teacher Candidates ◽  
Technological Pedagogical Content Knowledge ◽  
Efficacy Beliefs ◽  
Pedagogical Content ◽  
Social Studies Teacher ◽  
Multiple Variables

This study aims at examining social studies teacher candidates’ self-efficacy beliefs for technological pedagogical content knowledge through multiple variables and presenting new perspectives for researchers and practitioners. A causal-comparative research design was adopted for this study. Among non-random sampling methods, convenience sampling was used to select participants. The sample of the study consists of 349 3rd and 4th year college students (teacher candidates) studying at three state universities in Turkey’s Central Anatolia Region in the 2018–2019 academic year. The Technological Pedagogical Content Knowledge (TPACK) scale was used for collecting data in this study. T-test and one-way analysis of variance (ANOVA) was employed to analyze data. According to the obtained results, the social studies teacher candidates’ self-efficacy beliefs for technological pedagogical content knowledge can be considered above average. No significant differences were found between participants’ self-efficacy beliefs for TPACK and some independent variables such as gender, year in college, GPA score, personal computer ownership, and Instructional Technology and Material Development course score. On the other hand, it was determined that perceived technology competency and the use of content sharing platforms for professional purposes were important predictors for social studies teacher candidates’ self-efficacy beliefs about TPACK.

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