scholarly journals Investigation of the relationship between pre-service science teachers’ perceived self-efficacy in science teaching and disposition toward reflective thinking

2016 ◽  
Vol 4 (3) ◽  
pp. 331-345
Author(s):  
Fulya Oner Armagan ◽  
Safak Ulucinar Sagir ◽  
Oktay Aslan ◽  
Harun Bertiz
Keyword(s):  
Science Teaching ◽  
Science Teachers ◽  
Self Efficacy ◽  
Reflective Thinking ◽  
Service Science ◽  
The Relationship

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.

scholarly journals Investigation of the Self-efficacy Beliefs of Pre-service Science Teachers in Terms of Following and Using the Innovations in the Field of Education

2017 ◽  
Vol 5 (2) ◽  
pp. 21 ◽  
Author(s):  
Hulya Dede ◽  
Zeynel Abidin Yilmaz ◽  
Nail Ilhan
Keyword(s):  
Science Teaching ◽  
Science Teachers ◽  
Self Efficacy ◽  
Quantitative Research ◽  
Efficacy Beliefs ◽  
Service Science ◽  
Survey Method ◽  
Research In Education ◽  
Science Teacher Training ◽  
Faculty Of Education

One of the factors influencing teachers’ and pre-service teachers’ self-efficacy beliefs is the use of innovations and research in education (scientific articles, thesis, and new teaching materials). This study aims to examine to what extent pre-service science teachers follow the innovations in the field of education and use these innovations in their profession. Secondly, how the innovations in the field of education effect teachers’ science teaching self-efficacy beliefs is examined. Survey method which is one of the quantitative research approaches was used in this study. The sample group of the study consisted of 563 pre-service science teachers enrolled in the Department of Science Teacher Training in the Faculty of Education at six universities in different regions of Turkey. The data in the study were collected using the “Science Teaching Efficacy Belief Instrument (STEBI)” developed by Riggs and Enochs (1990) and “Scale of Following and Using the Innovations in the Field of Education” (SFUIFE) developed by the researchers of this study. The data were analyzed both descriptively and predictively using SPSS. The results of the study showed that the primary resources (search engines such as google, web pages for course materials etc.) have been used and followed less than the secondary resources (conferences, symposiums, panels, workshops, thesis, and scientific articles etc.) by pre-service science teachers. In addition, it was found that following and using social media tools, thesis and scientific articles increase pre-service science teachers’ self-efficacy beliefs of science teaching.

scholarly journals Investigation of Pre-service Science Teachers’ Self-efficacy Beliefs of Science Teaching

2014 ◽  
Vol 136 ◽  
pp. 501-505 ◽  
Author(s):  
Sakip Kahraman ◽  
Zeynel Abidin Yilmaz ◽  
Ramis Bayrak ◽  
Kubra Gunes
Keyword(s):  
Science Teaching ◽  
Science Teachers ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Service Science

scholarly journals Pre-Service Science Teachers’ Teaching Self-Efficacy in Relation to Personality Traits and Academic Self-Regulation

2013 ◽  
Vol 16 ◽  
Author(s):  
Burcu Senler ◽  
Semra Sungur-Vural
Keyword(s):  
Classroom Management ◽  
Personality Traits ◽  
Science Teachers ◽  
Self Efficacy ◽  
Self Regulation ◽  
Service Science ◽  
Sense Of Efficacy ◽  
Neo Five Factor Inventory ◽  
Approach Goals ◽  
The Relationship

AbstractThe aim of this study is to examine the relationship among pre-service science teachers’ personality traits, academic self-regulation and teaching self-efficacy by proposing and testing a conceptual model. For the specified purpose, 1794 pre-service science teachers participated in the study. The Teachers’ Sense of Efficacy Scale, the NEO Five-Factor Inventory, and the Motivated Strategies for Learning Questionnaire were administered to assess pre-service science teachers’ teaching self-efficacy, personality, and academic self-regulation respectively. Results showed that agreeableness, neuroticism, performance approach goals, and use of metacognitive strategies are positively linked to different dimensions of teaching self-efficacy, namely self-efficacy for student engagement, instructional strategies, and classroom management. In general, while agreeableness and neuroticism were found to be positively associated with different facets of self-regulation and teaching self-efficacy, openness was found to be negatively linked to these adaptive outcomes.

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