scholarly journals The relationship between primary school teacher candidates tendency for lifelong learning and their perceptions of computer self-efficacy

2015 ◽  
Vol 10 (17) ◽  
pp. 2512-2523 ◽  
Author(s):  
Ayse Derya ISIK
Keyword(s):  
Primary School ◽  
Lifelong Learning ◽  
Self Efficacy ◽  
Teacher Candidates ◽  
School Teacher ◽  
Primary School Teacher ◽  
The Relationship ◽  
Computer Self Efficacy

scholarly journals The Relation between Self-Efficacy Beliefs towards Science Teaching and Learning Strategies of Primary School Teacher Candidates

2020 ◽  
Vol 6 (2) ◽  
pp. 347
Author(s):  
Nevin Kozcu Çakır
Keyword(s):  
Primary School ◽  
Science Teaching ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
School Teacher ◽  
Primary School Teacher ◽  
Data Set ◽  
Efficacy Belief

In this research, the relation between primary school teacher candidates' self-efficacy beliefs towards science teaching and learning strategies was investigated. The research group consisted of 314 primary school teacher candidates who are studying in the faculty of education in a public university. “The Science Teaching Efficacy Belief Instrument” was used to determine the self-efficacy of primary school teacher candidates for science teaching; and in order to determine their learning strategies, part of the Learning Strategies Scale (LSS) was used. The data were analyzed with canonical correlation analysis using CANCORR syntax in PASW 21 software. According to the results of the analysis, it was determined that there was a significant  relation between the personal self-efficacy belief in science teaching variable in self-efficacy belief in science teaching data set and elaboration strategy (ES), metacognitive self-regulation (MC), effort regulation (ER) and time and study environment management (TSEM) variables in the learning strategies data set.

scholarly journals INVESTIGATION OF THE RELATIONSHIP BETWEEN WRITING SENSITIVITY AND WRITING ACHIEVEMENT

2021 ◽  
pp. 222-243
Author(s):  
Özge AKKAYA ◽  
Ayşe Nur KUTLUCA CANBULAT
Keyword(s):  
Primary School ◽  
Quantitative Study ◽  
Significant Relationship ◽  
Teacher Candidates ◽  
Public Universities ◽  
School Teacher ◽  
Primary School Teacher ◽  
Writing Achievement ◽  
Written Texts ◽  
The Relationship

This study aimed to reveal the relationship between primary school teacher candidates’ writing sensitivity and writing achievement. This quantitative study conducted with the relational survey model consisted of 575 teacher candidates of two public universities. The data about primary school teacher candidates’ writing achievement were collected via Rubric for Written Texts (RWT) with the help of written texts produced by them and the Writing Sensitivity Scale (WSS). According to the findings obtained, primary school teacher candidates had moderate writing sensitivity and writing achievement and there was a statistically significant relationship between writing sensitivity and writing achievement. It can be argued that writing sensitivity and writing achievement significantly differ according to gender, while writing sensitivity does not significantly differ based on year, writing achievement does.

scholarly journals The Relationship between the Values of Primary School and Music Teacher Candidates and Their Cheating Attitudes

2017 ◽  
Vol 7 (1) ◽  
pp. 281
Author(s):  
Asuman Seda Saracaloglu ◽  
Ceren Saygi Gerceker ◽  
Soner Aladag
Keyword(s):  
Music Education ◽  
Primary School ◽  
Teacher Candidates ◽  
School Teacher ◽  
Music Teacher ◽  
Primary School Teacher ◽  
School Teaching ◽  
Significant Difference ◽  
The Relationship ◽  
Cheating Attitudes

The aim of this research is to examine the relationship between the values of primary and music teacher candidates and their cheating attitudes in terms of different variables. The study group of the research is composed of 249 students who are studying at the Departments of Primary School Teaching and Music Education at Adnan Menderes University Faculty of Education. In the research, Portrait Values Questionnaire and personal information form were used. In the analysis of data, t test, ANOVA, correlation analysis and tukey HSD test was used. It was detected that teacher candidates had high levels of value perceptions and the three most important values were universalism, security and self-direction. It was found that there was a statistically significant difference in primary school and music teacher candidates in all values except achievement, hedonism and stimulation according to their departments. This difference was on behalf of primary school teacher candidates. Another conclusion of the research was the gender variable. In all values except power, significant difference was on behalf of females. When the value scores of primary school and music teacher candidates were examined, all the values except for power were on behalf of freshmen. It was seen that there were significant differences between the teacher candidates’ academic achievement perceptions and their value scores of achievement, stimulation, self-direction, universalism, benevolence, tradition, conformity and security except power and hedonism values. Findings related to cheating, which was another variance of the research, are as follows; cheating attitudes of primary school and music teacher candidates were moderate. It was detected that the participants had negative attitudes towards cheating. A significant difference was detected in cheating attitude according to the department. In other words, it was seen that music teacher candidates were more positive towards cheating. When cheating attitudes according to gender variable were examined, it was seen that there was a significant difference on behalf of females.

scholarly journals Examination of the Self-Efficacy of Primary School Teacher Candidates towards First Reading-Writing Education

2016 ◽  
Vol 6 (4) ◽  
pp. 119
Author(s):  
Hatice Vatansever Bayraktar
Keyword(s):  
Primary School ◽  
Self Efficacy ◽  
Teacher Candidates ◽  
School Teacher ◽  
The Self ◽  
Primary School Teacher ◽  
Education Faculty ◽  
Significant Difference ◽  
High Level ◽  
The Universe

The aim of this study is to examine the levels of the self-efficacy of primary school teacher candidates towards first reading-writing education and whether they differentiate by various variables. The study is prepared in accordance with the screening model. The universe of this study consists of the primary school teacher candidates who receive education at an Education Faculty of a public university in Istanbul province. As for the sample, it consists of 124 primary school teacher candidates who receive education at the Education Faculty of two public universities in Istanbul province. As for the data collection tool, the “Self-efficacy towards First Reading-Writing Education Scale” developed by Delican (2016) was employed in this study. As a result of the study, there is not a significant difference between the self-efficacies of the primary school teacher candidates towards first reading-writing education depending on their age. The self-efficacy of the primary school teacher candidates towards first reading-writing education creates a significant difference depending on the gender variable. In the preparation, practice and assessment sub-dimensions and on the scale overall, the self-efficacy of females towards first reading-writing education is higher when compared to males. There is a significant difference depending on the variable of the grade in which the primary school teacher candidates receive an education. The self-efficacy of the primary school teacher candidates who study in the 3<sup>rd</sup> grade towards first reading-writing education is higher when compared to the primary school teacher candidates in the 4<sup>th</sup> grade. There is not a significant difference between the self-efficacy of the primary school teacher candidates towards first reading-writing education depending on the variable of thinking that teaching first reading-writing to primary school first grades is a hard work. The self-efficacy of the primary school teacher candidates who have previously helped their siblings or nephews during the process of learning first reading and writing towards first reading-writing education is higher in regard to the practice and assessment sub-dimensions and the scale overall. It was observed that the self-efficacy of the primary school teacher candidates towards first reading-writing education in regard to the preparation and practice sub-dimensions and the scale overall was high; the self-efficacy of the primary school teacher candidates towards first reading-writing education according to the assessment sub-dimension was at a quite high level.

scholarly journals Perceptions of Primary School Teacher Candidates towards the Turkish Education System, School, Teacher, and Student: A Metaphor Analysis

2019 ◽  
Vol 8 (4) ◽  
pp. 239
Author(s):  
Emel Tüzel İşeri ◽  
Uğur Akin
Keyword(s):  
Primary School ◽  
Education System ◽  
Teacher Candidates ◽  
School Teacher ◽  
Study Data ◽  
The Black Sea ◽  
Primary School Teacher ◽  
Black Sea Region ◽  
School Concept ◽  
Turkish Education

This study aimed to determine the perceptions of primary school teacher candidates about the Turkish education system, school, teacher, and student concepts by means of metaphors. The study group consisted of 82 primary school teacher candidates enrolled in the senior class of a university in the Black Sea Region in Turkey in 2018. The study data were collected using a questionnaire which involved gap filling questions aiming to determine the metaphors for the Turkish education system, school, teacher, and student. Findings indicated that the majority of the primary school teacher candidates had a negative perception of the Turkish education system. More than half of the negative metaphors that the participants used were about the unceasing change of the system. Primary school teacher candidates' perceptions of the school concept were mostly positive. The participants saw school as a home that educates and shapes people. Nevertheless, a considerable number of the participants considered school like an oppressive and uniformizing prison, where they would not like to be. Majority of the primary school teacher candidates had positive perceptions of the teacher concept. Nonetheless, there were neutral and negative perceptions as well. The participants mostly emphasized the educating and shaping characteristics of the teacher concept in their descriptions. Although primary school teacher candidates’ perceptions of student were generally positive, a student description, in which student was seen passive in the learning process and highlighted as an entity that can be shaped, stood out.

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