Classroom teacher candidates perceptions of teacher self-efficacy in developing students reading, writing and verbal skills: Scale development study

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.

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The Relationship Between Teacher Self-efficacy and Competency Erceptions of Chemistry Teacher Candidates

Procedia - Social and Behavioral Sciences ◽

10.1016/j.sbspro.2012.06.925 ◽

2012 ◽

Vol 47 ◽

pp. 1927-1932 ◽

Cited By ~ 5

Author(s):

Fatma Alkan ◽

Emine Erdem

Keyword(s):

Self Efficacy ◽

Teacher Candidates ◽

Chemistry Teacher ◽

Teacher Self Efficacy ◽

The Relationship

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A Study on Teacher Candidates’ Self-Efficacy, Motivation and Affection Levels for Children

Journal of Education and Training Studies ◽

10.11114/jets.v6i12.3661 ◽

2018 ◽

Vol 6 (12) ◽

pp. 111 ◽

Cited By ~ 2

Author(s):

Vesile Yildiz Demirtaş

Keyword(s):

Special Education ◽

Primary School ◽

Teaching Strategies ◽

Self Efficacy ◽

Teacher Candidates ◽

Linear Regression Analysis ◽

Efficacy Beliefs ◽

Primary School Teacher ◽

School Teaching ◽

Teacher Self Efficacy

The purpose of this research is to reveal the levels of affection for children, teaching motivations and self-efficacy beliefs of the teacher candidates studying in special education, pre-school and primary school teaching departments based on their gender, classroom and academic branches to showcase the correlations between the levels of the teachers’ affection for children, their self-efficacy beliefs and teaching motivations. The study group was determined with the criterion sampling method. 368 teacher candidates participated in this study: 108 from special education department, 136 from pre-school department and 136 from primary school teacher department. The data were collected by means of ‘Barnett Liking Children, Teaching Motivations and Perception of Teacher Self-efficacy Scales’. The data were analyzed using independent group t-tests, one –way analysis of variance, Pearson’s correlation analysis and simple linear regression analysis. The results show that the teacher candidates from the three departments have a high level of affection for children. Their motivations to teach and self-efficacy beliefs are higher than the average value. It is revealed that there is an average positive correlation between liking children and teacher self-efficacy in using teaching strategies. However, the data results disclosed that the teacher candidates’ self-efficacy beliefs, students’ participation, teaching motivations, and teaching strategies predict their affection for children significantly and positively. Teacher candidates should be enabled to establish direct experiences with the group they shall work with in order to develop the self-efficiency beliefs of them.

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