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İlköğretim Fen Bilgisi Öğretmen adaylarının Fen Öğretimi ile İlgili Özyeterlik İnançları ve Özyeterlik İnançlarının Kaynakları

Yıl 2010, Cilt: 9 Sayı: 2, 694 - 704, 26.06.2010

Sevgi Aydın Yezdan Boz

Öz

The purposes of this study were to measure science teaching self-efficacy beliefs of pre-service teachers, and to determine whether there is a difference between the grades of pre-service science teachers in terms of self-efficacy in science teaching as well as sources of their self-efficacy beliefs. The sample of the research included 492 pre-service elementary science teachers. Science Teaching Efficacy Beliefs (STEBI-B) and semi-structured interviews were used to collect data. Results showed that self-efficacy beliefs of pre-service teachers are generally high for both subscales that are Personal Science Teaching Efficacy (PSTE) (M = 51.42, SD = 6.88) and Science Teaching Outcome Expectancy (STOE) (M = 36.69, SD = 5.35). Moreover, Multivariate Analysis of Variance (MANOVA) showed that pre-service teachers in the final year had significantly higher self-efficacy beliefs

Anahtar Kelimeler

self-efficacy pre-service teachers science teaching efficacy beliefs

Kaynakça

  • Allinder, R. M. (1994). The relation between efficacy and the instructional practices of special education teachers and consultants, Teacher Education and Special Education, 17, 86-95.
  • Ashton, P. T. (1984). Teacher efficacy: A motivational paradigm for effective teacher education. Journal of Teacher Education. 35(5), 28-32.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
  • Bandura, A. (1986). Social foundations of thought and action: a social cognitive theory. N.J.: Prentice-Hall.
  • Bandura, A. (1994). Self-efficacy. In Ramachaudran, V. S. (Ed.), Encyclopedia of human behavior, 4, 71-81, New York: Academic Press.
  • Bandura, A (1997). Self-efficacy: The exercise of control. New York: Freeman
  • Bleicher, R. E. (2004). Revisiting the STEBI-B: Measuring self-efficacy in preservice elementary teachers. School Science and Mathematics, 104, 383-391.
  • Cakiroglu, J., Cakiroglu, E., & Boone, W. J. (2005). Pre-service teacher self-efficacy beliefs regarding science teaching: A comparison of pre-service teachers in Turkey and the USA. Science Educator, 14, 31-40.
  • Campbell, J. (1996). A comparison of teacher efficacy for pre and inservice teachers’ in Scotland and America. Education, 117, 2-11.
  • Coladarci, T. (1992). Teachers’ sense of efficacy and commitment to teaching. Journal of Experimental Education, 60, 323-337.
  • Enochs, L. G., & Riggs, I. M. (1990). Further development of an elementary science teaching efficacy belief instrument: A pre-service elementary scale. School Science and Mathematics, 90, 694-706
  • Enochs, L. G., Scharman, L. C., & Riggs, I. M. (1995). The relation of pupil control to pre-service elementary science teacher self-efficacy and outcome expectancy. Science Teacher Education, 79, 63-75.
  • Frankel, J.R., & Wallen, N.E. (2006). How to Design and Evaluate Research in Education. (6th ed.) The McGraw-Hill Companies, Inc.
  • Gencer, A. S., & Cakiroglu, J. (2007). Turkish pre-service science teachers’ efficacy beliefs regarding science teaching and their beliefs about classroom management. Teaching and Teaching Education, 23, 664-675.
  • Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 569- 582.
  • Gorrell, J., & Hwang, Y.S. (1995). A study of self-efficacy beliefs among preservice teachers in Korea. Journal of Research and Development in Education, 28, 101-105.
  • Guskey, T. R. & Passaro, P. D. (1994). Teacher Efficacy: A study of construct dimensions. American Educational Research Journal, 31(3),627-643.
  • Hoy, W. K. & Woolfolk, A. E. (1990). Socialization of student teachers. American Educational Research Journal, 27, 279-300.
  • Huinker, D., & Madison, S.K. (1997). Preparing Efficacious elementary teachers in science and mathematics: The influence of methods courses. Journal of Science Teacher Education, 8,107-126.
  • Lin, H. & Gorrell, J. (2001). Expiatory analysis of pre-service teacher efficacy in Taiwan. Teaching and Teacher Education, 17, 623-635.
  • Mulholland, J., Dorman, J.P. & Odgers, B.M. (2004). Assessment of Science teaching efficacy of preservice Teachers in an Australian University. Journal of Science Teacher Education, 15(4),313–331
  • Pajares, F. (2002). Self-efficacy beliefs in academic contexts: An outline. Retrieved March 27, 2008, from http://des.emory.edu./mfp/efftalk.html
  • Palland, J. (2001). SPSS survival manual: A step by step guide to data analysis using SPSS for Windows (1st ed.) Buckingham: Open University Press.
  • Ramey-Gassert, L. & Shroyer, M. G. (1992). Enhancing science teaching self efficacy in preservice elementary teachers. Journal of Elementary Science Education, 4, 26-34
  • Ross, J. A. (1992). Teacher efficacy and the effect of coaching on student achievement. Canadian journal of Education, 17, 51-65.
  • Sarikaya, H. (2004). Preservice elementary teachers’ science knowledge, attitude toward science teaching and their efficacy beliefs regarding science teaching. Unpublished master’s thesis, Middle East Technical University, Ankara, Turkey.
  • Scharmann, E.S., & Hampton, C.O. (1995). Cooperative learning and preservice elementary teacher science self-efficacy. Journal of Science Teacher Education, 6, 125-133.
  • Schoon, K. J., & Boone, W. J. (1998). Self-efficacy and alternative conceptions of science of Pre-service elementary teachers. Science Education, 82, 553-568.
  • Schunk, D. H. (2000). Learning Theories: An Educational Perspective (3rd ed.). Upper Saddle River, New Jersey: Merrill Prentice Hall.
  • Schunk, D. H. & Zimmerman, B.J. (2008). Motivation and Self-Regulated Learning: Theory, Research, and Applications (1st ed.) Lawrence Erlbaum Associates, New York.
  • Stevens, J. P. (2002). Applied Multivariate Statistics for the Social Sciences, (4th ed.) Lawrence Erlbaum Associates, Mahwah, New Jersey.
  • Tekkaya, C., Cakiroglu, J., & Ozkan, O. (2002). Turkish pre-service science teachers’ understanding of science and their confidence in teaching it. Journal of Education for Teaching, 30, 57-68.
  • Thompson, J., & Soyibo, K. (2002). Effects of lecture, teacher demonstrations, discussion and practical work on 10th graders’ attitudes to chemistry and understanding of electrolysis. Research in Science and Technological Education, 20(1), 25-37.
  • Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure, Review of Educational Research, 68, 202-248.
  • Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct, Teaching and Teacher Education, 17, 783-805.
  • Tschannen-Moran, M., & Woolfolk Hoy, A. (2007). The differential antecedents of selfefficacy beliefs of novice and experienced teachers. Teaching and teacher Education, 23, 944-956.
  • Wenner, G. (2001). Science and mathematics efficacy beliefs held by practicing and prospective teachers: A five-year perspective. Journal of Science Education and Technology, 10, 181-187. in Korea. Journal of Research and Development in Education, 28, 101-105.
  • Woolfolk Hoy, A. E., & Burke-Spero, R. (2005). Changes in teacher efficacy during the early years of teaching. Teaching and Teacher Education, 21(4), 343-356
  • Woolfolk, A. E., & Hoy, W. K. (1990). Prospective teachers’ sense of efficacy and beliefs about control. Journal of Educational Psychology, 82, 81- 91.

Đlköğretim Fen Bilgisi Öğretmen adaylarının Fen Öğretimi ile Đlgili Özyeterlik Đnançları ve Özyeterlik Đnançlarının Kaynakları

Yıl 2010, Cilt: 9 Sayı: 2, 694 - 704, 26.06.2010

Sevgi Aydın Yezdan Boz

Öz

Bu çalışmanın amaçları fen bilgisi öğretmen adaylarının fen öğretimine yönelik özyeterlik inançlarını ölçmek, öğretmen
adaylarının özyeterlik inançlarında sınıf seviyesi açısından bir fark olup olmadığını tespit etmek ve katılımcıların özyeterlik
inançlarının kaynaklarını belirlemektir. Çalışmanın örneklemi 492 fen bilgisi öğretmen adayından oluşmaktadır. Fen
Öğretimi Özyeterlik Đnancı (FÖÖĐ) anketi ve yarı yapılandırılmış görüşmeler kullanılarak veriler toplanmıştır. Sonuçlar
öğretmen adaylarının kişisel fen öğretimi özyeterliği (personal science teaching efficacy) ( = 51.42, SS = 6.88) ve fen
öğretimi sonuç beklentisi (science teaching outcome expectancy) ( = 36.69, SS = 5.35) alt boyutlarında yüksek
ortalamalara sahip olduğunu göstermektedir. MANOVA sonuçları ışığında son sınıfta bulunan öğretmen adaylarının diğer
sınıflarda bulunan adaylardan istatistiksel olarak anlamlı bir şekilde her iki alt boyutta da daha yüksek ortalamalara sahip
oldukları ortaya çıkmıştır.

Anahtar Kelimeler

özyeterlik öğretmen adayları fen öğretimi özyeterlik inançları

Kaynakça

  • Allinder, R. M. (1994). The relation between efficacy and the instructional practices of special education teachers and consultants, Teacher Education and Special Education, 17, 86-95.
  • Ashton, P. T. (1984). Teacher efficacy: A motivational paradigm for effective teacher education. Journal of Teacher Education. 35(5), 28-32.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
  • Bandura, A. (1986). Social foundations of thought and action: a social cognitive theory. N.J.: Prentice-Hall.
  • Bandura, A. (1994). Self-efficacy. In Ramachaudran, V. S. (Ed.), Encyclopedia of human behavior, 4, 71-81, New York: Academic Press.
  • Bandura, A (1997). Self-efficacy: The exercise of control. New York: Freeman
  • Bleicher, R. E. (2004). Revisiting the STEBI-B: Measuring self-efficacy in preservice elementary teachers. School Science and Mathematics, 104, 383-391.
  • Cakiroglu, J., Cakiroglu, E., & Boone, W. J. (2005). Pre-service teacher self-efficacy beliefs regarding science teaching: A comparison of pre-service teachers in Turkey and the USA. Science Educator, 14, 31-40.
  • Campbell, J. (1996). A comparison of teacher efficacy for pre and inservice teachers’ in Scotland and America. Education, 117, 2-11.
  • Coladarci, T. (1992). Teachers’ sense of efficacy and commitment to teaching. Journal of Experimental Education, 60, 323-337.
  • Enochs, L. G., & Riggs, I. M. (1990). Further development of an elementary science teaching efficacy belief instrument: A pre-service elementary scale. School Science and Mathematics, 90, 694-706
  • Enochs, L. G., Scharman, L. C., & Riggs, I. M. (1995). The relation of pupil control to pre-service elementary science teacher self-efficacy and outcome expectancy. Science Teacher Education, 79, 63-75.
  • Frankel, J.R., & Wallen, N.E. (2006). How to Design and Evaluate Research in Education. (6th ed.) The McGraw-Hill Companies, Inc.
  • Gencer, A. S., & Cakiroglu, J. (2007). Turkish pre-service science teachers’ efficacy beliefs regarding science teaching and their beliefs about classroom management. Teaching and Teaching Education, 23, 664-675.
  • Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 569- 582.
  • Gorrell, J., & Hwang, Y.S. (1995). A study of self-efficacy beliefs among preservice teachers in Korea. Journal of Research and Development in Education, 28, 101-105.
  • Guskey, T. R. & Passaro, P. D. (1994). Teacher Efficacy: A study of construct dimensions. American Educational Research Journal, 31(3),627-643.
  • Hoy, W. K. & Woolfolk, A. E. (1990). Socialization of student teachers. American Educational Research Journal, 27, 279-300.
  • Huinker, D., & Madison, S.K. (1997). Preparing Efficacious elementary teachers in science and mathematics: The influence of methods courses. Journal of Science Teacher Education, 8,107-126.
  • Lin, H. & Gorrell, J. (2001). Expiatory analysis of pre-service teacher efficacy in Taiwan. Teaching and Teacher Education, 17, 623-635.
  • Mulholland, J., Dorman, J.P. & Odgers, B.M. (2004). Assessment of Science teaching efficacy of preservice Teachers in an Australian University. Journal of Science Teacher Education, 15(4),313–331
  • Pajares, F. (2002). Self-efficacy beliefs in academic contexts: An outline. Retrieved March 27, 2008, from http://des.emory.edu./mfp/efftalk.html
  • Palland, J. (2001). SPSS survival manual: A step by step guide to data analysis using SPSS for Windows (1st ed.) Buckingham: Open University Press.
  • Ramey-Gassert, L. & Shroyer, M. G. (1992). Enhancing science teaching self efficacy in preservice elementary teachers. Journal of Elementary Science Education, 4, 26-34
  • Ross, J. A. (1992). Teacher efficacy and the effect of coaching on student achievement. Canadian journal of Education, 17, 51-65.
  • Sarikaya, H. (2004). Preservice elementary teachers’ science knowledge, attitude toward science teaching and their efficacy beliefs regarding science teaching. Unpublished master’s thesis, Middle East Technical University, Ankara, Turkey.
  • Scharmann, E.S., & Hampton, C.O. (1995). Cooperative learning and preservice elementary teacher science self-efficacy. Journal of Science Teacher Education, 6, 125-133.
  • Schoon, K. J., & Boone, W. J. (1998). Self-efficacy and alternative conceptions of science of Pre-service elementary teachers. Science Education, 82, 553-568.
  • Schunk, D. H. (2000). Learning Theories: An Educational Perspective (3rd ed.). Upper Saddle River, New Jersey: Merrill Prentice Hall.
  • Schunk, D. H. & Zimmerman, B.J. (2008). Motivation and Self-Regulated Learning: Theory, Research, and Applications (1st ed.) Lawrence Erlbaum Associates, New York.
  • Stevens, J. P. (2002). Applied Multivariate Statistics for the Social Sciences, (4th ed.) Lawrence Erlbaum Associates, Mahwah, New Jersey.
  • Tekkaya, C., Cakiroglu, J., & Ozkan, O. (2002). Turkish pre-service science teachers’ understanding of science and their confidence in teaching it. Journal of Education for Teaching, 30, 57-68.
  • Thompson, J., & Soyibo, K. (2002). Effects of lecture, teacher demonstrations, discussion and practical work on 10th graders’ attitudes to chemistry and understanding of electrolysis. Research in Science and Technological Education, 20(1), 25-37.
  • Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure, Review of Educational Research, 68, 202-248.
  • Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct, Teaching and Teacher Education, 17, 783-805.
  • Tschannen-Moran, M., & Woolfolk Hoy, A. (2007). The differential antecedents of selfefficacy beliefs of novice and experienced teachers. Teaching and teacher Education, 23, 944-956.
  • Wenner, G. (2001). Science and mathematics efficacy beliefs held by practicing and prospective teachers: A five-year perspective. Journal of Science Education and Technology, 10, 181-187. in Korea. Journal of Research and Development in Education, 28, 101-105.
  • Woolfolk Hoy, A. E., & Burke-Spero, R. (2005). Changes in teacher efficacy during the early years of teaching. Teaching and Teacher Education, 21(4), 343-356
  • Woolfolk, A. E., & Hoy, W. K. (1990). Prospective teachers’ sense of efficacy and beliefs about control. Journal of Educational Psychology, 82, 81- 91.
Toplam 39 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Sevgi Aydın Bu kişi benim

Yezdan Boz

Yayımlanma Tarihi 26 Haziran 2010
Yayımlandığı Sayı Yıl 2010 Cilt: 9 Sayı: 2

Kaynak Göster

APA Aydın, S., & Boz, Y. (2010). Đlköğretim Fen Bilgisi Öğretmen adaylarının Fen Öğretimi ile Đlgili Özyeterlik Đnançları ve Özyeterlik Đnançlarının Kaynakları. İlköğretim Online, 9(2), 694-704.
AMA Aydın S, Boz Y. Đlköğretim Fen Bilgisi Öğretmen adaylarının Fen Öğretimi ile Đlgili Özyeterlik Đnançları ve Özyeterlik Đnançlarının Kaynakları. İOO. Haziran 2010;9(2):694-704.
Chicago Aydın, Sevgi, ve Yezdan Boz. “Đlköğretim Fen Bilgisi Öğretmen adaylarının Fen Öğretimi Ile Đlgili Özyeterlik Đnançları Ve Özyeterlik Đnançlarının Kaynakları”. İlköğretim Online 9, sy. 2 (Haziran 2010): 694-704.
EndNote Aydın S, Boz Y (01 Haziran 2010) Đlköğretim Fen Bilgisi Öğretmen adaylarının Fen Öğretimi ile Đlgili Özyeterlik Đnançları ve Özyeterlik Đnançlarının Kaynakları. İlköğretim Online 9 2 694–704.
IEEE S. Aydın ve Y. Boz, “Đlköğretim Fen Bilgisi Öğretmen adaylarının Fen Öğretimi ile Đlgili Özyeterlik Đnançları ve Özyeterlik Đnançlarının Kaynakları”, İOO, c. 9, sy. 2, ss. 694–704, 2010.
ISNAD Aydın, Sevgi - Boz, Yezdan. “Đlköğretim Fen Bilgisi Öğretmen adaylarının Fen Öğretimi Ile Đlgili Özyeterlik Đnançları Ve Özyeterlik Đnançlarının Kaynakları”. İlköğretim Online 9/2 (Haziran 2010), 694-704.
JAMA Aydın S, Boz Y. Đlköğretim Fen Bilgisi Öğretmen adaylarının Fen Öğretimi ile Đlgili Özyeterlik Đnançları ve Özyeterlik Đnançlarının Kaynakları. İOO. 2010;9:694–704.
MLA Aydın, Sevgi ve Yezdan Boz. “Đlköğretim Fen Bilgisi Öğretmen adaylarının Fen Öğretimi Ile Đlgili Özyeterlik Đnançları Ve Özyeterlik Đnançlarının Kaynakları”. İlköğretim Online, c. 9, sy. 2, 2010, ss. 694-0.
Vancouver Aydın S, Boz Y. Đlköğretim Fen Bilgisi Öğretmen adaylarının Fen Öğretimi ile Đlgili Özyeterlik Đnançları ve Özyeterlik Đnançlarının Kaynakları. İOO. 2010;9(2):694-70.