Factors influencing college teaching self-efficacy of science, technology, engineering, and mathematics graduate teaching assistants

Download
index.pdf
2015
Ceylandağ, Rana
Show full item record
88
views
52
downloads
This study aimed to test a statistical model among GTA teaching self-efficacy, instructor’s teaching support, departmental teaching support, teaching experience of GTAs, number of courses they assisted, mastery experiences, and value they attribute to college teaching through structural equation modeling. Data were collected from 302 GTAs (159 female, 142 male) studying science, technology, engineering, and mathematics (STEM) disciplines with a response rate of 30.82%. In order to collect data, GTA Survey Instrument was developed and this instrument included following sections: GTAs’ demographic information and teaching profile, mastery experience, value attributed to college teaching, teaching self-efficacy, teaching experience, instructor’s teaching support, and departmental teaching support. In this study, DeChenne (2010)’s GTA Teaching Self-Efficacy Scale was adapted to Turkish in order to measure GTA teaching self-efficacy. Current study provided valid and reliable findings for the adapted version of the scale. In addition, other sections also showed satifactory psychometric characteristics. Analysis resulted in a moderate fit with the following indices: χ2 (1449, n = 302) = 2351.90, p = .00, CFI = .91, NNFI = .90, RMSEA = .05, and SRMR = .08. Mastery experience and value attributed to college teaching were found as significant predictors of GTA teaching self-efficacy. Departmental teaching support had an influence on teaching self-efficacy through value, whereas teaching approach and teaching support of instructor were found as non significant in estimating teaching self-efficacy. Mastery experience was also significantly predicted by number of courses assisted and teaching experience. The model explained 72% of variance in GTA teaching self-efficacy.
Science, Technology, Mathematics, Universities and colleges, Teacher effectiveness., Self-efficacy.
http://etd.lib.metu.edu.tr/upload/12618686/index.pdf
https://hdl.handle.net/11511/24597
Graduate School of Social Sciences, Thesis

Suggestions

The Effects of a professional development program on physics teachers’ classroom practices
Oktay, Özlem; Eryılmaz, Ali; Department of Secondary Science and Mathematics Education (2015)
The purpose of the study is to examine the effects of a professional development (PD) program on in-service physics teachers’ classroom practices. Changes in teachers’ practices were investigated in terms of four dimensions: content/skill/ misconception, teaching strategy, material/technology, and assessment. Qualitative research methodology was used in the study, and a case study was combined with action research. Data were collected from seven participating teachers (1 male, 6 female) and their 9th grade ...
Factors influencing faculty of education graduate students’ online help seeking behaviors for their theses
Uzun, Yıldız; Can, Gülfidan; Department of Computer Education and Instructional Technology (2019)
The aim of this study is to investigate the factors that influence Faculty of Education graduate students’ online-help seeking behaviors for their theses. For this aim, correlational research design was employed. The participants are 182 graduate students from the Faculty of Education in Middle East Technical University which is a public research university in Turkey. An online questionnaire was administered, and data were collected from graduate students. To determine significant factors for predicting onl...
Fostering preservice mathematics teachers' professional identity orientations through noticing practices in a video case-based community
Çelikdemir, Kübra; Haser, Çiğdem; Department of Mathematics and Science Education (2018)
The aim of this study was to investigate preservice middle school mathematics teachers’ professional identities in a video case-based community. Data were collected from 12 preservice teachers (the community) during the Fall semester of 2015-2016 education year in the school experience course. Six video cases in the area of Geometry and Measurement were discussed for six weeks in the community coordinated by the researcher. Data were collected via individual initial-post interviews, reflection papers, group...
A Study on inservice teachers' attitudes toward and beliefs about mathematical problem solving
Çokçalışkan, Hasan; Işıksal Bostan, Mine; Department of Elementary Science and Mathematics Education (2012)
The main purpose of this study was to investigate elementary teachers’ and elementary mathematics teachers’ attitudes toward and beliefs about mathematical problem solving in terms of gender and grade level being taught. Moreover, the relationship between elementary teachers’ and elementary mathematics teachers’ attitudes and beliefs was evaluated in this study. The data were collected from 141 in-service elementary teachers who are teaching 4th and 5th graders and elementary mathematics teachers who are te...
Learning how to create lesson plans: first year preservice mathematics teachers’ experience in university within school model
Özkan, Betül; Işıksal Bostan, Mine; Tunç Pekkan, Zelha; Department of Mathematics Education (2021-2-15)
The aim of this study was to examine how first year preservice mathematics teachers (PSMTs) in different levels integrate feedback given by a course instructor and classmates into their lesson plans. Moreover, the study investigated how PSMTs evaluated their performance during lesson planning process. The case study design was used to get detail information about first year PSMTs’ experience in University within School Model. Seventeen freshmen preservice mathematics teachers who were enrolled in Undergradu...
Citation Formats
R. Ceylandağ, “Factors influencing college teaching self-efficacy of science, technology, engineering, and mathematics graduate teaching assistants,” Ph.D. - Doctoral Program, Middle East Technical University, 2015.
METU IIS - Integrated Information Service open@metu.edu.tr