Exploring the sources of Turkish pre-service chemistry teachers' chemistry self-efficacy beliefs

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2008-01-01

Author

Kondakçı, Esen

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This study aimed to examine the underlying sources in developing chemistry self-efficacy beliefs of Turkish pre-service chemistry teachers. For this purpose, the College Chemistry Selfefficacy Scale (CCSS) was administered to 20 pre-service chemistry teachers. Then, phenomenological approach was employed and semistructured interviews were conducted with five pre-service teachers selected based on their scores on the CCSS to identify the underlying sources. The emerging meanings and self-reported sources of participants’ chemistry self-efficacy beliefs were analysed according to Bandura’s sources of self-efficacy. Results indicated that mastery experiences were the major source of self-efficacy beliefs, supporting the tenets of social cognitive theory. Physiological arousal and vicarious experience were also influential but they were not as frequently reported as mastery experiences.

Subject Keywords

Foreign Countries, Chemistry, Preservice Teachers, Student Attitudes, Science Instruction, Self Efficacy, Social Cognition, Social Theories, Mastery Learning, Measures (Individuals), Phenomenology, Semi Structured Interviews, Qualitative Research

URI

https://hdl.handle.net/11511/35693

Journal

Australian Journal of Teacher Education

DOI

https://doi.org/10.14221/ajte.2008v33n6.2

Collections

Department of Mathematics and Science Education, Article

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Citation Formats

E. Kondakçı, “Exploring the sources of Turkish pre-service chemistry teachers’ chemistry self-efficacy beliefs,” Australian Journal of Teacher Education, pp. 12–28, 2008, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/35693.