Pre-service science teachers' teaching self-efficacy: a case from Turkey

Date

2010-10-31

Author

ŞENLER, BURCU
Sungur, Semra

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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The aim of this study is to determine pre-service science teachers’ teaching self-efficacy in terms of students engagement, instructional strategies, and classroom management. For the specified purpose, 1794 pre-service science teachers (876 males and 905 females) participated in the study. Results showed that pre-service science teachers have self-efficacy to use instructional strategies effectively and to manage classroom at higher levels than the efficacy to engage all students in learning.

Subject Keywords

Teaching self-efficacy, science education, pre-service teachers

URI

https://hdl.handle.net/11511/40727

DOI

https://doi.org/10.1016/j.sbspro.2010.12.232

Collections

Department of Mathematics and Science Education, Conference / Seminar

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Citation Formats

B. ŞENLER and S. Sungur, “Pre-service science teachers’ teaching self-efficacy: a case from Turkey,” 2010, vol. 9, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/40727.