Pre service Teacher Self efficacy Beliefs Regarding Science Teaching A Comparision of Pre service Teachers in Turkey and the USA

Date

2005-01-01

Author

Çakıroğlu, Jale
Çakıroğlu, Erdinç

Metadata

Show full item record

Item Usage Stats

219
views

0
downloads

The issue of teachers' efficacy is of importance as teacher preparation programs throughout the world attempt to address shortages of qualified, competent teachers. In the field of science education, monitoring and reacting to the issue of efficacy seems to be one way in which teacher preparation programs are evaluating the structure of programs. The study reported in this paper provides a comparison of the self-efficacy of future science teachers in two countries (one developed and one rapidly developing). The purpose of the study is to compare preservice elementary teachers' efficacy beliefs at a large Turkish university and at a large American university located in the Midwest. The data for this study were collected by utilizing Enochs and Riggs' (1990) Science Teaching Efficacy Belief Instrument (STEBI-B). The STEBI-B is comprised of two subscales; personal science teaching efficacy beliefs (PSTE, 13 items) and science teaching outcome expectancy (STOE, 10 ITEMS). The participants consist of a Turkish sample of 100 preservice elementary teachers and an American sample of 79 preservice elementary teachers. The data were collected by convenient sampling. A descriptive analysis of student data indicates generally positive self-efficacy beliefs regarding science teaching in both countries. Results from this study indicate that there were differences in personal teaching efficacy beliefs of the USA and Turkish samples of preservice teachers. In general, USA preservice teachers have stronger personal science teaching efficacy beliefs than Turkish preservice elementary teachers. (Contains 4 tables.)

Subject Keywords

Foreign Countries, Statistical Analysis, Preservice Teachers, Self Efficacy, Beliefs, Science Instruction, Teacher Education Programs, Measures (Individuals), Comparative Analysis, Cross Cultural Studies, Cultural Influences, Teacher Education, Elementary School Teachers

URI

0
https://hdl.handle.net/11511/71762

Journal

Science Educator

Collections

Department of Secondary Science and Mathematics Education, Article

Suggestions

OpenMETU
Core

Professional development of teachers in PISA achiever countries: Finland, Estonia, Japan, Singapore and China Tonga, Funda Eda; Eryiğit, Sümeyra; Yalçın, Fatma; Erden, Feyza Tantekin (2019-11-11) The role of teachers in education is widely acknowledged in educational studies that routinely find that quality of teaching is fundamental to student success. Accordingly, this study set out to examine and describe the professional development of teachers in countries where students perform better in the PISA assessment, namely, Finland, Estonia, Japan, Singapore, and China. Data were obtained from primary sources and compared using Bereday's method. The general structure and systems used for professional ...
EFL teachers’ perceptions on the effectiveness of components of an EFL in-service training program / Yurttaş, Abdullah; Savaş, Perihan; Department of English Language Teaching (2014) Teachers have a central role to play in any school system and their competence and experience can make a big impact on the quality of schools in general. As Guskey (2002) puts it schools can only be as good as the teachers who work within them. With this in mind, the professional qualities and competencies of teachers are important indicators of quality education. This study investigated the perceptions of EFL teachers on the effectiveness of components and features of an in-house EFL INSET program. The stu...
Pre-Service Teachers’ Evaluation of Their Mentor Teachers, School Experiences, and Theory–Practice Relationship Alemdağ, Ecenaz; Özdemir Şimşek, Pınar (2017-06-01) This case study investigated practicum experiences of pre-service teachers by focusing on their evaluation of mentor teachers, school experiences, and theory-practice relationships. Interviews were conducted with six teacher candidates, and observations in the participants' practice schools were made. The results revealed that mentor teachers had both positive and negative qualities with respect to social support, professional support, and role-modeling mentoring functions. Moreover, pre-service teachers re...
Pre-service classroom teachers’ perceived competencies on education for sustainable development / Soysal, Neşe; Akar, Hanife; Department of Educational Sciences (2016) The purpose of this study was to analyze pre-service classroom teachers’ perceived competencies on Education for Sustainable Development (ESD). For this purpose, first, attitudes of pre-service classroom teachers towards Sustainable Development (SD) were examined; then, their perceived competencies regarding ESD were investigated. Finally, the curriculum of classroom teachers was analyzed to see if it reflected learning opportunities for development of the competencies. In this study, a mixed methods sequen...
Early childhood pre-service teachers’ development of teaching dispositions and practices Buldu, Metehan; Tantekin Erden, Feyza; Department of Elementary Education (2016) Knowledge and skills are necessary to teach a specific subject for a teacher but they do not assure effective implementation without possession and teacher education stakeholders must take into account all components of the teaching process, including pre-service teachers’ professional teaching disposition. (Almerico, Johnston, Henriott & Shapiro, 2011). The current study aimed to explore the changes in the development of perceived dispositions of pre-service Early Childhood Education influenced by student ...

Citation Formats

J. Çakıroğlu and E. Çakıroğlu, “Pre service Teacher Self efficacy Beliefs Regarding Science Teaching A Comparision of Pre service Teachers in Turkey and the USA,” Science Educator, pp. 31–40, 2005, Accessed: 00, 2021. [Online]. Available: 0.