Teaching concerns, self-efficacy beliefs and constructivist learning environment of pre-service science teachers: a modelling study

Date

2021-04-01

Author

Cetin-Dindar, Ayla
Boz, Yezdan

Metadata

Show full item record

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

Item Usage Stats

120
views

0
downloads

The purpose of the study was to reveal the relationships among teaching concerns, their sense of efficacy and their preferences of a classroom environment of pre-service science teachers. Data were gathered from 623 pre-service science teachers. Based on the structural equation modelling results, the pre-service science teachers' sense of self-efficacy was negatively associated with their concerns. In addition, the pre-service science teachers' sense of efficacy was positively associated with the constructivist learning environment. Moreover, pre-service science teachers' concerns were positively related to their constructivist learning environment. The findings shed light on pre-service teacher and teacher education experiences and outcomes.

Subject Keywords

Pre-service science teachers, teaching concern, self-efficacy beliefs, constructivist learning environment

URI

https://hdl.handle.net/11511/90743

Journal

EUROPEAN JOURNAL OF TEACHER EDUCATION

DOI

https://doi.org/10.1080/02619768.2021.1919079

Collections

Department of Mathematics and Science Education, Article

Suggestions

OpenMETU
Core

Modelling between epistemological beliefs and constructivist learning environment Cetin-Dindar, Ayla; KIRBULUT, ZÜBEYDE DEMET; Boz, Yezdan (2014-11-01) The purpose of this study was to model the relationship between pre-service chemistry teachers' epistemological beliefs and their preference to use constructivist-learning environment in their future class. The sample was 125 pre-service chemistry teachers from five universities in Turkey. Two instruments were used in this study. One of the instruments was constructivist-learning environment scale developed by Taylor, Fraser and Fisher. The other instrument was Epistemological Questionnaire (EQ) developed b...
Early childhood teachers’ science teaching intentions and behaviours: an application of the theory of planned behaviour Özcan, Gökcen; Öztekin, Ceren; Çakıroğlu, Jale; Department of Elementary Education (2016) The purpose of the present study was to examine the factors influencing early childhood teachers' intentions and behaviours regarding science teaching in the light of Theory of Planned Behaviour (TPB). In addition to the original TPB constructs (i. e. behavioural beliefs, normative beliefs, control beliefs, attitude toward behaviour, subjective norms, perceived behavioural control, behavioural intention, and behaviour), four variables (i.e. personal norms, self-efficacy beliefs, science content knowledge, a...
Exploring preservice science teachers’ energy conservation behavior through motivation, psychological needs and attitude: further supported with their awareness Çakır Yıldırım, Birgül; Yılmaz Tüzün, Özgül; Department of Elementary Education (2017) The primary focus of this study was to examine the relationships among attitudes toward energy conservation, self-determined motivation and basic psychological needs of preservice science teachers. To this end a model showing the relationship among these variables was suggested. In order to better understand the observed relationships in the model, interviews with PSTs were conducted. For the purpose of the study mixed method was used. In quantitative part of the study, 1136 preservice science teachers, who...
Exploring teaching anxiety and its sources from the perspectives of pre-service teachers Özcan, Burcu; Ok, Ahmet; Department of Educational Sciences (2021-8) This study aims to explore teaching anxiety and its sources from the perspectives of pre-service teachers. The suggestions of pre-service teachers about reducing teaching anxiety are also aimed to be taken in this study. The participants of the study consist of 20 pre-service teachers enrolled in a teacher education program at a state university in Central Anatolia/Turkey. The data of the study were obtained through semi-structured interviews conducted individually with each participant. The obtained data w...
The nature of the relationship between teaching concerns and sense of efficacy Boz, Yezdan (2010-01-01) This study examined the relationship between prospective teachers' concerns about their teaching and their beliefs about their sense of efficacy. Three hundred and thirty-nine prospective teachers participated in this study. Two instruments, the 'Teaching Concerns Checklist' and the 'Teachers' Sense of Efficacy Beliefs Scale', were used to elicit the participants' teaching concerns and their sense of efficacy. Canonical correlation analysis, conducted to explore the relationships between these two construct...

Citation Formats

A. Cetin-Dindar and Y. Boz, “Teaching concerns, self-efficacy beliefs and constructivist learning environment of pre-service science teachers: a modelling study,” EUROPEAN JOURNAL OF TEACHER EDUCATION, pp. 0–0, 2021, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/90743.