Show/Hide Menu
Hide/Show Apps
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Open Science Policy
Open Science Policy
Communities & Collections
Communities & Collections
Help
Help
Frequently Asked Questions
Frequently Asked Questions
Guides
Guides
Thesis submission
Thesis submission
MS without thesis term project submission
MS without thesis term project submission
Publication submission with DOI
Publication submission with DOI
Publication submission
Publication submission
Supporting Information
Supporting Information
General Information
General Information
Copyright, Embargo and License
Copyright, Embargo and License
Contact us
Contact us
Teaching concerns, self-efficacy beliefs and constructivist learning environment of pre-service science teachers: a modelling study
Date
2021-04-01
Author
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
106
views
0
downloads
Cite This
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.
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
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...
Classroom management approaches of primary school teachers
Yaşar, Seda; Engin Demir, Cennet; Department of Educational Sciences (2008)
This study aimed at investigating classroom management approaches of primary school teachers and exploring if their management approaches are consistent with the constructivist curriculum. The sample consisted of 265 primary school teachers working in Kastamonu. Data were gathered from the participants via Classroom Management Inventory developed by the researcher. Both descriptive and inferential statistics were utilized to analyze the data. Mixed Design ANOVA (within subjects and between subjects) was emp...
Learner Characteristics and Understanding Nature of Science Is There an Association?
Cetinkaya-Aydin, Gamze; Çakıroğlu, Jale (2017-11-01)
The purpose of this study was to investigate the possible associations between preservice science teachers' understanding of nature of science and their learner characteristics; understanding of nature of scientific inquiry, science teaching self-efficacy beliefs, metacognitive awareness level, and faith/worldview schemas. The sample of the current study was 60 3rd-year preservice science teachers enrolled in the Nature of Science and History of Science course. Using a descriptive and associational case stu...
Teacher self-regulation: examining a multidimensional construct
Çapa Aydın, Yeşim; Sungur, Semra; Kondakçı, Esen (Informa UK Limited, 2009-01-01)
This study aimed to develop and validate an instrument to assess the multidimensional nature of teacher self-regulation. A nine-factor structure was proposed: goal setting, intrinsic interest, performance goal orientation, mastery goal orientation, self-instruction, emotional control, self-evaluation, self-reaction, and help-seeking. Through a series of confirmatory factor analyses with different samples, this nine-factor structure was supported. Reliability estimates were also satisfactory. Further validat...
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
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.