Academic journal article Kuram ve Uygulamada Egitim Bilimleri

Prospective Science Teachers' Self-Efficacy Beliefs about Teaching Science between 6-8 Terms and the Opinions on These Beliefs

Academic journal article Kuram ve Uygulamada Egitim Bilimleri

Prospective Science Teachers' Self-Efficacy Beliefs about Teaching Science between 6-8 Terms and the Opinions on These Beliefs

Article excerpt

Abstract

The formal educational institutions and the society have an important function in acquiring a sense of self-efficacy. Teachers play a role in the formal educational process. The purpose of the study is to examine prospective science teachers' self-efficacy belief level in the 6th to 8th terms and the differences in this process. This survey model study was applied in the spring semester of 2009-2010,the fall and spring semesters of the academic year 2010-2011. 40 prospective science teachers, from Marmara University Primary Science Education Department, participated in the study for three semesters. The data was collected by science teaching self-efficacy belief scale, interview questions and video recordings. The data of the scale was analyzed with paired sampled t-test and the descriptive statistical technique. Interview questions were analyzed by open-coding, and the results were interpreted in tables. According to the findings, participants' self-efficacious for science teaching is usually "good"; and it is determined from this context they found themselves quite efficient to teach science. Besides, prospective science teachers have a positive attitude towards the lessons which offer opportunity to practice. The practical lessons are highly significant for the prospective science teachers' self-efficacy beliefs.

Key Words

Science Education Self-efficacy Belief, Personal Self-efficacy in Science Teaching, Result Expectation in Science Teaching, Prospective Teacher, Science Education.

Human behavior depends on the people's self-consciousness of their capacity rather than their ability to do things (Kurbanoglu, 2004). Thus, the difference between having ability and using it properly in different situations is related to self-efficacy. Selfefficacy came into prominence when Bandura (1986) put forward that behaviors are related to confidence. Being conscious about one's self-efficacy and developing this ability enable people to work more effectively and efficiently (Özgen & Bindak, 2008), to endeavor and spend more time on their work (Akkoyunlu & Orhan, 2003), to accomplish results faster (Izgar & Dilmaç, 2008) and to work more productively and easily when faced with challenging tasks (Yilmaz, Yilmaz, & Türk, 2010). Although every teacher encounters similar problems, some of them have more positive attitudes towards these obstacles (Çapri & Kan, 2006). It is thought that this may be related to the teachers' self-efficacy.

Teachers' perception of self-efficacy regarding science teaching is related to their beliefs about their ability to teach science effectively and efficiently, and their ability to increase students' success (Akbas & Çelikkaleli, 2006). Science lessons have a crucial role in the development of self-efficacy (Çoban & Sanalan, 2002).

Research has shown that teachers with high self-efficacy use various teaching strategies (Koray, 2003; Riggs & Enochs, 1990), develop teaching materials considering individual differences (Yilmaz & Çimen, 2008) and develop their teaching experiences (Brand & Wilkins, 2007; Pajares, 1992; Smylie, 1988 as cited in Pajares, 1996). This situation affects students' achievement and motivation significantly (Martin, 2006). Many studies related to teacher selfefficacy can be found in Turkey (Akkoyunlu, Orhan, & Umay, 2005; Aktag & Walter, 2005; Aydin & Boz, 2010; Azar, 2010; Bozdogan & Öztürk, 2008; Çapri & Çelikkaleli, 2008; Çelikkaleli & Akbas, 2007; Dede, 2008; Ekinci Vural & Hamurcu, 2008; Erdem, Yilmaz, & Akkoyunlu, 2008; Meriç & Ersoy, 2007; Üredi & Üredi, 2006; Yenilmez & Kakmaci, 2008) and it is seen that research on science teaching and self-efficacy focus on different descriptive variables (Çoban & Sanalan, 2002; Önen & Öztuna, 2005; Üredi & Üredi, 2006).

It is vitally important to find out and apply the approaches, observing them that increase teacher self-efficacy since it has an important role in student success (Cantrell, Young & Moore, 2003; Chester & Beaudin, 1996; Gibson & Dembo, 1984; Karaduman & Emrahoglu, 2011; Özdemir, 2008; Öztürk, 2008; Tschannen-Moran, Woolfolk Hoy, & Hoy, 1998). …

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