Investigating the change in prospective science teachers’ self-efficacy beliefs and the sources of this change during the teaching practice course   
Yazarlar (3)
Prof. Dr. Sündüs YERDELEN Kafkas Üniversitesi, Türkiye
Yasemin Taş
Atatürk Üniversitesi, Türkiye
Aslıhan Osmanoğlu
Türkiye
Makale Türü Açık Erişim Özgün Makale
Makale Alt Türü ESCI dergilerinde yayınlanan tam makale
Dergi Adı Frontiers in Education
Dergi ISSN 2504-284X Wos Dergi Scopus Dergi
Dergi Tarandığı Indeksler ESCI
Makale Dili Türkçe
Basım Tarihi 08-2024
Cilt No 9
DOI Numarası 10.3389/feduc.2024.1427513
Makale Linki http://dx.doi.org/10.3389/feduc.2024.1427513
Özet
This study is driven by a dual objective. Firstly, it aims to scrutinize the trajectory of self-efficacy beliefs among prospective science teachers before and after their participation in the Teaching Practicum Course which was conducted for 14 weeks. To accomplish this, 201 senior prospective teachers were stratified into low and high self-efficacy cohorts based on their pre-course overall self-efficacy and sub dimensions of self-efficacy (i.e., efficacy for student engagement, instructional strategies, and classroom management) assessments. Subsequently, a mixed between-within-subjects ANOVA was employed to ascertain whether significant differences existed between these groups, utilizing post-course self-efficacy scores. Secondly, this study attempts to explore the factors influencing prospective teachers’ self-efficacy beliefs within the scope of self-efficacy sources. To this end, predictor variables such as the number of courses taught by prospective teachers, class sizes, adequacy of school resources, the level of mentorship received, and initial efficacy levels were incorporated, and multiple linear regression analyses were conducted. The findings revealed divergent trajectories in the self-efficacy alterations of low and high self-efficacy groups. Furthermore, it was found that variables such as initial efficacy levels, effective mentoring, and adequacy of school resources significantly explained shifts in self-efficacy. These findings are discussed within the context of related literature.
Anahtar Kelimeler
BM Sürdürülebilir Kalkınma Amaçları
Atıf Sayıları
Investigating the change in prospective science teachers’ self-efficacy beliefs and the sources of this change during the teaching practice course

Paylaş

İletişim
  • Kafkas Üniversitesi Rektörlüğü (36100) Merkez / KARS
  • unis@kafkas.edu.tr 4742251150 (474)225-1160
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