SavedAdd your journal

Journals / Eğitim ve Bilim / 2011 / Cilt: 36 - Sayı: 160

Bölüm ve programda geçen yıl süresinin öğretmen adaylarının matematik öğretimine yönelik yeterlik inançlarına etkisinin incelenmesi

An investigation on the effect of department and years spent in program on pre-service teachers’ mathematics

Yusuf KOÇ
Pages
213–223
Publication Date
2022-10-18
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The results show that there was significant effect of department and years spent in the department on pre-service teachers’ personal mathematics teaching efficacy scores.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The purpose of this study is to examine the effect of department and years spent in program on elementary and secondary mathematics pre-service teachers’ mathematics teaching efficacy beliefs.
📊
Key Findings & Data:The study was conducted with 318 pre-service teachers enrolled in elementary and secondary mathematics teacher education programs in the United States.
💡
Conclusion & Impact:The results show that there was significant effect of department and years spent in the department on pre-service teachers’ personal mathematics teaching efficacy scores.
🔬Design:Research Article
📍Scope:2000 Verileri
⚙️Variables:Domain Parameters

Abstract

The purpose of this study is to examine the effect of department and years spent in program on elementary and secondary mathematics pre-service teachers’ mathematics teaching efficacy beliefs. The study was conducted with 318 pre-service teachers enrolled in elementary and secondary mathematics teacher education programs in the United States. The Mathematics Teaching Efficacy Belief Instrument (MTEBI, Enochs, Smith, & Huinker, 2000) was used to measure the participants’ teaching efficacy beliefs. The results show that there was significant effect of department and years spent in the department on pre-service teachers’ personal mathematics teaching efficacy scores. No significant effect of the department and years spent in the department of mathematics teaching outcome expectancy scores was observed. The results were discussed and teaching ideas for teacher educators were suggested

Özet

Bu çalışmanın amacı, bölüm ve programda geçen yıl süresinin öğretmen adaylarının matematik öğretimine yönelik yeterlik inançlarına etkisinin incelenmesidir. Çalışma ABD’den ilköğretim ve ortaöğretim matematik öğretmenliği programlarına kayıtlı 318 öğretmen adayıyla yapılmıştır. Öğretmen adaylarının yeterlik inançlarını ölçmek için Matematik Öğretimi Yeterlik Ölçeği (MTEBI; Enochs, Smith, & Huinker, 2000) kullanılmıştır. Bulgular göstermektedir ki bölüm ve programda geçen sürenin öğretmen adaylarının kişisel matematik öğretimi yeterlik inancı puanlarına anlamlı bir etkisi vardır. Ayrıca, bölüm ve programda geçen sürenin öğretmen adaylarının matematik öğretiminde sonuç beklenti puanlarına anlamlı etkisi bulunmamıştır. Bulgular tartışılmış ve öğretmen eğitimcileri için öğretimde kullanılacak önerilerde bulunulmuştur.

🔖

Cite This Article

KOÇ, Y. (2022). Bölüm ve programda geçen yıl süresinin öğretmen adaylarının matematik öğretimine yönelik yeterlik inançlarına etkisinin incelenmesi. Eğitim ve Bilim, Cilt: 36 - Sayı: 160, 213–223. https://ajindex.com/articles/497695

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (13)

  1. Allinder, R. M. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17, 86–95.
  2. Anderson, R. N., Greene, M. L., & Loewen, P. S. (1988). Relationships among teachers’ and students’ thinking skills, sense of efficacy, and student achievement. The Alberta Journal of Educational Research, 34 (2), 148–165.
  3. Ashton, P. (1984). Teacher efficacy: A motivational paradigm for effective teacher education. Journal of Teacher Education, 35(5), 28-32.
  4. Bandura, A. (1977). Social learning theory. New York: General Learning Press.
  5. Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York: Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego: Academic Press, 1998).
  6. Bandura, A. (1995). Self-efficacy in changing societies. Cambridge, MA: Cambridge University Press.
  7. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman. Berman, P., McLaughlin, M., Bass, G., Pauly, E., & Zellman, G. (1977). Federal programs supporting educational change. Vol. VII: Factors affecting implementation and continuation (Report No.R-1589/7-HEW). Santa Monica, CA: The Rand Corporation (ERIC Document Reproduction Service No. 140 432). Coladarci, T. (1992). Teachers’ sense of efficacy and commitment to teaching. The Journal of Experimental Education, 60(4), 323-337.
  8. Enochs, L. G., Smith, P. L., & Huinker, D. (2000). Establishing factorial validity of the mathematics teaching efficacy beliefs instrument. School Science and Mathematics, 100(4), 194–202.
  9. Erdem, E., & Demirel, O. (2007). Teacher self-efficacy belief. Social Behavior and Personality 35, 573–86.
  10. Evans, E. D., & Tribble, M. (1986). Perceived teaching problems, self-efficacy, and commitment to teaching among pre-service teachers. Journal of Educational Research, 80 (2), 81–85.
  11. Ghaith, G., & Yaghi, H. (1997). Relationships among experience, teacher efficacy, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 13, 451-458.
  12. Gibson, S., & Dembo, M. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 569–582.
  13. Greenwood, G. E., Olejnik, S. F., & Parkay, F. W. (1990) Relationships between four teacher efficacy belief patterns and selected teacher characteristics. Journal of Research and Development in Education, 23 (2) 102–106. Gus