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Journals / International Journal of Assessment Tools in Education / 2020 / Cilt: 7 - Sayı: 4

Comparison of Teacher Training Programs in terms of Attitudes towards Teaching Profession and Teacher Self-Efficacy Perceptions: A Meta-Analysis

Levent Yakar
Ismail Yelpaze
Pages
549–569
Publication Date
2022-10-19
DOI
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AI Summary & Key Takeaways

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

According to the results of the meta-analysis conducted according to the random effect model, teacher candidates in FE have more negative attitude and lower self-efficiency than ones in other teacher training faculties/programs.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The aim of this study is to conduct a meta-analysis of studies comparing teacher training programs in terms of attitude towards teaching profession and perception of teacher self-efficacy.
📊
Key Findings & Data:For this purpose, the results of the study comparing the faculty of education (FE) and other teacher training programs/faculties were searched and recorded separately for both subjects.
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Conclusion & Impact:According to the results of the meta-analysis conducted according to the random effect model, teacher candidates in FE have more negative attitude and lower self-efficiency than ones in other teacher training faculties/programs.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:Teacher training program · Teacher self-efficacy perception · Teaching profession attitudes

Abstract

The aim of this study is to conduct a meta-analysis of studies comparing teacher training programs in terms of attitude towards teaching profession and perception of teacher self-efficacy. For this purpose, the results of the study comparing the faculty of education (FE) and other teacher training programs/faculties were searched and recorded separately for both subjects. A total of 36 studies were recorded in accordance with the criteria, and 27 of these studies were used for the attitude towards teaching profession and 24 for the teacher self-efficacy perceptions. According to the results of the meta-analysis conducted according to the random effect model, teacher candidates in FE have more negative attitude and lower self-efficiency than ones in other teacher training faculties/programs. The difference in both subjects was found to be weak but not statistically significant. The effect size of most common comparison, FE-Pedagogical Formation Certificate Program comparisons in the literature is similar to the general effect. It is concluded that faculties of education whose main purpose is to train teachers do not increase these features of their students sufficiently.

Özet

The aim of this study is to conduct a meta-analysis of studies comparing teacher training programs in terms of attitude towards teaching profession and perception of teacher self-efficacy. For this purpose, the results of the study comparing the faculty of education (FE) and other teacher training programs/faculties were searched and recorded separately for both subjects. A total of 36 studies were recorded in accordance with the criteria, and 27 of these studies were used for the attitude towards teaching profession and 24 for the teacher self-efficacy perceptions. According to the results of the meta-analysis conducted according to the random effect model, teacher candidates in FE have more negative attitude and lower self-efficiency than ones in other teacher training faculties/programs. The difference in both subjects was found to be weak but not statistically significant. The effect size of most common comparison, FE-Pedagogical Formation Certificate Program comparisons in the literature is similar to the general effect. It is concluded that faculties of education whose main purpose is to train teachers do not increase these features of their students sufficiently.

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Cite This Article

Yakar, L., Yelpaze, I. (2022). Comparison of Teacher Training Programs in terms of Attitudes towards Teaching Profession and Teacher Self-Efficacy Perceptions: A Meta-Analysis. International Journal of Assessment Tools in Education, Cilt: 7 - Sayı: 4, 549–569. https://ajindex.com/articles/540107

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