This study examines elementary preservice teachers? self efficacy beliefs Quantitative and qualitative research methods were used in this study In the quantitative part data were collected from 122 final year preservice teachers The instrument developed by Tschannen?Moran and Woolfolk?Hoy 2001 was administered to preservice teachers Findings of the quantitative part revealed that preservice teachers? self efficacy towards teaching profession was not fully adequate There were no differences amongst preservice teachers? self efficacy towards teaching regarding gender and achievement In the qualitative part of the study preservice teachers responded to factors involving Student Engagement and Classroom Management based on experiences that they gained in teaching practice However their explanation relied on their theoretical knowledge regarding the Instructional Strategies factor This could be explained as they have lack of experiences regarding this factor
📌 3 Key Takeaways
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Objective & Hypothesis:This study examines elementary preservice teachers? self efficacy beliefs Quantitative and qualitative research methods were used in this study In the quantitative part data were collected from 122 final year preservice teachers The instrument developed by Tschannen?Moran and Woolfolk?Hoy 2001 was administered to preservice teachers Findings of the quantitative part revealed that preservice teachers? self efficacy towards teaching profession was not fully adequate There were no differences amongst preservice teachers? self efficacy towards teaching regarding gender and achievement In the qualitative part of the study preservice teachers responded to factors involving Student Engagement and Classroom Management based on experiences that they gained in teaching practice However their explanation relied on their theoretical knowledge regarding the Instructional Strategies factor This could be explained as they have lack of experiences regarding this factor
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Key Findings & Data:This study examines elementary preservice teachers? self efficacy beliefs Quantitative and qualitative research methods were used in this study In the quantitative part data were collected from 122 final year preservice teachers The instrument developed by Tschannen?Moran and Woolfolk?Hoy 2001 was administered to preservice teachers Findings of the quantitative part revealed that preservice teachers? self efficacy towards teaching profession was not fully adequate There were no differences amongst preservice teachers? self efficacy towards teaching regarding gender and achievement In the qualitative part of the study preservice teachers responded to factors involving Student Engagement and Classroom Management based on experiences that they gained in teaching practice However their explanation relied on their theoretical knowledge regarding the Instructional Strategies factor This could be explained as they have lack of experiences regarding this factor
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Conclusion & Impact:This study examines elementary preservice teachers? self efficacy beliefs Quantitative and qualitative research methods were used in this study In the quantitative part data were collected from 122 final year preservice teachers The instrument developed by Tschannen?Moran and Woolfolk?Hoy 2001 was administered to preservice teachers Findings of the quantitative part revealed that preservice teachers? self efficacy towards teaching profession was not fully adequate There were no differences amongst preservice teachers? self efficacy towards teaching regarding gender and achievement In the qualitative part of the study preservice teachers responded to factors involving Student Engagement and Classroom Management based on experiences that they gained in teaching practice However their explanation relied on their theoretical knowledge regarding the Instructional Strategies factor This could be explained as they have lack of experiences regarding this factor
🔬Design:Research Article
📍Scope:2001 Verileri
⚙️Variables:Öğretmen adayı · özyeterlik inançları · nicel ve nitel araştırma
Abstract
This study examines elementary preservice teachers? self efficacy beliefs Quantitative and qualitative research methods were used in this study In the quantitative part data were collected from 122 final year preservice teachers The instrument developed by Tschannen?Moran and Woolfolk?Hoy 2001 was administered to preservice teachers Findings of the quantitative part revealed that preservice teachers? self efficacy towards teaching profession was not fully adequate There were no differences amongst preservice teachers? self efficacy towards teaching regarding gender and achievement In the qualitative part of the study preservice teachers responded to factors involving Student Engagement and Classroom Management based on experiences that they gained in teaching practice However their explanation relied on their theoretical knowledge regarding the Instructional Strategies factor This could be explained as they have lack of experiences regarding this factor
Özet
Bu araştırmanın amacı İlköğretim Bölümü Sınıf Öğretmenliği A B D ?nda öğrenim gören öğretmen adaylarının özyeterlik inançlarını incelemektir Araştırmada nicel ve nitel araştırma yöntemleri kullanılmıştır Araştırmanın nicel boyutunda veriler Sınıf Öğretmenliği A B D son sınıfta okuyan 122 öğretmen adayından toplanmıştır Adaylara Tcshannen Moran ve Woolfolk Hoy 2001 tarafından özyeterlik inançlarına yönelik olarak geliştirilen ölçek uygulanmıştır Ölçekten elde edilen bulgular öğretmen adaylarının mesleğe ilişkin özyeterliklerini biraz yeterli bulduğunu göstermektedir Ayrıca öğretmen adaylarının cinsiyetlerine ve başarı puanlarına göre özyeterlikleri arasında anlamlı bir farklılık olmadığı görülmektedir Araştırmanın nitel boyutunda öğretmen adaylarının Öğrenci Katılımı ve Sınıf Yönetimi faktörlerine ilişkin açıklamalarını öğretmenlik uygulaması sırasında edinmiş oldukları deneyimlere dayandırdıkları görülmektedir Bununla beraber Öğretim Stratejileri faktörüne ilişkin açıklamalarının yalnız teorik bilgiye dayandığı anlaşılmaktadır Öğretmen adaylarının Öğretim Stratejileri faktörüne ilişkin teorik bilgiye dayanarak açıklama yapmaları ve bu konudaki eksikliklerini vurgulamamaları adayların uygulama sırasında bu faktöre ilişkin bir deneyim yaşamamış olduğu şeklinde yorumlanabilir
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