Connecting Theory and Practice in Pre-Service Early Childhood Teacher Education Programs

Özet

Öz In this study, we aimed to improve the levels of teacher candidates’ sense of teaching efficacy and their attitudes toward teaching. We used non-equivalent control group design with 17 teacher candidates in control group and 23 teacher candidates in experimental group. Different from the control group, we adopted the theory-practice connection as a principle in the experimental group; and we integrated the two methods courses and field experiences. The results of the analysis of covariance revealed that theory-practice connection had a statistically significant effect on the attitude toward teaching but not on the sense of teaching efficacy. Among the strengths of the treatment are structured observations; and being low-cost. Consequently, we recommend that teacher educators should compensate for the limitations of the present study and carry out similar studies.