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This study was designed as a qualitative–quantitative triangulation research, one of the mixed method designs in which the data are collected concurrently, with the purpose of examining the pre-service teachers’ components of self-efficacy beliefs in science teaching. The study was carried out with the participation of 189 pre-service science teachers. Data of the study was collected using a “Personal Information Form”, the “Self-Efficacy Scale for Science Teaching”, and an “Unstructured Questionnaire” consisting of four open-ended questions. Since the quantitative data obtained from the research fulfilled the assumptions of parametric test, the descriptive statistics were analyzed using independent samples t-Test and one-way analysis of variance (ANOVA). The qualitative data was analyzed using content analysis. Based on the analysis results obtained from the quantitative data, it was found that whereas the pre-service teachers’ mean scores for the Self Efficacy Scale for Science Teaching did not differ significantly in terms of gender, they differed significantly in terms of level of grade, whether selected the department willfully and career plan. The results obtained from the qualitative data was evaluated under four themes: Verbal persuasion, direct experiences, indirect experiences and emotional state.

This study aimed to develop a valid and reliable measurement tool to determine sources of anxiety for science teachers who do laboratory teaching. For this purpose, fifty-four participants in the field of science education (five doctoral students, nine graduate students, twelve teachers and twenty-eight undergraduate students) were asked to write a composition about "What anxieties does a science teacher experience in teaching process and in laboratory?" After content analysis of the compositions, a sixty-five item pool was created based on a review of the relevant literature. The item pool was presented to four experts' opinions (three science experts and one language expert) to check its content and language validity. In keeping with the experts' opinions, five items were excluded from the scale. A ten-point Likert scale draft consisting of sixty items was first pilot tested with fourteen science teachers and then administered to one hundred and eleven teachers. The data collected were subjected to exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The a Cronbach alpha coefficients (0.91) of the sub-dimensions of the scale were high (science and laboratory=0.95, communication=0.91, and classroom management=0.88), indicating that items in the sub-dimensions were consistent with each other. The CFA results showed that the T 1 This study is a part of an ongoing master thesis which is titled as "Investigation of inservice and preservice science teachers' anxiety levels regarding teaching processes" Uludağ Üniversitesi Eğitim Fakültesi Dergisihttp://kutuphane.uludag.edu.tr/Univder/uufader.htm M. Kahraman ve D. Polat / Eğitim Fakültesi Dergisi 30 (2), 2017, 757-780 values of all items were significant (p<0.05). These results show that this is a valid and reliable scale that can be used to measure anxieties about the laboratory teaching of science teachers.