An Investigation of Pre-Service Teachers’ Self-efficacy for the Implementation of the Constructivist Approach in Terms of Different Variables

Abstract

ABSTRACT:The purpose of the present study is to investigate pre-service teachers' self-efficacy for the implementation of the constructivist approach in terms of different variables. The study had a survey design. The sample of the study consisted of 286 pre-service teachers studying at the Faculty of Education, Dumlupınar University. In the analysis of the data collected through the "Scale of Self-Efficacy for Implementation of the Constructivist Approach", descriptive statistics were used, one-way analysis of variance and t-test were employed. The findings of the study revealed that pre-service teachers' levels of self-efficacy for implementation of the constructivist approach is above the moderate level. Pre-service teachers' self-efficacy for implementation of the constructivist approach did significantly differ on academic achievement and perceptions of instructors' being role models, but not on gender. There are significant differences in some sub-scales depending on the program attended. In the light of these findings, some suggestions were proposed. Keywords: Constructivist approach, self-efficacy belief, pre-service teacher Extended AbstractPurpose and Significance: According to constructivist approach, teacher is viewed as a guide who designs enhanced learning environments to facilitate students' learning, helps students to construct information, asks students higher level questions, directs them towards resources, helps them to solve problems they encounter and tries to understand how students construct meaning