Examining the Perceptions of Social Studies Prospective Teachers’ Sense of Efficacy

Recepoğlu, Serpil; İbret, Bilgin Ünal

doi:10.24106/kefdergi.3478

Cited by 11 publications

(11 citation statements)

References 22 publications

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“…Within the framework of the first question of the research, classroom management competencies of teacher candidates were found to be at medium level. Similar findings were obtained in different studies on this subject (Bümen and Özaydın, 2013;Çapa, Çakıroğlu and Sarıkaya, 2005;Demirtaş, 2012;Kılıç and Saruhan, 2006;Kırmızı, 2011;Kinay, Elçiçek and Oral, 2015;Kuğuoğlu, 2005;Öksüz, Çevik, Baba and Güven, 2011;Recepoğlu and Ergün, 2017;Terzi and Tezci, 2007). It was concluded that the highest averages among classroom management competencies were in relationship management, physical organization management and time management, respectively, while the lowest averages were in behaviour management and teaching management competencies.…”

Section: Discussionsupporting

confidence: 85%

Öğretmen Adaylarının Sınıf Yönetimi Yeterliğinin Belirlenmesi ve Geliştirilmesine Yönelik Öneriler

Akyavuz¹

2020

Eğitim Bilimleri Dergisi

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staj uygulamalarında sınıf yönetimi konusunda öğrencilerden ve kendilerinden kaynaklı zorluklar yaşadıkları tespit edilmiştir. Öğretmen adaylarının ders anlatırken öğrencilerin sıkıldıklarını fark ettikleri, ancak müdahale etme yöntemlerinde yeterli olmadıkları sonucuna ulaşılmıştır. Çalışmanın sonucu doğrultusunda sınıf yönetimi derslerinin öğretmen adaylarına daha faydalı olabilmesi için uygulama ağırlıklı olması, drama, örnek olay, mikro öğretim yöntemleri ile dersin işlenmesi ve ders saatinin artırılmasına dair öneriler sunulmuştur.

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Section: Discussionsupporting

confidence: 85%

Öğretmen Adaylarının Sınıf Yönetimi Yeterliğinin Belirlenmesi ve Geliştirilmesine Yönelik Öneriler

Akyavuz¹

2020

Eğitim Bilimleri Dergisi

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“…The Ohio Teacher Efficacy Scale, which is one of the frequently used teacher efficacy measurement tools, consists of three sub-dimensions: competence in instruction; competence in management; and competence in engagement (Tschannen-Moran & Woolfolk-Hoy, 2001) and was adapted to Turkish by various researchers (Baloğlu and Karadağ, 2008;Çapa, Çakıroğlu and Sarıkaya, 2005). In many studies conducted with these similar measurement tools, it was concluded that the self-efficacy of teachers and teacher candidates did not differ according to gender (Azar, 2010;Çakır, Kan & Sünbül, 2006;Erişen & Çeliköz, 2003;Jennett, Haris & Mesibov, 2003;Kahyaoğlu & Yangın, 2007;Recepoğlu & İbret, 2020;Telef, 2011). Considering the relationship between teacher self-efficacy and performance, it is seen that these studies support the research results.…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

Teacher Performance in Terms of Technopedagogical Content Knowledge Competencies

Tosuntaş

Çubukçu

Beauchamp

2021

Kastamonu Eğitim Dergisi

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Purpose: Technology can be quickly and effectively integrated into education processes due to its rapidly developing and changing nature. Technopedagogical content knowledge (TPACK) emerges as one of the important types of knowledge that teachers should have in the process of technology integration. Teacher performance is naturally affected, as technology integration reshapes the education process. However, there are no studies on how teacher performance is related to the use of technology in Turkey, and teacher performance evaluation is not studied robustly. This study aims to determine the relationship between teachers' TPACK competencies and their performance.Design/Methodology/Approach: This study was designed using a correlational model to determine the relationship between teachers' TPACK competencies and performance. The study group consists of 305 teachers working in primary, secondary and high schools in the Central Anatolia Region. Data in the study were collected through TPACK-Practical Scale and Teacher Performance Scale. The data were analyzed using descriptive statistics, t-test, ANOVA, correlation and regression techniques. Findings:The findings of the study showed that TPACK and performance did not differ according to the gender of the teachers. TPACK competencies differ according to educational status and school type, and teacher performance differs according to school type. TPACK competencies and performances of teachers were negatively correlated with their ages and seniority. On the other hand, small positive relationships were determined between TPACK and performance.Conclusions: As a result, thanks to technology integration, teacher performance can be improved, and student achievement, which is seen as the most concrete output of teacher performance, can be improved. In this respect, it can be suggested that TPACK is considered as a whole, and it can be developed theoretically and practically. This study suggests that technology, pedagogy, and content knowledge should not be included separately in teacher education, but presented in an integrated way.

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“…The review of literature shows that numerous studies have been done on class management in Turkey and classroom teachers have been investigated in those studies (Akın, 2006;Çelik, 2006;İlgar, 2007;Kayıkçı, 2009;Komitoğlu, 2009;Korkut & Babaoğlan, 2010;Yalçınkaya & Tonbul, 2002;Yaşar, 2008). However, it has been observed that there are very few studies on the classroom management of Social Studies teachers (Merey & Taşkın, 2018;Recepoğlu & Ergün, 2017;Sari, 2013). Similarly, when the relevant literature in Turkey is examined, since there are very few studies on the self-esteem of social studies teachers, it is expected that the present study will contribute to the relevant field of research.…”

Section: Introductionmentioning

confidence: 83%

“…The knowledge and the skills necessary to become a strong and modern society in terms of economic, social and cultural aspects can only be enabled through comprehensive and qualified education so that one can keep pace with today's rapidly developing world (Recepoğlu & Ergün, 2017). The greatest objectives of the countries are for the future generations to have the qualities that those countries aim for.…”

Section: Introductionmentioning

confidence: 99%

The Relationship between Classroom Management Skills and Self-confidence of Social Studies Teachers

Baş

2019

IJELS

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This study investigated the relationship between classroom management skills, and self-confidence of social studies teachers. To this end and through a general survey, social studies teachers’ classroom management skills and their self-confidence for education were examined in terms of Gender, Professional Seniority, and Class Size. The population was constituted by 67 social studies teachers working in various secondary schools within the boundaries of the province of Elazig, Turkey, in the spring semester of the 2018 and 2019 academic years. The instruments used were a Personal Information Form, a Classroom Management Skills Scale and a Self-Confidence Scale for Education. The findings of the research were analyzed using SPSS (version 22) and revealed that the social studies teachers did not have a statistically significant difference in terms of both classroom management skills and levels of self-confidence for education related to variables of Gender, Professional Seniority and Class Size. On the other hand, it was found that there was a significant positive relationship between the classroom management skills and levels of self-confidence of the social studies teachers. The results are discussed within the framework of the relevant literature and the study concludes by presenting suggestions for future research.

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Examining the Perceptions of Social Studies Prospective Teachers’ Sense of Efficacy

Cited by 11 publications

References 22 publications

Öğretmen Adaylarının Sınıf Yönetimi Yeterliğinin Belirlenmesi ve Geliştirilmesine Yönelik Öneriler

Öğretmen Adaylarının Sınıf Yönetimi Yeterliğinin Belirlenmesi ve Geliştirilmesine Yönelik Öneriler

Teacher Performance in Terms of Technopedagogical Content Knowledge Competencies

The Relationship between Classroom Management Skills and Self-confidence of Social Studies Teachers

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