Investigation of Pre-service Science Teachers’ Self-efficacy Beliefs of Science Teaching

Kahraman, Sakıp; Yilmaz, Zeynel Abidin; Bayrak, Ramis; Güneş, Kübra

doi:10.1016/j.sbspro.2014.05.364

Cited by 10 publications

(12 citation statements)

References 7 publications

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“…Based on the reviewed literature, researchers who conducted studies related to self-efficacy (Avery & Meyer, 2012;Aydin & Boz, 2010;Bayraktar, 2011;Bleicher & Lindgren, 2005;Bursal, 2008Bursal, , 2012Ebrahim, 2012;Kahraman, Yilmaz, Bayrak, & Gunes, 2014;McDonnough & Matkins, 2010;Murphy, Neil & Beggs, 2007;Onen & Kaygisiz, 2013;Tosun, 2000;Yılmaz & Cavas, 2008;Yilmaz-Tuzun, 2008) are in agreement with Bandura's (1977) definition of perceived self-efficacy as the belief "in one's capabilities to organize and execute the courses of action required to produce given attainments" (p. 2). Bandura (1986) differentiated between self-efficacy and outcome expectations in that "individuals can believe that a particular course of action will produce certain outcomes, but they do not act on that outcome belief because they question whether they can actually execute the necessary activities" (p. 392).…”

Section: Self-efficacymentioning

confidence: 61%

“…Enochs and Riggs' (1990) contribution is the development of a valid and reliable instrument -the Science Teaching Efficacy Belief Instrument for preservice teachers (STEBI-B) -which can be administered to measure personal self-efficacy levels of pre-service teachers. Many studies of personal self-efficacy (Aydin & Boz, 2010;Bayraktar, 2011;Bleicher & Lindgren, 2005;Bursal, 2008Bursal, , 2012Ebrahim, 2012;Kahraman et al, 2014;McDonnough & Matkins, 2010;Murphy et al, 2007;Onen & Kaygisiz, 2013;Tosun, 2000;Yılmaz & Cavas, 2008) have used the STEBI-B to measure the impact of certain variables on pre-service teachers' personal self-efficacy levels.…”

Section: Self-efficacymentioning

confidence: 99%

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Pre-Service Elementary Teachers’ Scientific Literacy and Self-Efficacy in Teaching Science

Sultan¹,

Henson²,

Fadde³

2018

IJE

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Many educators and educational institutions worldwide have agreed that the main goal of science education is to produce a scientifically literate community. Science teachers are key to the achievement of scientific literacy at all levels of education because of the essential role they play in preparing scientifically literate individuals. Studies show that pre-service elementary teachers need to build more confidence in teaching science and scientific literacy during their teacher education programs in order for them to successfully teach science knowledge to their students. Therefore, the purpose of this study is threefold. First, preservice elementary teachers' scientific literacy levels were examined. Second, pre-service teachers' self-efficacy beliefs were measured by distinguishing between their personal and subject-specific self-efficacy beliefs. Third, the extent to which pre-service elementary teachers' scientific literacy levels and self-efficacy levels are related was investigated. Participants were 49 pre-service elementary teachers registered in two science methods courses (introductory and advanced) at a mid-sized university in the United States. Quantitative data were collected using the Test of Basic Scientific Literacy, the Science Teaching Efficacy Belief Instrument-Preservice, and Beliefs about Teaching. Results showed that participants had a satisfactory level of scientific literacy. However, pre-service teachers had borderline scores on the Nature of Science scale. Regarding self-efficacy, findings showed that both groups had the highest self-efficacy in teaching biology and the lowest in teaching physics. Participants in the advanced science methods course exhibited a moderate preexisting positive relationship between scientific literacy and subject-specific self-efficacy in teaching science.

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Section: Self-efficacymentioning

confidence: 61%

Section: Self-efficacymentioning

confidence: 99%

Pre-Service Elementary Teachers’ Scientific Literacy and Self-Efficacy in Teaching Science

Sultan¹,

Henson²,

Fadde³

2018

IJE

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“…If their expectations from the training program are low, the participation would be weak. Kahraman et al (2014) further pointed out that self-efficacy is concerned with the utilization of whatever skills one poses and not with the skills one has. Studies have shown the importance of academicians' selfefficacy on continued education or CPD (Lohman, 2009).…”

Section: Factors Affecting Participation In Trainingmentioning

confidence: 99%

Participation in continuous professional development training and perceived teaching assessment: A case study at the Malaysian Technical University

Abdullah¹,

Shamsuddin²,

Wahab³

et al. 2018

BEH

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Participation in training has been claimed to have various effects on individuals, teams and organizations. In the context of higher education, continuous professional development (CPD) training programs is of utmost importance to improve academicians' competencies, teaching effectiveness and eventually students' performance. However, majority of studies on CPD training programs in Malaysia have been exploratory and descriptive in nature and none has investigated the relationship between participation in CPD training programs and perceived teaching performance. Thus, thus study aimed to bridge the empirical gap using quantitative secondary data from year 2015 to 2017. University's CPD training program participation records and the teaching assessment ratings by students on eighty academicians were included in this study based on the data accessibility from both sources. Descriptive analyses showed that majority of respondents who were rated excellent by students attended CPD training programs. Linear regression analysis showed that 11% of variance in teaching performance was explained by participation in CPD training programs. This finding substantiates the importance of CPD training programs. More importantly, this result shows that compulsory CPD training programs during the initial teaching years is not sufficient to maintain teaching performance. Consequently, academicians need to participate in CPD trainings to upgrade their teaching know-hows.

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“…Self-efficacy is not a function of the skills of an individual, but a product, a result of the judgments of an individual on what s/he can do using his/her skills (Senemoglu, 2011). People with high self-efficacy feel more easy, confident and strong when they come up with a difficult task and event; people with low self-efficacy believe that events are more complicated than they really are, they have a narrow point of view and cannot solve the problems they encounter (Kahraman et al, 2013;Kaptan & Korkmaz, 2002).…”

Section: Introductionmentioning

confidence: 99%

Investigation of the Self-efficacy Beliefs of Pre-service Science Teachers in Terms of Following and Using the Innovations in the Field of Education

Dede

Yilmaz

Ilhan

2017

JETS

Self Cite

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One of the factors influencing teachers' and pre-service teachers' self-efficacy beliefs is the use of innovations and research in education (scientific articles, thesis, and new teaching materials). This study aims to examine to what extent pre-service science teachers follow the innovations in the field of education and use these innovations in their profession. Secondly, how the innovations in the field of education effect teachers' science teaching self-efficacy beliefs is examined. Survey method which is one of the quantitative research approaches was used in this study. The sample group of the study consisted of 563 pre-service science teachers enrolled in the Department of Science Teacher Training in the Faculty of Education at six universities in different regions of Turkey. The data in the study were collected using the "Science Teaching Efficacy Belief Instrument (STEBI)" developed by Riggs and Enochs (1990) and "Scale of Following and Using the Innovations in the Field of Education" (SFUIFE) developed by the researchers of this study. The data were analyzed both descriptively and predictively using SPSS. The results of the study showed that the primary resources (search engines such as google, web pages for course materials etc.) have been used and followed less than the secondary resources (conferences, symposiums, panels, workshops, thesis, and scientific articles etc.) by pre-service science teachers. In addition, it was found that following and using social media tools, thesis and scientific articles increase pre-service science teachers' self-efficacy beliefs of science teaching.

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Investigation of Pre-service Science Teachers’ Self-efficacy Beliefs of Science Teaching

Cited by 10 publications

References 7 publications

Pre-Service Elementary Teachers’ Scientific Literacy and Self-Efficacy in Teaching Science

Pre-Service Elementary Teachers’ Scientific Literacy and Self-Efficacy in Teaching Science

Participation in continuous professional development training and perceived teaching assessment: A case study at the Malaysian Technical University

Investigation of the Self-efficacy Beliefs of Pre-service Science Teachers in Terms of Following and Using the Innovations in the Field of Education

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