Self-efficacy of teacher candidates for teaching first reading and writing

Gündoğmuş, Hatice Değirmenci

doi:10.5897/err2018.3486

Cited by 7 publications

(3 citation statements)

References 9 publications

(10 reference statements)

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“…Nitekim alanyazında araştırmanın sonuçlarını destekleyen çalışmalara rastlanılmıştır (Dedeli, 2008;Ekin, 2018;Kabaş, 2020;Özdemir ve Erdoğan, 2017;Öztürk ve Ertem, 2017;Vatansever ve Bayraktar, 2016;Yılmaz ve Turan, 2020). Değirmenci-Gündoğmuş (2018) ise öğretmen adaylarının ilk okuma yazma öğretimine yönelik öz yeterliklerini orta düzeyde bulmuştur. Araştırmanın sonuçlarıyla farklılık göstermesinin sebebi 2. ve 3. sınıf düzeyinde öğrenim gören 165 ilkokul sınıf öğretmeni adayının çalışmaya katılmış olmasından kaynaklandığı söylenebilir.…”

Section: Genişletilmiş öZet Girişunclassified

“…In the researches about academic motivation, it was seen that there were some studies and researches on testing whether there was a relationship between academic motivation and some different variables or not, whether motivation could predict different variables or not (Akbay & Gizir, 2010;Cartwright, Lee, Barber, DeWyngaert, Lane & Singleton, 2019;Demir, 2017;Demir & Arı, 2013;Demireğen & Şener-Kılınç, 2021;Paslanmaz, 2019;Saracaloğlu, 2008;Şahin & Çakar, 2011;Schaffner, Schiefele & Ulferts, 2013). As for the self-efficacy in the first reading and writing teaching, it was seen that there were some studies about determining and researching levels in terms of different variables (Bay, 2022;Büyükalan-Filiz, Gedik & Erol, 2020;Değirmenci-Gündoğmuş, 2018;Kabaş, 2020;Öztürk & Ertem, 2017;Şahin & Boylu, 2020).…”

Section: Introductionmentioning

confidence: 99%

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The Predictive Power of Academic Motivation of Primary School Teacher Candidates on Their Self-Efficacy in the First Reading and Writing Teaching

SIDEKLI,

UZUNOĞLU

2023

Ana Dili Eğitimi Dergisi

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The aim of this study was to determine the predictive power of academic motivation of primary school teacher candidates on their self-efficacy in the first reading and writing teaching. To this end, the study was designed as correlational survey model. The universe of the study consisted of public university students at Grades 2, 3 and 4 of the department of primary school education in 2021-2022 spring semester and the participants were selected randomly for this study. As data collection tool, “Academic Motivation Scale” was used in order to determine the motivational level of candidate primary school teachers, whereas “Self-Efficacy Scale for the First Reading and Writing Teaching” was used to evaluate the self-efficacy of the primary school teacher candidates in the first reading and writing teaching. Designed on “Google Forms”, these two scales were administered to teacher candidates in one online session. For the data collection procedure, two weeks were allowed for data collection. At the end of this duration, the data was analyzed. As for data analysis, descriptive statistical analysis and simple linear regression analysis were used in the study. As a result of the study, it was seen that both academic motivation level and self-efficacy level of the teacher candidates on the first reading and writing teaching were at high level. Additionally, it was realized that there was a significant relationship between academic motivation and self-efficacy in the first reading and writing teaching, and also it was stated that academic motivation significantly predicted the level of self-efficacy in the first reading and writing teaching. Besides, academic motivation accounted for 22% of the changes in the self-efficacy scores in the first reading and writing teaching.

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Section: Genişletilmiş öZet Girişunclassified

Section: Introductionmentioning

confidence: 99%

The Predictive Power of Academic Motivation of Primary School Teacher Candidates on Their Self-Efficacy in the First Reading and Writing Teaching

SIDEKLI,

UZUNOĞLU

2023

Ana Dili Eğitimi Dergisi

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“…Many teachers tend to stress reading, spelling, and arithmetic over text production. One reason is that they feel overwhelmed by the task of having to motivate their students to tackle such an extremely demanding activity and to instruct them on how to execute it (Gündoğmuş, 2018). Regrettably, a significant share of children and adolescents are unable to acquire ample writing skills without well-structured and frequent support (Graham & Harris, 2018).…”

Section: Introductionmentioning

confidence: 99%

Effects of the STOP and LIST Strategy on the Writing Performance of Struggling Fourth Graders

Grünke¹,

Nobel²,

Bracht³

2019

JEL

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This study tested the effectiveness of a writing planning strategy (STOP & LIST) with four struggling students from fourth grade. A multiple-baseline design (AB) was used with baselines consisting of between five and seven daily probes. The duration of the intervention was between five and seven 25-minute sessions. A randomization procedure was implemented within the constraint that the baseline had to comprise at least five measurements and the treatment had to comprise at least three. The data were analyzed using visual inspection, different effect sizes, randomization tests, and piecewise regression analyses. Results revealed distinct improvements in both the length and quality of stories that the participants produced from baseline to the end of the training. This indicates that the ability of young struggling writers to plan narratives can be fostered considerably through rather simple means. Implications for practice and future research are discussed.

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Sınıf Öğretmenlerinin Covid-19 Sürecinde İlkokuma ve Yazma Öğretimi Deneyimleri

Bozgün

2022

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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This study aims to reveal the views of classroom teachers on reading and writing teaching through distance education in the Covid-19 period. The phenomenology design was used in the study because it includes distance education experiences during the pandemic period and aims to determine the views of classroom teachers about the reading and writing teaching in the distance education process. The study group consists of 10 (6 male, 4 female) classroom teachers determined using the criterion sampling method. After the online reading and writing teaching, the data of this study were collected through semi-structured interviews when face-to-face education was started. Content analysis was used to analyze the data. In the findings obtained, it was seen that primary school teachers preferred to teach reading and writing through face-to-face education instead of distance education. They also stated that face-to-face training is more beneficial. The biggest problem faced by teachers in online training has been the difficulties experienced in dictation studies. Many teachers have stated that students have deficiencies in their writing activities. There were positive as well as negative opinions about the reading and writing contents in the Education and Information Network. One of the most striking findings from the teachers' views is that there is a greater need for family involvement in such processes. The biggest problem experienced in the online education platform was explained as the lack of internet. There were also teachers who thought that the contents were not suitable for the primary school student age group. In their suggestions for solutions to the problems they encountered, teachers stated that the internet infrastructure should be strengthened. As a result, this study is important in terms of looking at primary reading and writing teaching through online education from the perspective of classroom teachers and summarizing the current situation. In case of a possible distance education process, primary school teachers should be provided with alternative platforms and internet support in primary reading and writing teaching.

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Self-efficacy of teacher candidates for teaching first reading and writing

Cited by 7 publications

References 9 publications

The Predictive Power of Academic Motivation of Primary School Teacher Candidates on Their Self-Efficacy in the First Reading and Writing Teaching

The Predictive Power of Academic Motivation of Primary School Teacher Candidates on Their Self-Efficacy in the First Reading and Writing Teaching

Effects of the STOP and LIST Strategy on the Writing Performance of Struggling Fourth Graders

Sınıf Öğretmenlerinin Covid-19 Sürecinde İlkokuma ve Yazma Öğretimi Deneyimleri

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