Abstract:
Constructivism defines learning process as students’ construction, interpretation and
organization of their knowledge. Teachers’ responsibilities increase as facilitators of
this active process. Teachers’ self-efficacy beliefs about their ability to guide students’
learning help them fulfill their responsibilities in constructivist environments. Purpose
of the study is to examine whether there is a difference between teacher candidates’
constructivist lesson planning skills according to self-efficacy levels. Using a mixedmethodology
design, the study group for quantitative data is 124 students, who were
reached out of teacher candidates, attending teachers’ certificate program in 2015-
2016 academic year at Mimar Sinan Fine Arts University. Five students were selected
both from low and strong self-efficacy levels to form the study group for qualitative
data. Self-efficacy Perceptions of Teachers about the Implementation of the
Constructivist Approach Scale and Lesson Plan Grading Rubric were used to collect
data. ANOVA and Welch test for quantitative data and descriptive analysis for
qualitative data were employed. Results revealed a significant difference between
total points and making students active dimension of lesson plans according to
different self-efficacy levels. Recommendations for further research were developed.
