Student teachers beliefs about teaching and their sense of self-efficacy: a descriptive and comparative analysis

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dc.authoridTR121116en_US
dc.authoridTR59203en_US
dc.contributor.authorGürbüztürk, Oğuz
dc.contributor.authorŞad, Süleyman Nihat
dc.date.accessioned2016-09-02T12:13:23Z
dc.date.available2016-09-02T12:13:23Z
dc.date.issued2009
dc.departmentİnönü Üniversitesien_US
dc.descriptionİnönü Üniversitesi Eğitim Fakültesi Dergisi. Cilt 10. Sayı 3. 201-226 ss.en_US
dc.description.abstractThis study aims at investigating the student teachers’ traditional versus constructivist educational beliefs and their sense of self-efficacy by some variables: gender, grade, and department. Also it is intended to examine the association between them. The population of the study is 3.817 (1.822 female, 1955 male) student teachers in Faculty of Education at İnönü University during the first semester of 2007-2008 academic year. The sample of the study comprises 411 students chosen using proportional stratified sampling technique. Participants were given “Teachers Belief Survey” and “Teachers’ Sense of Efficacy Scale”. The data obtained were analyzed using descriptive statistical techniques, t-test, ANOVA, Kruskal Wallis, LSD, Mann Whitney U and Pearson correlation. The analysis revealed that participants’ professional self-efficacy levels were moderately over average and they had both constructivist and traditional beliefs, the former being moderately more dominant. The comparisons between independent groups (gender, grade, and department) gave some results partly consistent with the relevant literature. Also a positive correlation was found between constructivist teacher beliefs and self-efficacy beliefs about student engagement, and between traditional teacher beliefs and self-efficacy beliefs about class management, instruction, and overall self-efficacy.en_US
dc.identifier.citationGürbüztürk, O. Şad, S. N. (2009). Student teachers beliefs about teaching and their sense of self-efficacy: a descriptive and comparative analysis. İnönü Üniversitesi Eğitim Fakültesi Dergisi. Cilt 10. Sayı 3. 201-226 ss.en_US
dc.identifier.endpage226en_US
dc.identifier.issn1300-2899
dc.identifier.issn2149-9683
dc.identifier.issue3en_US
dc.identifier.startpage201en_US
dc.identifier.trdizinid136949en_US
dc.identifier.urihttps://hdl.handle.net/11616/4325
dc.identifier.urihttps://search.trdizin.gov.tr/yayin/detay/136949
dc.identifier.volume10en_US
dc.indekslendigikaynakTR-Dizinen_US
dc.language.isoenen_US
dc.publisherİnönü Üniversitesi Eğitim Fakültesien_US
dc.relation.ispartofİnönü Üniversitesi Eğitim Fakültesi Dergisien_US
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectSelf-efficacyen_US
dc.subjectTeacher beliefsen_US
dc.subjectTraditional educationen_US
dc.subjectConstructivist educationen_US
dc.titleStudent teachers beliefs about teaching and their sense of self-efficacy: a descriptive and comparative analysisen_US
dc.typeArticleen_US

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