Abstract
The aim of this study was to explore if there is a significant difference between preservice teachers’ academic self-efficacy perceptions and their gender, fields of study in high school and departments at their university. The study was carried out through descriptive survey model, one of quantitative research models. The sample of the study consisted of 653 freshmen preservice teachers in the Faculty of Education at Gazi University. Convenience sampling method was used in the study. Percentage, frequency, arithmetic mean, standard deviation, Kruskal-Wallis and t test were used in the analysis of the data collected via “Academic Self-Efficacy Scale”. Findings reveal that there is no significant difference between preservice teachers’ academic self-efficacy levels and their gender, fields of study in high school and departments at their university. Findings also indicate that preservice teachers’ academic self-efficacy levels are in “partly sufficient” range.
Highlights
One of the most important criteria of social development is the increase of knowledge and handing down this knowledge to future generations
In the early years of teacher education, it is mentioned that preservice teachers should be made aware of the fact that teaching is a job that requires expertise in this field (Şimşek, 2005); it is mentioned that preservice teachers should be endeared to the job of teaching since it would not be right to expect loving teaching to happen naturally after starting this job (Yılman, 1987)
The aim of this study is to examine preservice teachers’ academic self-efficacy perceptions in terms of variables such as gender, field of study in high school and department at the university
Summary
One of the most important criteria of social development is the increase of knowledge and handing down this knowledge to future generations. In this sense, under today’s circumstances where changes and developments in science and technology are rapid, the importance of education system is becoming more and more prominent in raising individuals who can adapt to these circumstances. Studies (Başbay, Ünver & Bümen, 2009; Duman & Yakar, 2017; Gömleksiz & Kan, 2012; Otluoğlu, 2002) reveal that preservice teachers, during their preservice training, need to gain positive affective qualities toward teaching in addition to the required knowledge and skills. Among the positive affective qualities toward teaching as a job are being open to developments and innovations, loving human beings-students, being patient, being reliable, having high self-efficacy (Çelikten, Şanal & Yeni; 2005; Özkan & Arslantaş, 2013) and many others
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