Abstract
The aim of this research is to determine the relationship between preservice physical education teachers' self-efficacy beliefs and critical thinking tendencies. For this purpose, our universe constitutes preservice physical education teachers studying at different universities in the 2018-2019 academic year. The research sample consists of 640 preservice teachers in total, 350 males and 290 females. Cities in which the preservice teachers are involved in the research and the universities where they are studying; It consists of 8 provinces: Bartın, Bolu, Çorum, Düzce, Karabük, Kastamonu, Sinop, Zonguldak. Within the scope of the research, “California Critical Thinking Scale (CCTDI)” and “Teacher Self-Efficacy Scale” were used to obtain the data collected from preservice teachers. The data collected for the purpose of the research were analyzed with the SPSS-25 statistical program. Structural equation modeling analyzes were carried out using the data collected from 640 participant groups using the AMOS-25 package program. As a result, students can be directed to earn these trends through activities aimed at gaining critical thinking skills and tendencies by rethinking physical education and sports school programs being implemented in our country. In this regard, university students can be given the opportunity to become highly critical individuals.
Highlights
Teacher self-efficacy is an important factor directly affecting the quality of education (Chan, 2008)
According to the data collected from preservice teachers in general, it is seen that when the fit index values of the measurement model established on California critical thinking scale are examined, the model is verified
It was concluded that the fit index values of the measurement model of the six-factor structure of California critical thinking scale were confirmed, that is, the structure of the scale was confirmed on prospective teachers used in the research
Summary
Teacher self-efficacy is an important factor directly affecting the quality of education (Chan, 2008). Teaching self-efficacy belief expresses teachers 'beliefs that they can make positive changes on students' achievements and behaviors (Gibson & Dembo, 1984). Self-efficacy has been one of the important fields of study of specialists working especially in teacher education (Morgil et al, 2004). Among the factors deemed necessary for qualified, quality and conscious education and affecting this situation, teacher self-efficacy gains great importance in parallel with its responsibilities in continuous self-renewal, upgrade and development efforts. Since the concept of self-efficacy was opened for discussion by Bandura in 1977, it has been studied by associating it with many variables in different fields from development psychology, science education, mathematics to computer. Self-efficacy is defined as the ability of a person to be perceived by that person to perform a desired action (Bandura, 1986)
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