Abstract
The aim of this study was to determine the relationship between preservice chemistry teachers' preferences for creating constructivistlearning environment and sense of efficacy. The study was conducted with 50 preservice chemistry teachers. Correlational research design was conducted to determine the relationship between the variables. Constructivist Learning Environment Survey (CLES) and Teachers' Sense of Efficacy Scale (TSES) were used as data collection tools. While CLES includes 30 items under five subscales, TSES includes 12 items under three subscales. Pearson Product-Moment Correlation Analysis was used to analyze obtained data. The results of the study revealed that there was a significance correlation between preservice chemistry teachers' preferences for creating constructivist-learning environment and sense of efficacy for total scores (r=.36, n=50, p<.05).
Highlights
Teacher sense of efficacy is an important component to develop teachers’ efficaciousness in educational environments [1]. This concept is related to their belief in how students learn well and how they can influence their students in a learning environment [2]
It is thought that the study may contribute to the literature in terms of the limited number of studies [10, 11, 12, 13, 14] in which the relationship between these two variables is examined and in the absence of studies conducted with chemistry preservice teachers in particular in the literature
Correlational research design was conducted to determine the relationship between the variables of the study
Summary
Teacher sense of efficacy is an important component to develop teachers’ efficaciousness in educational environments [1]. The success of a programme based on constructivism is directly associated with the knowledge, skills, experience and beliefs of teachers who are expected to implement this programme [8] In such an environment, which involves constructivist teaching, teachers invite students to be involved in decisions about their learning. At this point, it was aimed to examine the relationship between pre-service teachers' preferences for constructivist-learning environment and sense of efficacy, which would be effective in creating such an environment. It is thought that the study may contribute to the literature in terms of the limited number of studies [10, 11, 12, 13, 14] in which the relationship between these two variables is examined and in the absence of studies conducted with chemistry preservice teachers in particular in the literature
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