Abstract
The purpose of this study is to determine the pre-service social studies teachers' academic self-efficacy. Research data were obtained from a total of 433 pre-service teachers who studied at the department of social studies at a state university in Ankara in 2013-2014 academic years. In this research involving the use of mixed method, "Academic Self-Efficacy Scale" developed by Jerusalem and Schwarzer (1981) and adapted to Turkish by Yılmaz, Gürçay and Ekici (2007) and "Personal Information Form" and "Academic Self-Efficacy Oriented Opinion Form" developed by researchers were used. It has been concluded on the quantitative dimension of the research that academic self-efficacy of the pre-service teachers shows statistically significant differences in terms of gender variable, and it does not show statistically significant differences in terms of class, daily study time and regular use of the library, reason for choosing social studies teacher education program and the number of books that they read other than textbooks after starting the college. On the qualitative dimension of the research the obtained data supported the pre-service teachers in terms of "feeling competent in the academic sense", "study and exam preparation habits" and "college expectations".
Highlights
There have been a lot of alterations in education system throughout the historical process of cultural and technological changes all around the world
When these alterations are analyzed, it is seen that in the agriculture society, education systems have been designed in accordance with low-level skills whereas within the scope of industrialization, they have been designed according to necessities of industry and commercial manufacture
In the light of findings regarding the variable of reasons for selecting social studies education, it has been concluded that there is no significant difference between total scores of academic self-efficacy of social studies pre-service teachers and their reasons for selecting social studies education
Summary
There have been a lot of alterations in education system throughout the historical process of cultural and technological changes all around the world. Education systems have been shaped by human competences required by the age In this context, social learning theory analyzes the developmental changes in human life for the function and enhancement of human agency. Social learning theory analyzes the developmental changes in human life for the function and enhancement of human agency From this aspect, experiences in the lives of human beings are shaped by the mutual interaction between personal factors and different effects within continuously changing society. Individuals evaluate consequences of their ideas and thoughts after being applied and are able to judge themselves At this point, individual’s having self-awareness and making assessment between capacity and work to be done is an important issue for an individual’s learning process Self-efficacy is an important element in constructing motivation for achievement (Huang, 2013, p. 2)
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