Self-efficacy Beliefs Of Pre-service Teachers Research Articles

Gender-based analysis on self-efficacy beliefs of pre-service teachers and their readiness in taking licensure examination

<span lang="EN-US">The study aimed to determine whether preservice teachers’ self-efficacy belief differs according to gender and whether this belief relates to their readiness in taking the licensure examination for teachers (LET). Participants of the study were 545 preservice teachers who were undergoing in-service training both from the secondary and elementary programs that came from four campuses of the university. The researcher utilized a descriptive quantitative approach with weighted mean, t-test for the independent sample, and Pearson R correlation statistical treatments for the data. Results revealed that females are statistically higher in self-efficacy beliefs than their male counterparts. Further, the study disclosed that female preservice teachers are significantly more ready to take the examination than their male peers. In addition, the male students’ self-efficacy beliefs statistically have a positive significant relationship to their readiness to take examination. Meanwhile, a positive significant relationship exists also between self-efficacy beliefs and readiness in taking the test with their female counterparts.</span>

Exploring self-efficacy beliefs of Pre-Service Teachers: An evidence from biological science education program in Bangladesh

Teacher education program equips teachers with skills and competencies for teaching-learning process. An essential part of teacher education program is referred to as practicum. The context of Bangladesh is mostly speculative and theoretical, dealing with concepts of belief and practice of science teachers in classroom only. However, the aim of this is to explore whether the practicum experiences of pre-service teachers (PSTs) in biological science education contribute to shaping and developing self-efficacy beliefs. A qualitative approach with documentary research was adopted for this study. The portfolio of nine PSTs along with interview were used as the principal sources of data. The result reveals that during practicum, the biological science education program has contributed to all the four aspects of self-efficacy beliefs, naming, mastery experiences, vicarious experiences, verbal persuasion, and physiological and affective states. This study highlights the need for biological science education to offer various circumstances to further self-efficacy beliefs. Vol. 48 (University of Dhaka Centennial Special Issue), June 2022 p.147-165

CREATE EFFECTIVE LEARNING ENVIRONMENT DEVELOPMENT OF THE SELF-EFFICIENCY BELIEFS SCALE (VALIDITY AND RELIABILITY STUDY)

In this study, it was aimed to develop a scale that will serve to determine the self-efficacy beliefs of pre-service teachers in creating an effective learning environment. The self-efficacy belief scale for creating an effective learning environment was developed in line with the opinions of field experts and education faculty students by scanning the literature. The trial form of the scale consists of 79 items. Content validity, construct validity, reliability, and item-based validity studies of the scale were carried out. For the content validity of the scale, opinions were taken from three field experts and an assessment and evaluation expert, and the content validity was tested in line with the consensus. The analysis of the construct validity of the scale, whose content validity was provided, were made on the data obtained from the third and fourth year students of the faculty of education by the convenient sampling method. 3rd and 4th grades were included in the scope of the application with the thought that they would have a better command of the subject thanks to the lessons taken. Accordingly, the scale was applied to 498 students. Content validity exploratory factor analysis (EFA) was used for the validity of the scale, and confirmatory factor analysis (CFA) was used to test whether it confirmed the existing structure. In order to determine the validity and reliability of the scale, data from Study Group 1 (300 students) for EFA and Study Group 2 (198 students) for CFA were used. The Cronbach Alpha reliability coefficient was used for the reliability of the scale. According to the Cronbach alpha coefficients, the first factor is 0.98, the second factor is 0.98, the third factor was 0.97 and the total scale was 0.99. Thus, it was observed that the values for the reliability of the scale were high. On the other hand, it was determined that the confirmatory factor analysis values of the scale were distributed appropriately within the reference value range shown as the criterion. As a result of the analysis, a five-point Likert-type final scale consisting of 58 items with the necessary psychometric properties was created.

Evaluation of the primary school education undergraduate program (2018) in the context of self-efficacy beliefs of pre-service teachers

Bu araştırmanın amacı, aday sınıf öğretmenlerinin sınıf öğretmenliği müfredatına yönelik görüşleri ve öz-yeterlik inançları üzerinden 2018 Sınıf Öğretmenliği lisans programını değerlendirmektir. Araştırmada karma yöntem araştırması temel desenlerinden çeşitleme deseni benimsenmiştir. Araştırmanın katılımcılarını, bir devlet üniversitesinde sınıf öğretmenliği programında öğrenim görmekte olan ve 2021-2022 öğretim yılında mezun olan 65 öğretmen adayı oluşturmaktadır. Amaçlı örneklem yöntemlerinden ölçüt örneklemenin benimsendiği araştırmada 2018 Sınıf Öğretmenliği müfredatında yer alan tüm dersleri almış olmak ölçüt olarak alınmıştır. Veri toplama amacıyla ilk olarak araştırmacılar tarafından geliştirilen ve iki bölümden oluşan yarı yapılandırılmış görüşme formu ve Sarikaya ve Sökmen (2021) tarafından sınıf öğretmeni ve öğretmen adayları için geliştirilen öz-yeterlik inançları ölçeği kullanılmıştır. Ölçekten elde edilen verilerin analizinde betimsel ve kestirimsel istatistikten faydalanılırken, nitel verilerin analizinde içerik analiz adımları takip edilmiştir. Araştırma sonucunda katılımcılar, alan eğitimi dersleri ve meslek bilgisi derslerini katkısı yüksek dersler olarak nitelendirmişlerdir. Ayrıca öğretmenlik öz-yeterlik inançları ile alan eğitimi ve meslek bilgisi ders gruplarının katkı düzeyi dereceleri arasında orta düzeyli; alan eğitimi ve meslek bilgisi seçmeli ders gruplarının katkı düzeyi dereceleri arasında ise düşük düzeyli, pozitif yönlü ve anlamlı bir ilişkinin olduğu ortaya konulmuştur. Ancak adayların öğretmenlik öz-yeterlik inançları ile genel kültür zorunlu ve seçmeli ders gruplarının katkı düzeyi dereceleri arasında anlamlı bir ilişkinin olmadığı görülmüştür. Yapılan görüşmelerde katılımcıların derslerin sağladığı katkının öğretim elemanı, derslerin içeriği ve atanma kaygısı gibi değişkenlerden etkilendiği söylenmiş ve uygulamaya yönelik derslere daha fazla yer verilmesi gerekliliği öne çıkmıştır.

Determining Pre-Service Teachers’ Astronomy-Related Self-Efficacy Belief Levels

This study aims to reveal the astronomy-related self-efficacy beliefs of pre-service teachers studying science education, primary school education, and social studies education programmes. The study is conducted using the survey design, a quantitative research method. The study sample consists of 322 pre-service teachers in their third or fourth year of a science education, primary school education, or social studies education programme at a university in Turkey’s Central Anatolia Region during the 2016 fall semester. The Astronomy Teaching Self-Efficacy Belief Scale developed by Güneş was used as the data collection tool. SPSS 22 was used to analyse the data, and the analyses benefited from descriptive and inferential statistics. Based on the findings, the pre-service teachers’ total scores for astronomy self-efficacy showed no significant difference in terms of certain variables (i.e., gender, age, year, and having taken a previous astronomy course). However, significant differences were found regarding self-efficacy scores in terms of the programme and having taken part in astronomy and sky-gazing activity. Concerning the obtained results, the following suggestions can be made: pre-service teachers should be actively involved during the astronomy course, and their classroom management experiences should be promoted to improve their astronomy self-efficacy belief levels.

A systematic review of pre-service teachers’ self-efficacy beliefs for differentiated instruction

ABSTRACT A systematic review of the literature over the last fifteen years was conducted to examine the research which reports the self-efficacy beliefs of pre-service teachers for differentiated instruction. It is acknowledged that teachers’ self-efficacy beliefs can influence their classroom management, student engagement, attention to the diverse needs of students, and instruction; therefore, it is important that pre-service teachers develop high self-efficacy beliefs for differentiated instruction. Only four studies were suitable for inclusion in the review, indicating that this is a developing area of research interest and an area warranting further study given the links between teachers’ self-efficacy beliefs and their instruction. The results of the review are presented around three key elements: nomenclature and theoretical matters, teacher practicum, and coursework. The paper concludes by presenting some implications for future research and teacher preparation regarding preparing pre-service teachers to develop strong self-efficacy beliefs for differentiated instruction while they are still malleable.

SELF EFFICACY BELIEFS OF PRE-SERVICE TEACHERS ON TECHNOLOGY INTEGRATION

The great use of technology in every part of life eventually forced educators to integrate up-to-date technologies into the teaching environments concerning the increased demands of millennial learners. Thus the teachers’ efficacy of technology integration into the teaching environments becomes a considerably vital issue besides the potential and positive roles of using the technology in the educational settings. The studies in the literature emphasize that increasing self-efficacy beliefs of pre-service teachers on technology integration during their education process will ultimately lead to successful technology integration in the future. Thus, it is believed that the studies examining the self-efficacy beliefs of pre-service teachers are worth conducting. Regarding this tenet, the present study intended to explore the self-efficacy beliefs of pre-service teachers enrolled in four different teacher education programs of a state university in Turkey. A total of 439 pre-service teachers (male= 145, female= 291, missing value=3) who enrolled in 1st, 2nd, 3rd and 4th grades of English language teacher education (n=115), Primary school teacher education (n=115), Turkish language teacher education (n=92) and Science teacher education (n=117) programs have participated in the study on voluntary bases. The present study, which adopted a non-experimental quantitative research design, gathered its data through a self-administered Likert-type survey accompanied by some demographic questions. The statistical analysis of the quantitative data revealed that pre-service teachers have high self- efficacy in technology integration in general. Additionally, it is found that while technology integration self-efficacy of pre-service teachers show a significant difference in line with some majors and grade level variables, there found no difference in terms of the gender variable.

Perceptions of Self-Efficacy in Mixed Reality Simulations

ABSTRACT The purpose of this multiple case study was to gain insight into the self-efficacy beliefs of pre-service teachers participating in a teacher education curriculum that used mixed reality simulation experiences. Qualitative data were collected from a purposeful sampling of 49 student participants (n = 49), as well as 5 professional participants (n = 5). Semi structured interviews were conducted in addition to observations of the mixed reality simulation experiences. Data were explored using inductive coding and directed content analysis via codes informed by the literature. Student participants engaged in simulations and feedback sessions that enhanced self-efficacy through enactive learning, vicarious learning, as well as opportunities to give and receive feedback, and by learning to manage one’s emotions. Implications and recommendations are provided.

Self-Efficacy Beliefs of Pre-Service Teachers Regarding Online Teaching

Technological advancement in the rapidly changing world of work demands its use in every field, including education. In the current scenario, online education is the new normal. Therefore, future teachers should be aware of multiple instructional strategies and suitable ways of using technology to assist in the development of 21st-century skills in learners. Keeping this fact into consideration, this study aims to explore the self-efficacy beliefs of pre-service teachers regarding online teaching. The technological pedagogical content knowledge framework was employed to understand and describe the self-efficacy beliefs of teachers for effective pedagogical practice in a technology-enhanced learning environment. Through the use of phenomenological case study design, this research investigates the self-efficacy level, understanding, and expectations of futureteachers regarding effective online teaching. Koehler and Mishra’s TPACK framework and Bandura’s self-efficacy theory were used as the conceptual underpinnings of semi-structured interviews conducted with five pre-service teachers enrolled in a teacher education program. The study found a high level of self-efficacy perceived by pre-service teachers. Also, pre-service teachers were confident in using the TPACK framework for online teaching. The study suggests the use of technology-based materials in the courses of teacher education related to technology integration for enhancing self-efficacy beliefs of pre-service teachers regarding online teaching.

The Relationship between the Levels of Self-efficacy Beliefs of Pre-service Teachers and their Levels of Determining Suitable Taxonomy, Strategy, and Method-technique for Science Objectives

The purpose of this study was to examine the relationship between the level of pre-service primary school teachers’ self-efficacy beliefs in science teaching and their level of determining taxonomy, strategy, and teaching methods-techniques for the curriculum’s objectives in primary science education. A total of 101 pre-service teachers who were enrolled in the third and fourth grade of the department of primary school teachers in the 2017–2018 academic year at a private university in Gaziantep, Turkey participated in this study. The level of teacher candidates’ self-efficacy beliefs toward science teaching was determined through the “Science Teaching Efficacy Belief Instrument.” In addition, teacher candidates’ levels and reasons for determining the appropriate taxonomy, strategies, methods, and techniques while teaching the objectives in the science curriculum were examined through “form of determining suitable taxonomy, strategy, and method-techniques for objective.” Therefore, qualitative and quantitative data were examined together. This was a correlational study but it was enriched through qualitative data. Results showed that pre-service teachers’ self-efficacy beliefs toward science teaching and determination levels of appropriate taxonomy, strategy, and teaching methods-techniques were relatively high. In addition, a statistically weak but positive relationship was found between these two variables. As a result, it is recommended to give more importance to these courses in teacher education of pre-service primary school teachers.

ÖZEL EĞİTİM ÖĞRETMEN ADAYLARININ MATEMATİK ÖĞRETİMİNE YÖNELİK ÖZ YETERLİK İNANÇLARININ FARKLI DEĞİŞKENLER AÇISINDAN İNCELENMESİ

Self-efficacy belief is a concept that shapes the behaviors of in-service and pre-service teachers during the teaching process. Accordingly, the aim of this study was to determine the self-efficacy beliefs of preservice teachers in special education department about mathematics education. In the study, “Self-Efficacy Scale for Mathematics Teaching” likert type scale survey was used. The items in the scale were grouped under three factors (teaching competencies, motivation and commitment, and teaching efficacy). The variables of the study are gender, grade level, whether there are courses taken for mathematics teaching, undergraduate GPA, high school graduation field and whether or not there is a undergraduate degree before. SPSS-25 package program was used for data analysis. The scale was applied to 132 pre-service teachers in the Department of Special Education at Eskisehir Osmangazi University in the spring semester of 2017-2018 academic year. As a result of the analyzes, it was found that there was a significant difference between the preservice teachers' self-efficacy beliefs regarding mathematics teaching, grade level, taking mathematics teaching variable, but no significant difference was found according to the variable of gender, undergraduate grade point average, high school graduation area and previously being undergraduate degree.

Self- efficacy beliefs of pre-service teachers in teaching First Reading and Writing and Mathematics

The aim of the study is to determine the relationship between primary school pre-service teachers’ self-efficacy beliefs in teaching Mathematics and First Reading and Writing courses. The sample consists of 484 1st and 4th grade pre-service teachers selected from four universities in Turkey. In the study, Mathematics and First Reading and Writing Teaching Self-Efficacy Scale were used as data collection tools. Besides descriptive statistical techniques, Independent Sample T-test was used to determine whether the pre-service teachers’ self-efficacy beliefs differed according to some factors and Pearson Product-Moment Correlation analysis was used to determine the relationship between the pre-service teachers’ beliefs in teaching Math and First Reading and Writing. As a result of the research, it was found that the levels of self-efficacy beliefs of the primary school pre-service teachers in two courses were found to be high, that there was no significant difference according to gender, that the self-efficacy beliefs of the 4th grade pre-service teachers were higher in the Mathematics teaching, and that the self-efficacy beliefs of the pre-service teachers who chose the profession voluntarily were higher for teaching Mathematics. It was also revealed that there was a moderate positive relationship between self-efficacy beliefs of the pre-service teachers in teaching for both courses.

The Changes of Self-efficacy Beliefs of Pre-service Teachers for Technology Integration through Programming-based TPACK Educational Program

The Changes of Self-efficacy Beliefs of Pre-service Teachers for Technology Integration through Programming-based TPACK Educational Program

Predictors of Technology Integration Self-Efficacy Beliefs of Preservice Teachers

This correlational study aimed to investigate the prediction levels of technopedagogical education competency for technology integration self-efficacy beliefs of pre-service teachers. The study group comprised 174 pre-service teachers at the Faculty of Education of a university located in the Eastern Black Sea region of Turkey. Both “Technopedagogical Education Competency Scale” and “Technology Integration Self-Efficacy Perception Scale” were administered as data collection tools. The results of the study showed that pre-service teachers had high levels of technology integration self-efficacy beliefs, with a high-level positive correlation with technopedagogical education competency. In addition, the dimensions of technopedagogical education competency such as ethics, design, exertion and proficiency were revealed as the predictors of technology integration self-efficacy; moreover, predictive effects of exertion and proficiency dimensions are insignificant. The findings obtained from the present study are thought to be helpful for the development of pre-service teachers' technology integration self-efficacy beliefs.

The Examination of Self-Efficacy Beliefs of Physical Education Pre-Service Teachers According to Different Variables

Education is becoming more and more important in today’s world. It is also acknowledged that training teachers with high levels of self-confidence in education faculties is likely to improve the quality of education in the future. Bandura (3) proposed the term “self-efficacy” for the first time in 1977 in his book titled Self-efficacy: Toward a Unifying Theory of Behavioral Change . He based this concept on Social Learning Theory and defined it as “ one’s belief about his/her own ability to acquire a specific behavior successfully”. It has been witnessed that self-efficacy beliefs of pre-service teachers affect their perception about students, behaviors, eagerness to learn, experiences and learning outcomes. Thus, this study aims to determine self-efficacy beliefs of pre-service teachers of physical education and sports regarding teaching profession and to examine whether the data obtained vary according to certain variables. The study used survey method. A total of 526 university students (222 female and 304 male) who attend the Physical Education and Sports Teaching Departments of 6 different universities in Turkey participated in the study on a voluntary basis. Developed by the researchers, this form includes questions aiming to obtain the following information about the participants: age, gender, the university they attend, class level, family income level, and educational background of parents. In addition, the study used “Teacher Self-efficacy Scale”, which was developed by Tschannen-Moran and Woolfolk Hoy (21) and adapted to Turkish context by Çapa et al. (7). The data was analyzed by using SPSS 22 software and descriptive analysis, independent variable t-test and ANOVA tests were used. There was a meaningful difference in ‘’Student Participation’’ and ‘’Classroom Management’’ sub-dimensions in terms of university variable (p<05). Likewise, there was a meaningful difference in ‘’Student Participation’’ and ‘’Classroom Management’’ sub-dimensions in terms of mother’s educational background variable (p<05). As a result, meaningful differences were found in variables such as university and mother’s educational background. The reason may be that universities took place in different geographical areas of the country. It can be said that the effect of the level of education of the mother on the growth environment is the reason for this difference.

Literature Review of Microteaching Activity in Teacher Education Programs : Focusing on Pre-service Teachers’ Self-efficacy Beliefs

교사교육 프로그램 내에서 예비교사의 마이크로 티칭 (시범수업) 경험은 교사의 교수방법 발전에 긍정적인 영향을 미칠 수 있다. 이러한 이유로, 본 연구에서는 마이크로 티칭 경험이 예비교사의 자기효능감에 어떻게 영향을 미치는지 선행연구를 정리하였다. 특히 미국 초등학교 예비선생들의 영어학습자, 이민자 학생을 포함한 자기효능감에 대하여 집중적으로 선행연구를 살펴보았다. 많은 선행연구들이 마이크로 티칭 경험이 예비교사 교수법에 긍정적인 효과가 있다고 보고하였다. 하지만 영어교육 분야에서, 특히 영어 학습자 (이민자 학생)들을 위한 예비교사의 자기효능감에 관한 연구는 부족한 실정이었다. 이러한 선행연구 조사 결과로 바탕으로 앞으로 더 많은 연구가 예비 초등학교 선생님의 이민자 학생을 위한 마이크로 티칭 경험을 중심으로 진행되어야 할 것으로 보인다.Microteaching is a professional development method for pre-service teachers in teacher education programs. This review investigates the self-efficacy beliefs of pre-service teachers, and the implications self- efficacy has on English Language Teaching (ELT). The results of this review suggest that microteaching activities increase teaching competencies and self-efficacy beliefs. However, this review did find that ELT is underrepresented in the literature. More research is required to assist pre-service teachers with strategies and techniques to accommodate the needs English Language Learners (ELLs) in the ELT context.

Personality and Attitude towards Teaching Profession: Mediating Role of Self Efficacy

The objective of the present study is to examine the correlation between the five factor personality traits of pre-service teachers and their attitudes towards the teaching profession and to test the mediating role of the pre-service teachers’ self-efficacy beliefs. The study population included pre-service teachers that attended the "pedagogical formation course" instructed / applied in İnönü University, Faculty of Education, Department of Educational Sciences in 2015-2016 academic year. The survey sample included 382 pre-service teachers who voluntarily responded to the measurement instruments utilized in the study. The study data were collected with the "five factor personality scale", "attitudes towards the teaching profession scale" and "teacher self-efficacy scale". The obtained data were analyzed with path analysis of structural equation modeling. In conclusion, it was observed that there was a significant positive correlation between the five factor personality traits of extraversion, conscientiousness, openness and agreeableness and teacher self-efficacy belief, and there was a significant negative correlation between neuroticism personality trait and teacher self-efficacy belief. It was observed that the self-efficacy beliefs of pre-service teachers played a full mediating role between their neuroticism, openness and extraversion personality traits, and the same played a partial mediating role in the correlation between conscientiousness and agreeableness personality traits and the attitude towards the teaching profession. The implementation of a curriculum in pre-service teacher training that would increase the self-efficacy beliefs on teaching would also improve their attitudes towards the profession positively.

Development of Oral Expression Self-Efficacy Belief Scale for Pre-Service Teachers

This study aims to develop a scale to identify the oral expression self-efficacy beliefs of preservice teachers. The participants of this study consist of 426 students studying in faculty of education. During the process of the scale development, related literature was reviewed, a pool of items was created, experts’ opinions’ were collected, a pilot study was carried out and reliability and validity of the scale were measured. As a result of the exploratory (EFA) and confirmatory (CFA) factor analyses, the scale was determined to have 29 items. Factor loadings were valued from .50 to .76. Item-total correlation of the scale ranged from .30 to .69. The scale was identified to be one-dimensional which had a structure of 4 factors. Total variance explained by these four factors was 52%. χ2/df ratio was found to be 3.05 as a result of CFA. According the confirmatory factor analysis (CFA), the goodness of fix indexes were calculated as follows: CFI=.97, IFI=.97, SRMR=.06, RMSEA=.07 (90%, GA=.065; .074). The distinctiveness of the items was found to be significant as a result of 27% sub group and 27 % super group independent groups t-test. It was determined that the scale has one dimension but four factors. Cronbach’s alpha coefficients of the factors were calculated to range from .70 to .89. Cronbach’s alpha of the total scale was calculated as .94. As a result of these findings, it can be asserted that the scale is a - valid and reliable tool that can be used to identify the oral expression self-efficacy beliefs of pre-service teachers

An Investigation of the Relationship between Self-Efficacy Beliefs about Technology Integration and Technological Pedagogical Content Knowledge (TPACK) among Preservice Teachers

This exploratory study investigated the relationship between measures of Technological Pedagogical Content Knowledge (TPACK) and the self-efficacy beliefs of preservice teachers about technology integration. Within a single-group, pretest-posttest design, a correlational analysis identified several knowledge domains in the TPACK model that the researcher found to have a significant and positive correlation with self-efficacy beliefs about technology integration. A multiple regression analysis of pretest and posttest data indicated a change over time in the predictive relationship between the measures of knowledge in TPACK domains and self-efficacy beliefs. Findings from the study illustrate the changing nature of the complex relationship between knowledge and self-efficacy beliefs and high-light the potential areas of knowledge in TPACK domains that influence preservice teachers’ beliefs about technology integration.

Theory–practice dichotomy in inquiry: Meanings and preservice teacher–mentor teacher tension in Turkish literacy classrooms

This study aims at exploring the meanings constructed by preservice teachers of literacy about theory–practice dichotomy and investigating the preservice teacher–mentor teacher tension during the internship period. Qualitative data were collected by preservice teachers as researchers in inquiry through field notes, reflective journals, observation reports and open-ended survey questions. Findings are discussed with respect to theory–practice dichotomy and constructed meanings are obtained. High self-efficacy beliefs of preservice teachers of literacy, mentor teacher indifference and supervisor–mentor teacher dichotomy seem to have a lot to do with the preservice teacher–mentor teacher tension.