Öz
Kaynakça
- Aksu, H. H. (2008). Prospective teachers’ self-efficacy beliefs regarding mathematics teaching. Abant Izzet Baysal University Journal of Faculty of Education, 8(2), 161-170. Aksu, H. H. and Durmus, T. (2017). Scale development study to evaluate candidate teacher training process. Journal of International Community Studies, 7(13), 616-631. Arseven, A., Arseven, I. and Tepehan, T. (2015). Examination of class teacher candidates’ mathematics teaching self-efficacy. Cumhuriyet International Journal of Education, 4(2), 29 – 40. Aydin, R., Sahin, H. and Topal, T. (2008). Searching for quality in the training of primary school teachers in Turkey. Turkish Journal of Social Research, 12(2), 119-142. Capa, Y. (2005). Factors influencing first-year teachers’ sense of efficacy. Unpublished doctoral dissertation, The Ohio State University. Caprara, G. V., Barbaranelli, C., Steca, P. and Malone, P. S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of School Psychology, 44(6), 473–490. Ciuzas, R. (2013). The importance of teacher competencies to the formation of students national identity. Pedagogy, 109 (1), 27-32. Goodson, I. and Hargreaves, A. (2005). Series editors’ preface. In A. Harris ve D.Muijs. Improving schools through teacher leadership. New York: Open University Press. Guler, A., Halicioglu, M. B. and Tasgin, S. (2015). Qualitative research in social sciences. Ankara: Seckin. Gundogdu, K., Aytacli, B., Aydogan, R. and Yildirim, C. (2015). Content analysis of articles written in the field of teacher competencies Adnan Menderes University Faculty of Education Journal of Educational Sciences, 6(2), 30-43. Karasar, N. (2012). Scientific research method. Ankara: Nobel. Korkmaz, I. and Serin, M. K. (2018). Teaching as a profession. Professional values and ethics of teaching (Ed: M. Ergun, N. Karabacak, I. Korkmaz and M. Kucuk). Ankara: Ani. MEB, (2008). General and special field competences of teaching profession. Teacher competencies. Ankara: Directorate of State Books. International Technology and Education Journal Vol. 3, No. 2; 2019 8 MEB, (2017). General competencies for teaching profession. Competency determination process for the teaching profession in Turkey. Ankara: Ministry of National Education. Ocak, G. (2018). The role of the teacher in improving the quality of teaching. Instructional principles and methods (Ed: G. Ocak). Ankara: Pegem. Ozmen, H. (2008). Student teachers’ views on school experience – I and – II courses. Ondokuz Mayis University Journal of Education, 25(1), 25-37. Ozturk, H. K. (2019). Research models and types. Research methods in education (Ed: K. Yilmaz and R. S. Arik). Ankara: Pegem. Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a Messy Construct” Review of Educational Research, 62(3), 307-322. Tas, A. (2018). Factors affecting class management. Effective classroom management (Ed: H. Kiran and K. Celik). Ankara: Ani. Taspinar, M. (2014). Instructional principles and methods. Ankara: Edge. Teacher competencies, (2009). Turkish Education Association. Ankara: Adim Okan. Westergard, E. (2013). Teacher competencies and parental cooperation. International Journal about Parents in Education. 7(2), 91-99. Yildirim, I. and Kalman, M. (2017). The validity and reliability study of the Turkish version of the preparedness to teach scale. Kastamonu University Kastamonu Education Journal, 25(6), 2311-2326. On-Line Resources http://oygm.meb.gov.tr/www/ogretmenlik-meslegi-genelyeterlikleri/icerik/39, retrieved on 03.01.2019. https://www.usd.edu/education/induction-and-mentoring/teacher-competencies, retrieved on 30.12.2018.
Öz
Teachers' competencies in the role of the main actor of the teaching process, which constitutes the most valuable investment in human beings, which is the size of the education service carried out in schools, are critical for the efficiency of this process. The search for new qualities and standards created by other occurrences occurring in the world, especially globalization, is reflected in the education process as in every field. The competition environment and the aim of not to be excluded from the change made it compulsory to evaluate and improve the training and teacher competencies as the driving force of this process. In this study, it is aimed to determine the self-efficacy perceptions of teacher candidates about the teaching profession. As the universe of research, Giresun University Faculty of Education primary education social studies, mathematics and science teaching departments were determined. In the 2017-2018 spring semester, 1024 pre-service teachers are studying in the related departments. The sample size was determined as 280 according to 95 % confidence level and 5 % margin of error and a total of 285 teacher candidates were reached. The results of this research, which aims to determine the self-efficacy perceptions of prospective teachers, show that the self-efficacy perceptions of teacher candidates are at a good level. It is concluded that there is a significant difference in the self-efficacy perceptions of the students who are in the department of social studies teaching.
Anahtar Kelimeler
Teacher Candidate Self-Efficacy Perception Teaching Profession
Kaynakça
- Aksu, H. H. (2008). Prospective teachers’ self-efficacy beliefs regarding mathematics teaching. Abant Izzet Baysal University Journal of Faculty of Education, 8(2), 161-170. Aksu, H. H. and Durmus, T. (2017). Scale development study to evaluate candidate teacher training process. Journal of International Community Studies, 7(13), 616-631. Arseven, A., Arseven, I. and Tepehan, T. (2015). Examination of class teacher candidates’ mathematics teaching self-efficacy. Cumhuriyet International Journal of Education, 4(2), 29 – 40. Aydin, R., Sahin, H. and Topal, T. (2008). Searching for quality in the training of primary school teachers in Turkey. Turkish Journal of Social Research, 12(2), 119-142. Capa, Y. (2005). Factors influencing first-year teachers’ sense of efficacy. Unpublished doctoral dissertation, The Ohio State University. Caprara, G. V., Barbaranelli, C., Steca, P. and Malone, P. S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of School Psychology, 44(6), 473–490. Ciuzas, R. (2013). The importance of teacher competencies to the formation of students national identity. Pedagogy, 109 (1), 27-32. Goodson, I. and Hargreaves, A. (2005). Series editors’ preface. In A. Harris ve D.Muijs. Improving schools through teacher leadership. New York: Open University Press. Guler, A., Halicioglu, M. B. and Tasgin, S. (2015). Qualitative research in social sciences. Ankara: Seckin. Gundogdu, K., Aytacli, B., Aydogan, R. and Yildirim, C. (2015). Content analysis of articles written in the field of teacher competencies Adnan Menderes University Faculty of Education Journal of Educational Sciences, 6(2), 30-43. Karasar, N. (2012). Scientific research method. Ankara: Nobel. Korkmaz, I. and Serin, M. K. (2018). Teaching as a profession. Professional values and ethics of teaching (Ed: M. Ergun, N. Karabacak, I. Korkmaz and M. Kucuk). Ankara: Ani. MEB, (2008). General and special field competences of teaching profession. Teacher competencies. Ankara: Directorate of State Books. International Technology and Education Journal Vol. 3, No. 2; 2019 8 MEB, (2017). General competencies for teaching profession. Competency determination process for the teaching profession in Turkey. Ankara: Ministry of National Education. Ocak, G. (2018). The role of the teacher in improving the quality of teaching. Instructional principles and methods (Ed: G. Ocak). Ankara: Pegem. Ozmen, H. (2008). Student teachers’ views on school experience – I and – II courses. Ondokuz Mayis University Journal of Education, 25(1), 25-37. Ozturk, H. K. (2019). Research models and types. Research methods in education (Ed: K. Yilmaz and R. S. Arik). Ankara: Pegem. Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a Messy Construct” Review of Educational Research, 62(3), 307-322. Tas, A. (2018). Factors affecting class management. Effective classroom management (Ed: H. Kiran and K. Celik). Ankara: Ani. Taspinar, M. (2014). Instructional principles and methods. Ankara: Edge. Teacher competencies, (2009). Turkish Education Association. Ankara: Adim Okan. Westergard, E. (2013). Teacher competencies and parental cooperation. International Journal about Parents in Education. 7(2), 91-99. Yildirim, I. and Kalman, M. (2017). The validity and reliability study of the Turkish version of the preparedness to teach scale. Kastamonu University Kastamonu Education Journal, 25(6), 2311-2326. On-Line Resources http://oygm.meb.gov.tr/www/ogretmenlik-meslegi-genelyeterlikleri/icerik/39, retrieved on 03.01.2019. https://www.usd.edu/education/induction-and-mentoring/teacher-competencies, retrieved on 30.12.2018.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Eğitim Üzerine Çalışmalar |
| Bölüm | Articles |
| Yazarlar | |
| Yayımlanma Tarihi | 31 Aralık 2019 |
| Yayımlandığı Sayı | Yıl 2019 Cilt: 3 Sayı: 2 |
