EXAMINATION OF THE SELF-EFFICACY OF TEACHER CANDIDATES IN KOSOVO REGARDING TEACHING PRINCIPLES AND METHODS
DOI:
https://doi.org/10.46827/ejes.v0i0.1654Keywords:
self-efficacy, prospective teacher, teaching principles and methodsAbstract
In teacher qualifications, skills in teaching principles and methods are important. High self-efficacy prospective teachers are able to solve the problems they face more easily when they start their profession. This study aims to examine the self-efficacy of the teacher candidates on teaching principles and methods. The universe in study is teacher candidates who are students at a university in Kosovo. The results of the research are based on the applied self-efficacy scale data. For the other sub-questions, the Mann-Whitney U test was used for the variables with the non-parametric tests, while the Kruskal-Wallis test was used for those two values. As a result, the self-efficacy levels of teacher candidates are related to teaching principles and methods are positive and moderate. Teacher candidates vary in their self-efficacy according to gender, course taking, seminar attendance, and ethnicity. The departments of the teacher candidates also affect their self-efficacy.
Article visualizations:
References
Akkoyunlu, B., & Kurbanoğlu, S. (2003). Öğretmen adaylarının bilgi okuryazarlığı ve bilgisayar öz-yeterlik algıları üzerine bir çalışma. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 24, 1–10.
Altıkulaç, A., & Uslu, S. (2015a). The Efficacy beliefs of Turkish social studies teacher candidates regarding the teaching-learning process. US-China Education Review A, 5(12), 792–802. https://doi.org/10.17265/2161-623X/2015.12.003
Altıkulaç, A., & Uslu, S. (2015b). The Efficacy beliefs of Turkish social studies teacher candidates regarding the teaching-learning process. US-China Education Review A, 5(12), 792–802. https://doi.org/10.17265/2161-623X/2015.12.003
Altunçekiç, A., Yaman, S., & Koray, Ö. (2005). Öğretmen adaylarının öz-yeterlik inanç düzeyleri ve problem çözme becerileri üzerine bir araştırma (Kastamonu ili örneği). Kastamonu Eğitim Dergisi, 13(1), 93–102.
Arsal, Z. (2014). Microteaching and pre-service teachers’ sense of self-efficacy in teaching. European Journal of Teacher Education, 37(4), 453–464. https://doi.org/10.1080/02619768.2014.912627
Azar, A. (2010). In-service and pre-service secondary science teachers’ self-efficacy beliefs about science teaching. Educational Research and Reviews, 5(4), 175–188.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational psychologist, 28(2), 117–148.
Bilim, I. (2014). Pre-service elementary teachers’ motivations to become a teacher and its relationship with teaching self-efficacy. Procedia - Social and Behavioral Sciences, 152, 653–661. https://doi.org/10.1016/j.sbspro.2014.09.258
Büyüköztürk, Ş., Kılıç Çakmak, E., Erkan Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2013). Bilimsel araştırma yöntemleri. PEGEMA (C. 0). https://doi.org/10.14527/9789944919289
Cakiroglu, E. (2008a). The teaching efficacy beliefs of pre-service teachers in the USA and Turkey. Journal of Education for Teaching, 34(1), 33–44. https://doi.org/10.1080/02607470701773457
Cakiroglu, E. (2008b). The teaching efficacy beliefs of pre-service teachers in the USA and Turkey. Journal of Education for Teaching, 34(1), 33–44. https://doi.org/10.1080/02607470701773457
Ceylan, M., & Turhan, E. (2010). Student-teachers’ opinions about education and teaching profession example of Anadolu University. Içinde Procedia - Social and Behavioral Sciences (C. 2, ss. 2287–2299). https://doi.org/10.1016/j.sbspro.2010.03.324
Chong, S., Wong, I., & Lang, Q. C. (2005). Pre-service teachers’ beliefs, attitudes and expectations : A review of the literature.
Cox, S., & Graham, C. (2009). Using an elaborated model of the TPACK framework to analyze and depict teacher knowledge. TechTrends, 53(5), 60–69.
Çapri, B., & Çelikkaleli, Ö. (2008). Öğretmen adaylarının öğretmenliğe ilişkin tutum ve mesleki yeterlik inançlarının cinsiyet, program ve fakültelerine göre incelenmesi. İnönü Üniversitesi Eğitim Fakültesi, 9(15), 33–53. https://doi.org/10.17679/IUEFD.18403
Çelik, S. D. (2009). Kosova’da Türkoloji eğitimi. International Journal of Central Asian, 13.
Demirtaş, H., Cömert, M., & Özer, N. (2011). Öğretmen adaylarının özyeterlik inançları ve öğretmenlik mesleğine ilişkin tutumları. Eğitim ve Bilim, 36(159), 96–111.
Ertmer, P. A. (2005). Teacher pedagogical beliefs : The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25–39. https://doi.org/10.1007/BF02504683
Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013–1055. https://doi.org/10.1111/0161-4681.00141
Field, A. (2009). Discovering statistics using SPSS. Sage publications.
Gencer, A. S., & Cakiroglu, J. (2007). Turkish preservice science teachers’ efficacy beliefs regarding science teaching and their beliefs about classroom management. Teaching and Teacher Education, 23(5), 664–675. https://doi.org/10.1016/j.tate.2005.09.013
Gudmundsdottir, S., & Shulman, L. (1987). Pedagogical content knowledge in social studies. Scandinavian Journal of Educational Research, 31(2), 59–70. https://doi.org/10.1080/0031383870310201
Guskey, T. R. (1988). Teacher efficacy self-concept and attitudes toward the implementation of mastery learning. Teaching and Teacher Education, 4(1), 63–69.
Guyton, E., & Farokhi, E. (1987). Relationships among academic performance, basic skills, subject matter knowledge, and teaching skills or teacher education graduates. Journal of Teacher Education, 38(5), 37–42. https://doi.org/10.1177/002248718703800508
Hawk, P. P., Coble, C. R., & Swanson, M. (1985). Certification: It does matter. Journal of Teacher Education, 36(3), 13–15. https://doi.org/10.1177/002248718503600303
Jamil, F. M., Downer, J. T., & Pianta, R. C. (2012). Association of pre-service teachers’ performance, personality, and beliefs with teacher self-efficacy at program completion. Teacher Education Quarterly, 39(4), 119–138.
Kara, D. A., & Sağlam, M. (2014). Öğretmenlik meslek bilgisi derslerinin öğrenme-öğretme sürecine yönelik yeterlikleri kazandırması yönünden değerlendirilmesi. Eğitimde Nitel Araştırmalar Dergisi, 2(3).
Koh, J. H. L., Chai, C. S., & Tsai, C. C. (2010). Examining the technological pedagogical content knowledge of Singapore pre-service teachers with a large-scale survey. Journal of Computer Assisted Learning, 26(6), 563–573. https://doi.org/10.1111/j.1365-2729.2010.00372.x
Kula, S., & Taşdemir, M. (2014). Evaluation of pre-service teachers’ academic self-efficacy levels in terms of some certain variables. Procedia - Social and Behavioral Sciences, 141, 686–690. https://doi.org/10.1016/j.sbspro.2014.05.120
Kuzu, S. (2015). Öğretim ilke ve yöntemleri ders öğretim programının değerlendirilmesi. Gaziantep Üniversitesi.
Kuzu, S., & Demir, S. (2015). Öğretmen adayları için “öğretim ilke ve yöntemleri dersi öz-yeterlik ölçeği"nin geliştirilmesi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12(32).
Levin, B. (2003). Case studies of teacher development: An in-depth look at how thinking about pedagogy develops over time.
Lin, H.-L., Gorrell, J., & Taylor, J. (2002). Influence of culture and education on U.S. and Taiwan preservice teachers’ efficacy beliefs. The Journal of Educational Research, 96(1), 37–46. https://doi.org/10.1080/00220670209598789
MASHT, 2018. http://masht.rks-gov.net/divizioni-per-bashkepunim-nderkombetar-ne-arsim-te-larte-dhe-shkence (alıntı:20.03.2018)
Midgley, C., Feldlaufer, H., & Eccles, J. S. (1989). Change in teacher efficacy and student self- and task-related beliefs in mathematics during the transition to junior high school. Journal of Educational Psychology, 81(2), 247–258. https://doi.org/10.1037/0022-0663.81.2.247
Mishra, P., Koehler, M. J., & Henriksen, D. (2011). The seven trans-disciplinary habits of mind: Extending the TPACK framework towards 21st century learning. Educational Technology, 11(2), 22–28.
Morgil, I., Seçken, N., & Yücel, A. S. (2004). Kimya öğretmen adaylarının öz-yeterli̇k inançlarının bazı deği̇şkenler açısından incelenmesi̇. BAÜ Fen Bil. Enst. Dergisi, 6(1), 62–72.
Moseley, C., Reinke, K., & Bookout, V. (2002). The Effect of teaching outdoor environmental education on preservice teachers’ attitudes toward self-efficacy and outcome expectancy. The Journal of Environmental Education, 34(1), 9–15. https://doi.org/10.1080/00958960209603476
Pajares, F. (1997). Current directions in self-efficacy research. academia.edu.
Pallant, J. (2007). SPSS survival manual. McGraw-Hill Education (UK).
Ross, J. A. (1992). Teacher efficacy and the effects of coaching on student achievement. Canadian Journal of Education, 17(1977), 51–65. https://doi.org/10.2307/1495395
Sak, R. (2015). Comparison of self-efficacy between male and female pre-service early childhood teachers. Early Child Development and Care, 185(10), 1629–1640. https://doi.org/10.1080/03004430.2015.1014353
Schunk, D. H. (1981). Modeling and attributional effects on children’s achievement: A self-efficacy analysis. Journal of Educational Psychology, 73(1), 93–105. https://doi.org/10.1037/0022-0663.73.1.93
Wang, L., Ertmer, P. A., & Newby, T. J. (2004). Increasing preservice teachers’ self-efficacy beliefs for technology integration. Journal of Research on Technology in Education, 36(3), 231–250. https://doi.org/10.1080/15391523.2004.10782414
Watt, H. M. G., & Richardson, P. W. (2008). Motivations, perceptions, and aspirations concerning teaching as a career for different types of beginning teachers. Learning and Instruction, 18(5), 408–428. https://doi.org/10.1016/j.learninstruc.2008.06.002
Yıldırım, S. (2011). Kosova’da öğretmen yetiştirme politikası (1960-2010) ile Kosova’da ve Türkiye’de sınıf öğretmenliği öğretmenlik uygulamasının değerlendirilmesi.
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
