IMPACT OF PROSPECTIVE ELEMENTARY TEACHERS' SUCCESS IN SCIENCE AND TECHNOLOGY TEACHING I AND II ON SELF-EFFICACY BELIEF

YAPALAK S.

PEDAGOGIKA-PEDAGOGY, vol.85, no.6, pp.948-954, 2013 (ESCI) identifier

  • Publication Type: Article / Article
  • Volume: 85 Issue: 6
  • Publication Date: 2013
  • Journal Name: PEDAGOGIKA-PEDAGOGY
  • Journal Indexes: Emerging Sources Citation Index (ESCI)
  • Page Numbers: pp.948-954
  • Trakya University Affiliated: Yes

Abstract

The purpose of this study is to examine the impact of prospective elementary teachers' success in Science and Technology Teaching I and II on self-efficacy belief. This is a descriptive study. This study was conducted with the participation of 171 (124 female, 47 male) prospective teachers, all of whom were the fourth grade studies at Trakya University, Education Faculty, Elementary Teaching in 2012/2013 academic year. Research data was collected via prospective elementary teachers' class grades at Science and Technology Teaching I and II, and via "The Scale of Self-Sufficiency of Prospective Elementary Teachers in Science Instruction" developed by Riggs and Enochs (1990) and translated into Turkish by Bikmaz (2002). The data was analyzed processed with the use of SPSS 17.0 statistics software; arithmetical average, standard deviation test, t test and regression. According to the findings of the research, while no difference was detected among the beliefs of prospective elementary teachers on science instruction in terms of gender; only the academic success at Science and Technology Teaching II was detected to estimate these beliefs at low level.