Are prospective elementary school teachers' social studies teaching efficacy beliefs related to their learning approaches in a social studies teaching methods course?

Creative Commons License

DÜNDAR Ş.

Australian Journal of Teacher Education, cilt.40, sa.7, ss.70-85, 2015 (Scopus) identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 40 Sayı: 7
  • Basım Tarihi: 2015
  • Doi Numarası: 10.14221/ajte.2015v40n7.6
  • Dergi Adı: Australian Journal of Teacher Education
  • Derginin Tarandığı İndeksler: Scopus
  • Sayfa Sayıları: ss.70-85
  • Anahtar Kelimeler: Elementary school teacher candidates, Learning approaches, Social studies teaching efficacy beliefs, Social studies teaching methods courses
  • Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
  • Trakya Üniversitesi Adresli: Evet

Özet

This study aimed to contribute to the growing literature on learning approaches and teacher self-efficacy beliefs by examining associations between prospective elementary school teachers' learning approaches in a social studies teaching methods course and their social studies teaching efficacy beliefs. One hundred ninety-two prospective elementary school teachers for grades 1-4 participated in this study at the school of education at a university in Turkey. Findings showed that the deep learning approach in a social studies teaching methods course was a significant and positive contributor to future teachers' social studies teaching efficacy beliefs. The findings highlight the importance of stimulating deep learning approaches to improve teaching efficacy.