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Pre-Service Teacher Self-Efficacy Beliefs Regarding Science Teaching : A Comparison of Pre-Service Teachers in Turkey and the USA Results from a study to compare preservice elementary teachers ’ efficacy
| Content Provider | Semantic Scholar |
|---|---|
| Author | Çakıroğlu, Jale Çakıroğlu, Erdinç Boone, William J. |
| Copyright Year | 2006 |
| Abstract | The issue of teachers’ efficacy is of importance as teacher preparation programs throughout the world attempt to address shortages of qualified, competent teachers. In the field of science education, monitoring and reacting to the issue of efficacy seems to be one way in which teacher preparation programs are evaluating the structure of programs. In developing countries there is an immediate need for qualified and innovative science instruction as governments attempt to insure that a pool of scientists, engineers and computer specialists are trained for business and academic research and citizens are provided with (and retain) some understanding of science. This study provides a comparison of the self-efficacy of future science teachers in two countries (one developed and one rapidly developing). Analysis suggests what might be learned to aid teacher preparation programs in many settings. Teachers’ sense of efficacy is a construct derived from Bandura’s (1977) theory of self-efficacy in which the generalized behavior of an individual is based upon two factors, (a) a belief about action and outcome; and (b) a personal belief about one’s ability to cope with a task. TschannenMoran and Woolfolk Hoy (2001) defined teacher efficacy as a teacher’s “judgment of his or her capabilities to bring about desired outcomes of student engagement and learning, even among those students who may be difficult or unmotivated.” (p.783) Teacher efficacy has been found to be one of the important variables consistently related to positive teaching behavior and student outcomes (Gibson & Dembo, 1984; Ashton & Webb; 1986, Enochs et al., 1995; Woolfolk & Hoy, 1990; Henson, 2001). Research on the efficacy of teachers suggests that behaviors such as persistence at a task, risk taking, and the use of innovations are related to degrees of efficacy (Ashton & Webb, 1986). For example, highly efficacious teachers are more likely to use openended, inquiry, student-directed teaching strategies, while teachers with a low sense of efficacy were more likely to use teacher-directed teaching strategies such as lecture or reading from the textbook. Research indicates ̆ ̆ |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://files.eric.ed.gov/fulltext/EJ740956.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
