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Year 2017, Volume: 6 Issue: 3, 357 - 367, 15.07.2017
https://doi.org/10.12973/eu-jer.6.3.357

Abstract

References

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  • Altinkurt, Y., Yilmaz, K. & Erol, E. (2014). Pedagojik formasyon programi ogrencilerinin ogretmenlik meslegine yonelik motivasyonlari [Pedagogic formation program students’ motivations for teaching profession]. Trakya Universitesi Egitim Fakultesi Dergisi, 4(1), 48-62.
  • Arastaman, G. (2013). Egitim ve fen edebiyat fakultesi ogrencilerinin oz-yeterlik inanclari ve ogretmenlik meslegine karsi tutumlarinin incelenmesi [Examination of education and arts and sciences faculty students’ self-efficacy beliefs and their attitudes toward teaching profession]. Ahi Evran Universitesi Kirsehir Egitim Fakultesi Dergisi, 14(2), 205-217.
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  • Askar, P. & Umay, A. (2001). Ilkogretim matematik ogretmenligi ogrencilerinin bilgisayarla ilgili oz-yeterlik algisi [Perceived computer self-efficacy of the students in the elementary mathematics teaching program]. Hacettepe Universitesi Egitim Fakultesi Dergisi, 21, 1-8.
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  • Aydemir, H. (2012). Sosyal bilgiler ogretmenlerinin ogretim yontem, teknik ve stratejileri kullanma yeterlikleri [Competencıes of social sciences teachers in using teaching methods]. Hikmet Yurdu, 5(9), 81-100.
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  • Azar, A. (2010). Ortaogretim fen bilimleri ve matematik ogretmeni adaylarinin oz yeterlik inanclari [Pre-service secondary science teachers’ self-efficacy beliefs about science teaching]. ZKU Sosyal Bilimler Dergisi, 6(12), 235-252.
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  • Bagceci, B., Yildirim, I., Kara, K. & Keskinpalta, D. (2015). Pedagojik Formasyon ve Egitim Fakultesi Ogrencilerinin Ogretmenlik Meslegine Yonelik Tutumlarinin Karsilastirilmasi [A comparative study on the attitudes of students from education faculties and science faculties towards being a teacher]. Erzincan Universitesi Egitim Fakultesi Dergisi, 17(1), 307-324, doi: http://dx.doi.org/10.17556/jef.52416
  • Bal, M. S. (2011). Tarih ogretmen adaylarinin Hacli Seferleri konusunda pedagojik alan bilgilerinin incelenmesi [Examining the pre-service history teachers’ pedagogical content knowledge regarding the Crusades]. Selcuk Universitesi Ahmet Kelesoglu Egitim Fakultesi Dergisi, 31, 239-261.
  • Bal, M. S. & Karademir, N. (2013). Sosyal bilgiler ogretmenlerinin teknolojik pedagojik alan bilgisi konusunda oz-degerlendirme seviyelerinin belirlenmesi [Determining social science teachers’ self-assessment levels with regard to their technological pedagogical content knowledge]. Pamukkale Universitesi Egitim Fakultesi Dergisi, 34(2), 15-32.
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  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
  • Bandura, A. (1994), Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of Human Behavior (4) (pp. 71-81). Newyork: Academic Press.
  • Bandura, A. (1997). Self- efficacy: The exercise of control. New York: Freeman.
  • Barton, K. C. and Levstik, L. S. (2004). Teaching history for the common good. Mahwah: Lawrence Erlbaum Associates.
  • Bikmaz, F. H. (2004). Oz yeterlik inanclari [Self-efficacy beliefs]. In Y. Kuzgun & D. Deryakulu (Eds.), Egitimde Bireysel Farkliliklar (pp. 289–314). Ankara: Nobel Yayin Dagitim.
  • Bozkurt, N. (2015). Tarih ogretmeni ozel alan yeterlik algilarinin degerlendirilmesi [Determining the history teacher candidates’ efficacy in the special field competencies]. Usak Sosyal Bilimler Dergisi, 8(3), 65-86.
  • Bozkurt, N. (2016). Tarih ogretmeni adaylarinin teknolojik pedagojik alan bilgisine yonelik ozguvenlerinin belirlenmesi [Determination of self-confidence for technological pedagogical content knowledge of pre-service history teacher]. Mustafa Kemal Universitesi Sosyal Bilimler Enstitusu Dergisi, 13(33), 153- 167.
  • Cakir, O., Kan, A. & Sunbul, O. (2006). Ogretmenlik meslek bilgisi ve tezsiz yuksek lisans programlarinin tutum ve ozyeterlik acisindan degerlendirilmesi [The evaluation of the teaching certificate program and the masters program without thesis with respect to students’ attitudes and self-efficacy]. Mersin Universitesi Egitim Fakultesi Dergisi, 2(1), 36-47.
  • Caliskan, M., Isik, A. N. & Saygin, Y. (2013). Ogretmen adaylarinin ideal ogretmen algilari [Prospective teachers' perception of ideal teacher]. Ilkogretim Online, 12(2), 575-584.
  • Candeger, U. (2013). Universitelerin tarih ogretmenligi bolumlerinin internet sayfalarinda bulunan ders programlari ile tarih ogretmeni ozel alan yeterliklerinin karsilastirilmasi [Comparison of special area competences and course programs in web pages of history teacher departments]. Usak Universitesi Sosyal Bilimler Dergisi, Ozel Sayi, 329-346.
  • Candeger, U. (2014). Tarih ogretmeni ozel alan yeterliklerinin hazirlanmasi [Preparation of history teacher special field competences]. Turk Tarih Egitimi Dergisi, 4(1), 177-194.
  • Capa, Y., Cakiroglu, J. & Sarikaya, H. (2005). Ogretmen ozyeterlik olcegi Turkce uyarlamasinin gecerlik ve guvenirlik calismasi [The development and validation of a turkish version of the teachers’ sense of efficacy scale]. Egitim ve Bilim, 30(137), 74-81.
  • Caprara, G. V., Barbaranelli, C., Steca, P. & 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, 473–490.
  • Capri, B. & Kan, A. (2006). Ogretmen kisilerarasi oz-yeterlik olceginin turkce formunun gecerlik ve guvenirlik calismasi [The teacher interpersonal self-efficacy scale: Validity and reliability study of Turkish form]. Mersin Universitesi Egitim Fakultesi Dergisi, 2(1), 48-61.
  • Capri, B., & Celikkaleli, O. (2008). Ogretmen adaylarinin ogretmenlige iliskin tutum ve mesleki yeterlik inanclarinin cinsiyet, program ve fakultelerine gore incelenmesi [Investigation of preservice teachers’ attitudes towards teaching and professional self-efficacy beliefs according to their gender, programs, and faculties]. Inonu Universitesi Egitim Fakultesi Dergisi, 9(15), 33-53.
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  • Demirtas, H., Comert, M., & Ozer, N. (2011).Ogretmen adaylarinin oz yeterlik inanclari ve ogretmenlik meslegine iliskin tutumlari [Pre-service teachers’ self-efficacy beliefs and attitudes towards profession]. Egitim ve Bilim, 36(159), 96-111.
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Effect of Pedagogical Formation Program on Pre-Service History Teachers’ Perceived Self-Efficacy

Year 2017, Volume: 6 Issue: 3, 357 - 367, 15.07.2017
https://doi.org/10.12973/eu-jer.6.3.357

Abstract

The purpose of the present study is to investigate pre-service history teachers’ perceived self-efficacy and the effect of pedagogical formation training on this perception. The study is based on a one-group pretest-posttest research design, which is a type of pre-experimental design. For the purpose of the study, in the first week of the formation training, the “Teachers’ Sense of Efficacy Scale” developed by Tschannen-Moran and Hoy and adapted to Turkish by Capa, Cakiroglu and Sarikaya was administered as a pre-test to a group of 178 pre-service history teachers who underwent pedagogical formation training in 2016-2017 academic year in two different universities in Turkey. The same scale was administered again as a post-test at the end of the 28-week training. The study has found out that the pedagogical formation training did not make a significant difference in pre-service history teachers’ perceived self-efficacy except for the classroom management subscale, in which the self-efficacy scores of pre-service history teachers decreased after the pedagogical formation training

References

  • Akcay, S. (2009). Ilkogretim fen bilgisi ogretmen adaylarinin biyoloji alan bilgisi yeterliligi [Primary education science teacher trainees the adequacy of knowledge in the subject area of biology]. PhD Thesis, University of Gazi, Ankara.
  • Altinkurt, Y., Yilmaz, K. & Erol, E. (2014). Pedagojik formasyon programi ogrencilerinin ogretmenlik meslegine yonelik motivasyonlari [Pedagogic formation program students’ motivations for teaching profession]. Trakya Universitesi Egitim Fakultesi Dergisi, 4(1), 48-62.
  • Arastaman, G. (2013). Egitim ve fen edebiyat fakultesi ogrencilerinin oz-yeterlik inanclari ve ogretmenlik meslegine karsi tutumlarinin incelenmesi [Examination of education and arts and sciences faculty students’ self-efficacy beliefs and their attitudes toward teaching profession]. Ahi Evran Universitesi Kirsehir Egitim Fakultesi Dergisi, 14(2), 205-217.
  • Ashton, P. T. & Webb, R. B. (1986). Making a difference: Teachers’ sense of efficacy and student achievement. New York: Longman.
  • Askar, P. & Umay, A. (2001). Ilkogretim matematik ogretmenligi ogrencilerinin bilgisayarla ilgili oz-yeterlik algisi [Perceived computer self-efficacy of the students in the elementary mathematics teaching program]. Hacettepe Universitesi Egitim Fakultesi Dergisi, 21, 1-8.
  • Ay, B. (2007). Ogretmenlerin oz-yeterlikleri ve orgutsel vatandaslik davranisi [Teacher's self-efficacy and organizational citizenship behavior]. Master Thesis, University of Afyon Kocatepe.
  • Aydemir, H. (2012). Sosyal bilgiler ogretmenlerinin ogretim yontem, teknik ve stratejileri kullanma yeterlikleri [Competencıes of social sciences teachers in using teaching methods]. Hikmet Yurdu, 5(9), 81-100.
  • Aypay, A. (2010). Genel oz yeterlik olcegi’nin (goyo) Turkce’ye uyarlama calismasi [The adaptation study of general self-efficacy (GSE) scale to Turkish]. Inonu Universitesi Egitim Fakultesi Dergisi, 11(2), 113–131.
  • Azar, A. (2010). Ortaogretim fen bilimleri ve matematik ogretmeni adaylarinin oz yeterlik inanclari [Pre-service secondary science teachers’ self-efficacy beliefs about science teaching]. ZKU Sosyal Bilimler Dergisi, 6(12), 235-252.
  • Azar, A. (2011). Turkiye’deki ogretmen egitimi uzerine bir soylem: Nitelik mi, nicelik mi [Quality or quantity: A statement for teacher training in Turkey]. Yuksekogretim ve Bilim Dergisi, 1(1), 36-38, doi: 10.5961/jhes.2011.004
  • Bagceci, B., Yildirim, I., Kara, K. & Keskinpalta, D. (2015). Pedagojik Formasyon ve Egitim Fakultesi Ogrencilerinin Ogretmenlik Meslegine Yonelik Tutumlarinin Karsilastirilmasi [A comparative study on the attitudes of students from education faculties and science faculties towards being a teacher]. Erzincan Universitesi Egitim Fakultesi Dergisi, 17(1), 307-324, doi: http://dx.doi.org/10.17556/jef.52416
  • Bal, M. S. (2011). Tarih ogretmen adaylarinin Hacli Seferleri konusunda pedagojik alan bilgilerinin incelenmesi [Examining the pre-service history teachers’ pedagogical content knowledge regarding the Crusades]. Selcuk Universitesi Ahmet Kelesoglu Egitim Fakultesi Dergisi, 31, 239-261.
  • Bal, M. S. & Karademir, N. (2013). Sosyal bilgiler ogretmenlerinin teknolojik pedagojik alan bilgisi konusunda oz-degerlendirme seviyelerinin belirlenmesi [Determining social science teachers’ self-assessment levels with regard to their technological pedagogical content knowledge]. Pamukkale Universitesi Egitim Fakultesi Dergisi, 34(2), 15-32.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
  • Bandura, A. (1994), Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of Human Behavior (4) (pp. 71-81). Newyork: Academic Press.
  • Bandura, A. (1997). Self- efficacy: The exercise of control. New York: Freeman.
  • Barton, K. C. and Levstik, L. S. (2004). Teaching history for the common good. Mahwah: Lawrence Erlbaum Associates.
  • Bikmaz, F. H. (2004). Oz yeterlik inanclari [Self-efficacy beliefs]. In Y. Kuzgun & D. Deryakulu (Eds.), Egitimde Bireysel Farkliliklar (pp. 289–314). Ankara: Nobel Yayin Dagitim.
  • Bozkurt, N. (2015). Tarih ogretmeni ozel alan yeterlik algilarinin degerlendirilmesi [Determining the history teacher candidates’ efficacy in the special field competencies]. Usak Sosyal Bilimler Dergisi, 8(3), 65-86.
  • Bozkurt, N. (2016). Tarih ogretmeni adaylarinin teknolojik pedagojik alan bilgisine yonelik ozguvenlerinin belirlenmesi [Determination of self-confidence for technological pedagogical content knowledge of pre-service history teacher]. Mustafa Kemal Universitesi Sosyal Bilimler Enstitusu Dergisi, 13(33), 153- 167.
  • Cakir, O., Kan, A. & Sunbul, O. (2006). Ogretmenlik meslek bilgisi ve tezsiz yuksek lisans programlarinin tutum ve ozyeterlik acisindan degerlendirilmesi [The evaluation of the teaching certificate program and the masters program without thesis with respect to students’ attitudes and self-efficacy]. Mersin Universitesi Egitim Fakultesi Dergisi, 2(1), 36-47.
  • Caliskan, M., Isik, A. N. & Saygin, Y. (2013). Ogretmen adaylarinin ideal ogretmen algilari [Prospective teachers' perception of ideal teacher]. Ilkogretim Online, 12(2), 575-584.
  • Candeger, U. (2013). Universitelerin tarih ogretmenligi bolumlerinin internet sayfalarinda bulunan ders programlari ile tarih ogretmeni ozel alan yeterliklerinin karsilastirilmasi [Comparison of special area competences and course programs in web pages of history teacher departments]. Usak Universitesi Sosyal Bilimler Dergisi, Ozel Sayi, 329-346.
  • Candeger, U. (2014). Tarih ogretmeni ozel alan yeterliklerinin hazirlanmasi [Preparation of history teacher special field competences]. Turk Tarih Egitimi Dergisi, 4(1), 177-194.
  • Capa, Y., Cakiroglu, J. & Sarikaya, H. (2005). Ogretmen ozyeterlik olcegi Turkce uyarlamasinin gecerlik ve guvenirlik calismasi [The development and validation of a turkish version of the teachers’ sense of efficacy scale]. Egitim ve Bilim, 30(137), 74-81.
  • Caprara, G. V., Barbaranelli, C., Steca, P. & 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, 473–490.
  • Capri, B. & Kan, A. (2006). Ogretmen kisilerarasi oz-yeterlik olceginin turkce formunun gecerlik ve guvenirlik calismasi [The teacher interpersonal self-efficacy scale: Validity and reliability study of Turkish form]. Mersin Universitesi Egitim Fakultesi Dergisi, 2(1), 48-61.
  • Capri, B., & Celikkaleli, O. (2008). Ogretmen adaylarinin ogretmenlige iliskin tutum ve mesleki yeterlik inanclarinin cinsiyet, program ve fakultelerine gore incelenmesi [Investigation of preservice teachers’ attitudes towards teaching and professional self-efficacy beliefs according to their gender, programs, and faculties]. Inonu Universitesi Egitim Fakultesi Dergisi, 9(15), 33-53.
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There are 72 citations in total.

Details

Primary Language English
Subjects Studies on Education
Other ID JA43JK53JH
Journal Section Research Article
Authors

Fatih Yazici

Tercan Yildirim This is me

Publication Date July 15, 2017
Published in Issue Year 2017 Volume: 6 Issue: 3

Cite

APA Yazici, F., & Yildirim, T. (2017). Effect of Pedagogical Formation Program on Pre-Service History Teachers’ Perceived Self-Efficacy. European Journal of Educational Research, 6(3), 357-367. https://doi.org/10.12973/eu-jer.6.3.357
AMA Yazici F, Yildirim T. Effect of Pedagogical Formation Program on Pre-Service History Teachers’ Perceived Self-Efficacy. eujer. July 2017;6(3):357-367. doi:10.12973/eu-jer.6.3.357
Chicago Yazici, Fatih, and Tercan Yildirim. “Effect of Pedagogical Formation Program on Pre-Service History Teachers’ Perceived Self-Efficacy”. European Journal of Educational Research 6, no. 3 (July 2017): 357-67. https://doi.org/10.12973/eu-jer.6.3.357.
EndNote Yazici F, Yildirim T (July 1, 2017) Effect of Pedagogical Formation Program on Pre-Service History Teachers’ Perceived Self-Efficacy. European Journal of Educational Research 6 3 357–367.
IEEE F. Yazici and T. Yildirim, “Effect of Pedagogical Formation Program on Pre-Service History Teachers’ Perceived Self-Efficacy”, eujer, vol. 6, no. 3, pp. 357–367, 2017, doi: 10.12973/eu-jer.6.3.357.
ISNAD Yazici, Fatih - Yildirim, Tercan. “Effect of Pedagogical Formation Program on Pre-Service History Teachers’ Perceived Self-Efficacy”. European Journal of Educational Research 6/3 (July 2017), 357-367. https://doi.org/10.12973/eu-jer.6.3.357.
JAMA Yazici F, Yildirim T. Effect of Pedagogical Formation Program on Pre-Service History Teachers’ Perceived Self-Efficacy. eujer. 2017;6:357–367.
MLA Yazici, Fatih and Tercan Yildirim. “Effect of Pedagogical Formation Program on Pre-Service History Teachers’ Perceived Self-Efficacy”. European Journal of Educational Research, vol. 6, no. 3, 2017, pp. 357-6, doi:10.12973/eu-jer.6.3.357.
Vancouver Yazici F, Yildirim T. Effect of Pedagogical Formation Program on Pre-Service History Teachers’ Perceived Self-Efficacy. eujer. 2017;6(3):357-6.