EXAMINATION OF THE SELF-EFFICACY OF TEACHER CANDIDATES IN KOSOVO REGARDING TEACHING PRINCIPLES AND METHODS

Serdan Kervan, Shemsi Morina

Abstract


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:

Hit counter

DOI

Keywords


self-efficacy, prospective teacher, teaching principles and methods

Full Text:

PDF

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.




DOI: http://dx.doi.org/10.46827/ejes.v0i0.1654

Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Serdan Kervan, Shemsi Morina

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).