The Teaching Processes of Prospective Science Teachers with Different Levels of Science-Teaching Self-Efficacy Belief

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dc.authoridBayram, Hale/0000-0003-2899-0934;
dc.authorwosidSAKA, MEHPARE/HPF-8371-2023
dc.authorwosidBayram, Hale/AAC-7087-2019
dc.authorwosidBayram, Hale/X-9970-2018
dc.authorwosidkabapınar, filiz/AAC-6771-2020
dc.contributor.authorSaka, Mehpare
dc.contributor.authorBayram, Hale
dc.contributor.authorKabapinar, Filiz
dc.date.accessioned2024-06-12T11:13:57Z
dc.date.available2024-06-12T11:13:57Z
dc.date.issued2016
dc.departmentTrakya Üniversitesien_US
dc.description.abstractThe concept of self-efficacy, which is an important variable in the teaching process, and how it reflects on teaching have recently been the focus of attention. Therefore, this study deals with the relationship between the science-teaching self-efficacy beliefs of prospective science teachers and their teaching practices. It was conducted with four prospective science teachers who were in their final year at a state university. The teaching processes of prospective science teachers, all of whom had different levels of science teaching self-efficacy beliefs, were detected using the case study, a qualitative research method. Observations, interviews, and documents were used as data collection tools. The obtained data were analyzed through the method of content analysis. According to the findings, although the prospective science teachers were observed to have different levels of self-efficacy belief, they agreed that the student-centered approach was more suitable for students, especially in terms of the teaching process. However, they reflected this differently in their practices. Contrary to expectation, it was generally confirmed that teachers with high-levels of self-efficacy might perform their teaching practices less efficiently in some situations, while teachers with low-level of self-efficacy might perform their teaching practices more efficiently.en_US
dc.identifier.doi10.12738/estp.2016.3.0012
dc.identifier.endpage942en_US
dc.identifier.issn2630-5984
dc.identifier.issn2148-7561
dc.identifier.issue3en_US
dc.identifier.scopus2-s2.0-84978818985en_US
dc.identifier.scopusqualityN/Aen_US
dc.identifier.startpage915en_US
dc.identifier.trdizinid204076en_US
dc.identifier.urihttps://doi.org/10.12738/estp.2016.3.0012
dc.identifier.urihttps://search.trdizin.gov.tr/yayin/detay/204076
dc.identifier.urihttps://hdl.handle.net/20.500.14551/23746
dc.identifier.volume16en_US
dc.identifier.wosWOS:000384646500009en_US
dc.identifier.wosqualityQ4en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.indekslendigikaynakTR-Dizinen_US
dc.language.isoenen_US
dc.publisherEdamen_US
dc.relation.ispartofEducational Sciences-Theory & Practiceen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectScience Teaching Self-Efficacy Beliefen_US
dc.subjectProspective Science Teacheren_US
dc.subjectTeaching Processen_US
dc.subjectPedagogical Content Knowledgeen_US
dc.subjectStudentsen_US
dc.titleThe Teaching Processes of Prospective Science Teachers with Different Levels of Science-Teaching Self-Efficacy Beliefen_US
dc.typeArticleen_US

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