Are Prospective Elementary School Teachers' Social Studies Teaching Efficacy Beliefs Related to Their Learning Approaches in a Social Studies Teaching Methods Course?
Küçük Resim Yok
Tarih
2015
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Edith Cowan Univ
Erişim Hakkı
info:eu-repo/semantics/closedAccess
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.
Açıklama
Anahtar Kelimeler
Learning Approaches, Elementary School Teacher Candidates, Social Studies Teaching Methods Courses, Social Studies Teaching Efficacy Beliefs, Self-Efficacy, Academic-Achievement, Job-Satisfaction, Science, Mathematics, Burnout, Perceptions, Personality, Strategies, University
Kaynak
Australian Journal Of Teacher Education
WoS Q Değeri
N/A
Scopus Q Değeri
Q2
Cilt
40
Sayı
7
