A Study on Prospective Teachers' Self-Efficacy Beliefs Regarding the Implementation of Constructivist Approach (A Case of Konya)

Autor/in	Ektem, Isil Sönmez
Titel	A Study on Prospective Teachers' Self-Efficacy Beliefs Regarding the Implementation of Constructivist Approach (A Case of Konya)
Quelle	In: Journal of Education and Training Studies, 4 (2016) 3, S.118-125 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2324-805X
Schlagwörter	Foreign Countries; Preservice Teachers; Student Teacher Attitudes; Self Efficacy; Beliefs; Program Implementation; Constructivism (Learning); Case Studies; Mixed Methods Research; Likert Scales; Semi Structured Interviews; Lesson Plans; Scores; Multivariate Analysis; Turkey + Suchen Sie Ihr Suchwort? Ausland; Self-efficacy; Selbstwirksamkeit; Belief; Glaube; Case study; Fallstudie; Case Study; Likert-Skala; Lesson planning; Unterrichtsplanung; Multivariate Analyse; Türkei
Abstract	The purpose of this study was to reveal prospective teachers' perceptions and views about the implementation of the constructivist approach. The study was conducted on 528 prospective teachers in their 4th year at Necmettin Erbakan University Ahmet Kelesoglu Education Faculty and Selcuk University Faculty of Science and Faculty of Letters in the academic year of 2014-2015 in Konya, Turkey. The mixed method, where qualitative and quantitative methods are used together, was used in the study. In collecting the quantitative data, 5-point Likert type "Self-Efficacy Scale for the Implementation of Constructivist Approach", which was developed by Evrekli, Sasmaz-Ören and Inel (2010), was used whereas a semi-structured interview form consisting of two questions was used in collecting the qualitative data. It is justified to say, on the basis of the data obtained from the study, that prospective teachers' self-efficacy beliefs regarding the planning of lessons according to the constructivist approach, forming a process of teaching and learning as well as a process of testing and evaluation and creating a learning environment were high. Moreover, it was concluded that prospective teachers' beliefs concerning the implementation of the constructivist approach did not exhibit variation by the type of faculty where they were receiving education and by gender but that they varied by their academic mean scores. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01