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| Autor/in | Dolapçioglu, Sevda |
|---|---|
| Titel | Promoting Inquiry Skills for the Improvement of Self-Efficacy Domains in Special Education Pre-Service Teacher Training |
| Quelle | In: Journal of Teacher Education and Educators, 9 (2020) 2, S.201-220 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Zusatzinformation | ORCID (Dolapçioglu, Sevda) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2147-0456 |
| Schlagwörter | Inquiry; Skill Development; Self Efficacy; Special Education; Preservice Teacher Education; Preservice Teachers; Undergraduate Students; Academic Achievement; Predictor Variables; Information Skills; Foreign Countries; Turkey |
| Abstract | Inquiry skills are important to the development of teachers' self-efficacy domains as a whole and crucial to the continued maintenance and enhancement of their professional self-efficacy. This investigation of inquiry skills in relation to special education teachers' self-efficacy is both quantitative and qualitative. The former is related to determining the predictive power of inquiry skills as the main variable which triggers the development of teachers' self-efficacy domains. The latter is concerned with deeply exploring the main factors hindering or fostering the improvement of inquiry skills in teacher education. The aim is to create opportunities for special education teacher educators to revise their in-class teaching practices. Based on the quantitative results, inquiry skills of teacher trainees were found to have a positive meaningful influence on self-efficacy skills. The qualitative results show that teacher trainees need to improve self-confidence in the domains of knowledge acquisition and knowledge verification as inquiry skills. (As Provided). |
| Anmerkungen | Uludag University, Education Faculty, Department of Educational Sciences. Bursa, Turkey. e-mail: jtee.editor@gmail.com; Web site: http://www.jtee.org; Web site: http://dergipark.gov.tr/jtee |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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