logo logo European Journal of Educational Research

EU-JER is is a, peer reviewed, online academic research journal.

Subscribe to

Receive Email Alerts

for special events, calls for papers, and professional development opportunities.

Subscribe

Publisher (HQ)

Eurasian Society of Educational Research
Eurasian Society of Educational Research
Christiaan Huygensstraat 44, Zipcode:7533XB, Enschede, THE NETHERLANDS
Eurasian Society of Educational Research
Headquarters
Christiaan Huygensstraat 44, Zipcode:7533XB, Enschede, THE NETHERLANDS
self efficacy history education pedagogical formation program pre service teachers

Effect of Pedagogical Formation Program on Pre-Service History Teachers’ Perceived Self-Efficacy

Fatih Yazici , Tercan Yildirim

The purpose of the present study is to investigate pre-service history teachers’ perceived self-efficacy and the effect of pedagogical formation.

T

The purpose of the present study is to investigate pre-service history teachers’ perceived self-efficacy and the effect of pedagogical formation training on this perception. The study is based on a one-group pretest-posttest research design, which is a type of pre-experimental design. For the purpose of the study, in the first week of the formation training, the “Teachers’ Sense of Efficacy Scale” developed by Tschannen-Moran and Hoy and adapted to Turkish by Capa, Cakiroglu and Sarikaya was administered as a pre-test to a group of 178 pre-service history teachers who underwent pedagogical formation training in 2016-2017 academic year in two different universities in Turkey. The same scale was administered again as a post-test at the end of the 28-week training. The study has found out that the pedagogical formation training did not make a significant difference in pre-service history teachers’ perceived self-efficacy except for the classroom management subscale, in which the self-efficacy scores of pre-service history teachers decreased after the pedagogical formation training.

Keywords: Self-efficacy, history education, pedagogical formation program, pre-service teachers

cloud_download PDF
Cite
Article Metrics
Views
576
Download
1064
Citations
Crossref
0

References

Akcay, S. (2009). Ilkogretim fen bilgisi ogretmen adaylarinin biyoloji alan bilgisi yeterliligi [Primary education science teacher trainees the adequacy of knowledge in the subject area of biology]. PhD Thesis, University of Gazi, Ankara.

Altinkurt, Y., Yilmaz, K. & Erol, E. (2014). Pedagojik formasyon programi ogrencilerinin ogretmenlik meslegine yonelik motivasyonlari [Pedagogic formation program students’ motivations for teaching profession]. Trakya Universitesi Egitim Fakultesi Dergisi, 4(1), 48-62.

Arastaman, G. (2013). Egitim ve fen edebiyat fakultesi ogrencilerinin oz-yeterlik inanclari ve ogretmenlik meslegine karsi tutumlarinin incelenmesi [Examination of education and arts and sciences faculty students’ self-efficacy beliefs and their attitudes toward teaching profession]. Ahi Evran Universitesi Kirsehir Egitim Fakultesi Dergisi, 14(2), 205-217.

Ashton, P. T. & Webb, R. B. (1986). Making a difference: Teachers’ sense of efficacy and student achievement. New York: Longman.

Askar, P. & Umay, A. (2001). Ilkogretim matematik ogretmenligi ogrencilerinin bilgisayarla ilgili oz-yeterlik algisi [Perceived computer self-efficacy of the students in the elementary mathematics teaching program]. Hacettepe Universitesi Egitim Fakultesi Dergisi, 21, 1-8.

Ay, B. (2007). Ogretmenlerin oz-yeterlikleri ve orgutsel vatandaslik davranisi [Teacher's self-efficacy and organizational citizenship behavior]. Master Thesis, University of Afyon Kocatepe.

Aydemir, H. (2012). Sosyal bilgiler ogretmenlerinin ogretim yontem, teknik ve stratejileri kullanma yeterlikleri [Competencıes of social sciences teachers in using teaching methods]. Hikmet Yurdu, 5(9), 81-100.

Aypay, A. (2010). Genel oz yeterlik olcegi’nin (goyo) Turkce’ye uyarlama calismasi [The adaptation study of general self-efficacy (GSE) scale to Turkish]. Inonu Universitesi Egitim Fakultesi Dergisi, 11(2), 113–131.

Azar, A. (2010). Ortaogretim fen bilimleri ve matematik ogretmeni adaylarinin oz yeterlik inanclari [Pre-service secondary science teachers’ self-efficacy beliefs about science teaching]. ZKU Sosyal Bilimler Dergisi, 6(12), 235-252.

Azar, A. (2011). Turkiye’deki ogretmen egitimi uzerine bir soylem: Nitelik mi, nicelik mi [Quality or quantity: A statement for teacher training in Turkey]. Yuksekogretim ve Bilim Dergisi, 1(1), 36-38, doi: 10.5961/jhes.2011.004

Bagceci, B., Yildirim, I., Kara, K. & Keskinpalta, D. (2015). Pedagojik Formasyon ve Egitim Fakultesi Ogrencilerinin Ogretmenlik Meslegine Yonelik Tutumlarinin Karsilastirilmasi [A comparative study on the attitudes of students from education faculties and science faculties towards being a teacher]. Erzincan Universitesi Egitim Fakultesi Dergisi, 17(1), 307-324, doi: http://dx.doi.org/10.17556/jef.52416

Bal, M. S. (2011). Tarih ogretmen adaylarinin Hacli Seferleri konusunda pedagojik alan bilgilerinin incelenmesi [Examining the pre-service history teachers’ pedagogical content knowledge regarding the Crusades]. Selcuk Universitesi Ahmet Kelesoglu Egitim Fakultesi Dergisi, 31, 239-261.

Bal, M. S. & Karademir, N. (2013). Sosyal bilgiler ogretmenlerinin teknolojik pedagojik alan bilgisi konusunda oz-degerlendirme seviyelerinin belirlenmesi [Determining   social   science teachers’  self-assessment   levels   with   regard   to   their   technological   pedagogical   content knowledge]. Pamukkale Universitesi Egitim Fakultesi Dergisi, 34(2), 15-32.

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.

Bandura, A. (1994), Self-efficacy.  In V. S. Ramachaudran (Ed.), Encyclopedia of Human Behavior (4) (pp. 71-81). Newyork: Academic Press.

Bandura, A. (1997). Self- efficacy: The exercise of control. New York: Freeman.

Barton, K. C. and Levstik, L. S. (2004). Teaching history for the common good. Mahwah: Lawrence Erlbaum Associates.

Bikmaz, F. H. (2004). Oz yeterlik inanclari [Self-efficacy beliefs]. In Y. Kuzgun & D. Deryakulu (Eds.), Egitimde Bireysel Farkliliklar (pp. 289–314). Ankara: Nobel Yayin Dagitim.

Bozkurt, N. (2015). Tarih ogretmeni ozel alan yeterlik algilarinin degerlendirilmesi [Determining the history teacher candidates’ efficacy in the special field competencies]. Usak Sosyal Bilimler Dergisi, 8(3), 65-86.

Bozkurt, N. (2016). Tarih ogretmeni adaylarinin teknolojik pedagojik alan bilgisine yonelik ozguvenlerinin belirlenmesi [Determination of self-confidence for technological pedagogical content knowledge of pre-service history teacher]. Mustafa Kemal Universitesi Sosyal Bilimler Enstitusu Dergisi, 13(33), 153- 167.

Cakir, O., Kan, A. & Sunbul, O. (2006). Ogretmenlik meslek bilgisi ve tezsiz yuksek lisans programlarinin tutum ve ozyeterlik acisindan degerlendirilmesi [The evaluation of the teaching certificate program and the masters program without thesis with respect to students’ attitudes and self-efficacy]. Mersin Universitesi Egitim Fakultesi Dergisi, 2(1), 36-47.

Caliskan, M., Isik, A. N. & Saygin, Y. (2013). Ogretmen adaylarinin ideal ogretmen algilari [Prospective teachers' perception of ideal teacher]. Ilkogretim Online, 12(2), 575-584.

Candeger, U. (2013). Universitelerin tarih ogretmenligi bolumlerinin internet sayfalarinda bulunan ders programlari ile tarih ogretmeni ozel alan yeterliklerinin karsilastirilmasi [Comparison of special area competences and course programs in web pages of history teacher departments]. Usak Universitesi Sosyal Bilimler Dergisi, Ozel Sayi, 329-346.

Candeger, U. (2014). Tarih ogretmeni ozel alan yeterliklerinin hazirlanmasi [Preparation of history teacher special field competences]. Turk Tarih Egitimi Dergisi, 4(1), 177-194.

Capa, Y., Cakiroglu, J. & Sarikaya, H. (2005). Ogretmen ozyeterlik olcegi Turkce uyarlamasinin gecerlik ve guvenirlik calismasi [The development and validation of a turkish version of the teachers’ sense of efficacy scale]. Egitim ve Bilim, 30(137), 74-81.

Caprara, G. V., Barbaranelli, C., Steca, P. & Malone, P. S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of School Psychology, 44, 473–490.

Capri, B. & Kan, A. (2006). Ogretmen kisilerarasi oz-yeterlik olceginin turkce formunun gecerlik ve guvenirlik calismasi [The teacher interpersonal self-efficacy scale: Validity and reliability study of Turkish form]. Mersin Universitesi Egitim Fakultesi Dergisi, 2(1), 48-61.

Capri, B., & Celikkaleli, O. (2008). Ogretmen adaylarinin ogretmenlige iliskin tutum ve mesleki yeterlik inanclarinin cinsiyet, program ve fakultelerine gore incelenmesi [Investigation of preservice teachers’ attitudes towards teaching and professional self-efficacy beliefs according to their gender, programs, and faculties]. Inonu Universitesi Egitim Fakultesi Dergisi, 9(15), 33-53.

Celikten, M., Sanal, M. & Yeni, Y. (2005). Ogretmenlik meslegi ve ozellikleri [Teaching profession and its features]. Erciyes Universitesi Sosyal Bilimler Enstitusu Dergisi, 19 (2), 207-237.

Demirtas, H., Comert, M., & Ozer, N. (2011).Ogretmen adaylarinin oz yeterlik inanclari ve ogretmenlik meslegine iliskin tutumlari [Pre-service teachers’ self-efficacy beliefs and attitudes towards profession]. Egitim ve Bilim, 36(159), 96-111.

Ekici, G. (2008). Sinif yonetimi dersinin ogretmen adaylarinin ogretmen oz-yeterlik algi duzeyine etkisi [The effects of the classroom management lesson on preservice teachers’ teacher sense of self-efficacy]. Hacettepe Universitesi Egitim Fakultesi Dergisi, 35, 98-110.

Elkatmis, M., Demirbas, M. & Ertugrul, N. (2013). Egitim fakultesi ogrencileri ile formasyon egitimi alan fen edebiyat fakultesi ogrencilerinin ogretmenlik meslegine yonelik oz yeterlik inanclari [Self-efficacy beliefs of students who take the pedagogic training program in the faculty of arts and sciences and students in the education faculty towards teaching profession]. Pegem Journal of Education & Instruction, 3 (3), 41-50.

Gencturk, A. & Memis, A. (2010). An investigation of primary school teachers’ teacher efficacy and job satisfaction in terms of demographic factors. Elementary Education Online, 9(3), 1037-1054.

Gibson, S. & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 569-582.

Goddard, R. D., Hoy, W. K. & Woolfolk-Hoy, A. W. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37(2), 479-507.

Goddard, R. D., Hoy, W. K. & Woolfolk-Hoy, A. W. (2004). Collective efficacy beliefs: Theoretical developments, empirical evidence, and future directions. Educational Researcher, 33(3), 3-13.

Guskey, T. R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 4, 63–69.

Guskey, T. R. & Passaro, P.D. (1994), Teacher efficacy: A study of construct dimensions. American Educational Research Journal, 31, 627-643.

Husbands, C. (2011). What do history teachers (need to) know? A framework for understanding and developing practice. In I. Davies (Ed.), Debates in history teaching, (pp. 84-95), Routledge: London.

Husbands, C., Kitson, A. & Pendry, A. (2003). Understanding history teaching: Teaching and learning about the past in secondary schools. Philadelphia: McGraw-Hill Education.

Ilgaz, G., Bulbul, T. & Cuhadar, C. (2013). Ogretmen adaylarinin egitim inanclari ile oz-yeterlik algilari arasindaki iliskinin incelenmesi [Investigation of the relationship between pre-service teachers’ educational beliefs and their perceptions of self-efficacy]. Abant Izzet Baysal Universitesi Egitim Fakultesi Dergisi, 13 (1), 50-65.

John, P. (1991). The professional craft knowledge of the history teacher. Teaching History, 64, 8-12

Kahyaoglu, M., & Yangin, S. (2007). Ilkogretim ogretmen adaylarinin mesleki oz yeterliklerine iliskin gorusleri [Views of prospective teachers in elementary school teaching departments about professional self-efficacy]. Kastamonu Egitim Dergisi, 15(1), 73-84.

Karagozoglu, G., Arici, H., Bulbul, S. & Coker, N. (1995). Turkiye’de ogretmen egitim politikalari ve modelleri: Avrupa konseyi ulkeleri ogretmen yetistirme politikalari ve modelleri toplantisi [Teacher education policies and models in Turkey: Council of Europe countries meeting of teacher training policies and models] . Ankara: Milli Egitim Basimevi.

Karasar, N. (1995). Bilimsel arastirma yontemi [Scientific research model]. Ankara: Nobel Yayin Dagitim.

Kaya, E., Harurloglu, Y., Keser, S. & Horoz, A. (2011). Fen ve edebiyat fakultesi ogrencilerine verilen formasyon hakkina egitim fakultesi ogrencilerinin bakisi [Faculty of education students’ views to formation right given to faculty of science and letters students]. Dogu Cografya Dergisi, 16 (26), 213-222.

Kilinc, M. (2011). Ogretmen adaylarinin egitimde olcme ve degerlendirmeye yonelik ozyeterlik algi olcegi [a perceptual scale for measurement and evaluation of prospective teachers self-efficacy in education]. Ahi Evran Universitesi Kirsehir Egitim Fakultesi Dergisi, 12(4), 81-93.

Kincal, R. (2004). Ogretmenlik meslegine giris [An introduction to teacher profession]. Istanbul: Nobel Akademi Yayincilik.

Kurt, T. (2012). Ogretmenlerin oz yeterlik ve kolektif yeterlik algilari [Self-efficacy and collective-efficacy perceptions of teachers]. Turk Egitim Bilimleri Dergisi, 10(2), 195-227.

Ministry of National Education (2006). Ogretmenlik meslegi genel yeterlikleri [General competencies of teacher profession]. otmg.meb.gov.tr/belgeler/Yeterlikler.doc

Morgil, I., Secken, N. & Yucel, A. S. (2004). Kimya Ogretmen Adaylarinin Ozyeterlik Inanclarinin Bazi Degiskenler Acisindan Incelenmesi [Investigation of self-efficacy beliefs of chemistry teacher candidates in terms of some variables]. Balikesir Universitesi Fen Bilimleri Enstitusu Dergisi, 6(1), 62-72.

Nichol, J. & Dean, J. (2005). History 7-11: Developing primary teaching skills. London: Routledge.

Oner, D. (2010). Ogretmenin bilgisi ozel bir bilgi midir? Ogretmek icin gereken bilgiye kuramsal bir bakis [Is teacher's knowledge a special kind of knowledge? A theoretical view on the subject matter knowledge needed for teaching]. Bogazici Egitim Dergisi, 27(2), 23-32.

Ozdemir, S. M. (2008). Sinif ogretmeni adaylarinin ogretim surecine iliskin oz- yeterlik inanclarinin cesitli degiskenler acisindan incelenmesi [An investigation of prospective primary teachers’ self-efficacy beliefs regarding teaching process in terms of certain variables]. Kuram ve Uygulamada Egitim Yonetimi, Bahar (54), 277-306.

Ozdemir, S., Yalin, H.I. & Sezgin, H. (2004). Ogretmenlik meslegine giris [An introduction to teacher profession]. Ankara: Nobel Yayincilik.

Pajares, F. (1997). Current directions in self-efficacy research. In M. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement, Vol. 10, (pp. 1-49). Greenwich, CT: JAI Pres.

Seker, H., Deniz, S. & Gorgen, I. (2005). Tezsiz yuksek lisans ogretmen adaylarinin ogretmenlik yeterlikleri uzerine degerlendirmeleri [Prospective teachers’ assessment of teacher competencies]. Kuram ve Uygulamada Egitim Yonetimi, (42), 237-253.

Senemoglu, N. (2001). Gelisim, ogrenme ve ogretim [Development, learning and teaching]. Ankara: Gazi Kitabevi.

Shulman, L. S. (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15(2), 4-14.

Shulman, L.S. (1987). Knowledge and teaching: foundations of new reform. Harvard Educational Review, 57(1), 1-22

Smith, N. (2010). The history teacher’s handbook. New York: Continuum International Publishing Group.

Sural, S. & Saritas, E. (2015). Pedagojik formasyon programina katilan ogrencilerin ogretmenlik meslegine yonelik yeterliklerinin incelenmesi [The investigation of the students of pedagogical formation the towards teaching profession qualifications]. Mersin Universitesi Egitim Fakultesi Dergisi, 11(1), 76-96.

Taskin, C. S. & Haciomeroglu, G. (2010). Ogretmen ozyeterlik inanc olceginin turkceye uyarlanmasi ve sinif ogretmeni adaylarinin ozyeterlik inanclari [Adaptation of the teachers’ efficacy beliefs system-self form and primary teachers’ self-efficacy beliefs]. Dokuz Eylul Universitesi Buca Egitim Fakultesi Dergisi, 27, 63-75.

Tschannen-Moran, M. & Woolfolk-Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783–805.

Tschannen-Moran, M., Woolfolk-Hoy, A. & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202-248.

Tuluk, G. (2015). Ogretmen adaylarinin ogretmen oz-yeterlilikleri uzerine bir inceleme [An analysis regarding the self-efficacy of prospective teachers]. Usak Universitesi Egitim Arastirmalari Dergisi, 1(1), 1-15.

Tunca, N. & Sahin, S. A. (2014). Ogretmen adaylarinin bilis otesi (ust bilis) ogrenme stratejileri ile akademik oz yeterlik inanclari arasindaki iliski [The relationship between pre-service teachers’ metacognitive learning strategies and academic self-efficacy]. Anadolu Journal of Educational Sciences International, 4(1), 47-56.

Ustuner, M., Demirtas, H., Comert, M. & Ozer, N. (2009). Ortaogretim Ogretmenlerinin Oz-Yeterlik Algilari [Secondary School Teachers’ Self-Efficacy Beliefs]. Mehmet Akif Ersoy Universitesi Egitim Fakultesi Dergisi, 9(17), 1-16.

Yenice, N. (2012). Ogretmen adaylarinin oz-yeterlik duzeylerinde problem cozme becerilerinin incelenmesi [Investigating the self-efficacy and problem solving skills of preservice teachers]. Elektronik Sosyal Bilimler Dergisi, 11(39), 36-58.

Yilmaz, M. Koseoglu, P. Gercek, C. & Soran, H. (2004). Ogretmen oz-yeterlik inanci [Teacher self-efficacy belief]. Bilim ve Aklin Aydinliginda Egitim Dergisi, 58.

Zimmerman, B. J. (1995). Self-efficacy and educational development. Self-efficacy in changing societies. New York: Cambridge University Press.

...