Turkish preservice science teachers’ efficacy beliefs regarding science teaching and their beliefs about classroom management

The purpose of this study was to explore Turkish preservice science teachers’ science teaching efficacy and classroom management beliefs. Data in this study were collected from a total number of 584 preservice science teachers utilizing the Science Teaching Efficacy Belief Instrument and the attitud...

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Bibliographic Details
Published in:Teaching and teacher education 2007-07, Vol.23 (5), p.664-675
Main Authors: Gencer, Ayse Savran, Cakiroglu, Jale
Format: Article
Language:English
Subjects:
Classroom management beliefs
Classroom Techniques
Data Analysis
Foreign Countries
Preservice science teachers
Preservice Teacher Education
Science Instruction
Science Teachers
Self Efficacy
Self-efficacy beliefs
Student Teacher Attitudes
Student Teachers
Teacher Effectiveness
Teaching Methods
Turkey
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Summary:The purpose of this study was to explore Turkish preservice science teachers’ science teaching efficacy and classroom management beliefs. Data in this study were collected from a total number of 584 preservice science teachers utilizing the Science Teaching Efficacy Belief Instrument and the attitudes and beliefs on classroom control (ABCC) inventory. Data analysis indicated that preservice science teachers generally expressed positive efficacy beliefs regarding science teaching. In addition, results revealed that participants were interventionist on the instructional management dimension, whereas they favored non-interventionist style on the people management dimension of the ABCC inventory.
ISSN:0742-051X
1879-2480
DOI:10.1016/j.tate.2005.09.013