Changes on teacher self-efficacy and attitudes towards teaching profession from candidacy to induction [Adayliktan göreve ögretmen özyeterligi ve ogretmenlik meslegine yönelik tutumlardaki degişimler]
Küçük Resim Yok
Tarih
2013
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
In this study, it is aimed to investigate changes in teacher self-efficacy and attitudes towards teaching profession from entry into a four-year pre-service teacher education program through the induction year. The study was conducted through a longitudinal design within the quantitative research tradition. The teacher self-efficacy scale and attitude towards profession of teaching scale were administered to students who enrolled the Primary Teacher Education Program at Faculty of Education of Ege University on 2006-2007 fall semester, at the end of each academic year (May/June of 2007-2008-2009-2010) and at the end of the induction year (June-September 2011, n=32). The results indicated that teacher self-efficacy beliefs have significantly increased, however attitudes toward profession of teaching have not significantly changed during pre-service education. At the end of the induction year, the same results were obtained; teacher self-efficacy has significantly increased, although attitudes toward profession have increased, no significant difference has been observed.
Açıklama
Anahtar Kelimeler
Attitudes towards profession of teaching, Longitudinal study, Teacher education, Teacher self-efficacy
Kaynak
Egitim ve Bilim
WoS Q Değeri
Scopus Q Değeri
Q3
Cilt
38
Sayı
169
