The Teaching Processes of Prospective Science Teachers with Different Levels of Science-Teaching Self-Efficacy Belief
| Autor: | Hale Bayram, Filiz Kabapinar, Mehpare Saka |
|---|---|
| Rok vydání: | 2016 |
| Předmět: |
Self-efficacy
Coping (psychology) media_common.quotation_subject As is 05 social sciences 050301 education 050105 experimental psychology Feeling Perception Openness to experience 0501 psychology and cognitive sciences Psychology 0503 education Social learning theory Curriculum Social psychology media_common |
| Zdroj: | Educational Sciences: Theory & Practice. |
| ISSN: | 2148-7561 |
| DOI: | 10.12738/estp.2016.3.0012 |
| Popis: | The variables that form a system must be taken into special account for that system to function. The proper functioning of variables that create a system is possible through regular analysis and through improvement of the variables. Education systems also emphasize the basis of teachers, students, and programs. A malfunction or deficiency in any of these hinders the function of the education system. A system that functions effectively depends on harmony among these factors. This study analyzes one of the basic variables of the education system: the harmony between self-efficacy beliefs of future prospective science teacher and their teaching practices.Bandura (1986) stated that self-efficacy, which is the basis of Social Learning Theory (1977), is related to self-judgments about how well an individual can perform the actions that are required for coping with possible situations. Additionally, the expectations of people in certain situations largely depend upon their judgment of self-efficacy (Bandura, 1986). Kuzgun (2003) stated that self-efficacy belief is a result of an individual's capacity, achievements, motivations, and other components that form self-awareness; it indicates whether the next behavioral attempt will initiate a behavior, or if an already initiated behavior will continue (as cited in Bikmaz, 2006 ).Banduras' (1986, p. 25) statement, "People act on their thoughts and feelings," identifies the relationship between human ideas and behavior; it reveals how effective self-efficacy belief is on an individual's behavior. Numerous researchers have agreed that self-efficacy belief is important in individuals' lives, particularly when deciding to perform certain behaviors, as is the case in several belief fields such as attitude, trust, motivation, and perception (Gordon, Lim, McKinnon, & Nkala, 1998; Pajares, 1992; Tschannen & Woolfolk-Hoy, 2002). It has been emphasized that individuals spend more effort and are more motivated and resistant towards difficulties in situations in which they have high self-efficacy belief when compared to those with lower self-efficacy beliefs. On the other hand, individuals with lower self-efficacy belief might perform poorly and be less resistant to negative conditions; this might cause them to leave things unfinished (Gordon et al., 1998; Pajares, 2002).Self-efficacy in teaching should also be taken into account, as should teachers' knowledge and skills in teaching through an effective application of curriculum. Studies on improving teacher qualities have pointed out that teachers must be aware of their own effectiveness (Cakir, 2004). Teachers' self-efficacy beliefs have been suggested to be able to significantly affect their classroom practices, particularly their teaching, opinions and tendencies to realize teaching, teaching environments (Ashton & Webb, 1986), and efforts to teach (Bandura, 1986; Pajares, 2002). Studies on teachers' self-efficacy beliefs (Ashton, 1984; Gibson & Dembo, 1984; Ramey & Shroyer, 1992) have suggested that teachers' self-efficacy beliefs have a considerable effect on their teaching style, classroom behavior, openness to new ideas, and development of new teaching attitudes. In the literature, teachers with high self-efficacy are believed to be able to enhance student motivation and help them raise their success levels through consideration of students' needs and adoption of a student-centered approach (Ashton & Webb, 1986; Tschannen-Moran et al., 2002; Woolfolk, Rosoff, & Hoy, 1990). On the other hand, studies have emphasized that teachers with lower self-efficacy beliefs adopt teacher-centered approaches and prefer surrendering to trivial problems, instead of resisting them (Allinder, 1994; Gordon et al., 1998; Martin, 2006; Milner, 2002; Plourde, 2002).In addition to the opinion that beliefs shape actions, there are also experts who think that beliefs do not influence or shape actions (Lyons, 1990; Tobin, Tippins, & Gallard, 1994). … |
| Databáze: | OpenAIRE |
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