The Examination of Self-Efficacy Beliefs of Physical Education Pre-Service Teachers According to Different Variables
| Autor: | Arıkan Ektirici, Ayşe Feray Özbal, Tolga Eski |
|---|---|
| Rok vydání: | 2018 |
| Předmět: |
Self-efficacy
Medical education Descriptive statistics Turkish 05 social sciences 050301 education Context (language use) Family income language.human_language Physical education Social Scale (social sciences) language 0501 psychology and cognitive sciences Self-Efficacy Beliefs Pre-Service Teachers Physical Education Psychology Sosyal 0503 education Social learning theory 050104 developmental & child psychology |
| Zdroj: | Volume: 20, Issue: 3 145-151 Turkish Journal of Sport and Exercise |
| ISSN: | 2147-5652 |
| DOI: | 10.15314/tsed.463784 |
| Popis: | Education is becoming more and more important in today’s world. It is also acknowledged that training teachers with high levels of self-confidence in education faculties is likely to improve the quality of education in the future. Bandura (3) proposed the term “self-efficacy” for the first time in 1977 in his book titled Self-efficacy: Toward a Unifying Theory of Behavioral Change . He based this concept on Social Learning Theory and defined it as “ one’s belief about his/her own ability to acquire a specific behavior successfully”. It has been witnessed that self-efficacy beliefs of pre-service teachers affect their perception about students, behaviors, eagerness to learn, experiences and learning outcomes. Thus, this study aims to determine self-efficacy beliefs of pre-service teachers of physical education and sports regarding teaching profession and to examine whether the data obtained vary according to certain variables. The study used survey method. A total of 526 university students (222 female and 304 male) who attend the Physical Education and Sports Teaching Departments of 6 different universities in Turkey participated in the study on a voluntary basis. Developed by the researchers, this form includes questions aiming to obtain the following information about the participants: age, gender, the university they attend, class level, family income level, and educational background of parents. In addition, the study used “Teacher Self-efficacy Scale”, which was developed by Tschannen-Moran and Woolfolk Hoy (21) and adapted to Turkish context by Capa et al. (7). The data was analyzed by using SPSS 22 software and descriptive analysis, independent variable t-test and ANOVA tests were used. There was a meaningful difference in ‘’Student Participation’’ and ‘’Classroom Management’’ sub-dimensions in terms of university variable (p |
| Databáze: | OpenAIRE |
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