Relationship between Preservice Teachers’ Course Attitudes and Professional Self-Efficacy Beliefs

Authors

  • Vural Tunkler Necmettin Erbakan University
  • Aliye Nur Ercan Necmettin Erbakan University
  • Mehmet Beskirli Selcuk University
  • Ismail Sahin Necmettin Erbakan University

Keywords:

Preservice teachers, ITMD lesson, Attitude, Self-efficacy

Abstract

The purpose of this study is to determine the attitudes of preservice teachers about the Instructional Technologies and Material Development (ITMD) course and their perceptions about professional self-efficacy, along with an examination of the relationship between these two variables. Realized in a relational survey model, this study was conducted with more than 523 preservice teachers from 13 departments who attended the Instructional Technologies and Material Development Course and are still in the last term of their university education. At the end of the study, the attitudes of preservice teachers about the ITMD course were found to change according to their gender, school type and professional self-efficacy. Furthermore, the teachers’ self-efficacy perceptions were not found to display any difference in by gender. The study did show, however significant differences according to their school type in which they will work.  Throughout the study, the preservice teachers’ attitudes about the ITMD course, their perceptions about their professional self-efficacy and their overall academic average were found to have a positive and significant relationship.

Downloads

Published

2016-01-01

Issue

Vol. 2 No. 1 (2016)

Section

Abstracts

License

Articles may be used for research, teaching, and private study purposes. Authors alone are responsible for the contents of their articles. The journal owns the copyright of the articles. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of the research material.

The author(s) of a manuscript agree that if the manuscript is accepted for publication in the International Journal of Research in Education and Science (IJRES), the published article will be copyrighted using a Creative Commons “Attribution 4.0 International” license. This license allows others to freely copy, distribute, and display the copyrighted work, and derivative works based upon it, under certain specified conditions.

Authors are responsible for obtaining written permission to include any images or artwork for which they do not hold copyright in their articles, or to adapt any such images or artwork for inclusion in their articles. The copyright holder must be made explicitly aware that the image(s) or artwork will be made freely available online as part of the article under a Creative Commons “Attribution 4.0 International” license.

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.