The Effect of the Teaching Practice on Pre-service Elementary Teachers’ Science Teaching Efficacy and Classroom Management Beliefs

Pınar Çavaş · Hülya Yılmaz

123 citations0/0 files storedEurasia Journal of Mathematics Science and Technology Education

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Science Education and Pedagogy Teacher Education and Leadership Studies Education, Achievement, and Giftedness

Abstract

The purpose of this study was to investigate the effect of the teaching practice on preservice elementary teachers’ science teaching efficacy and classroom management beliefs. The subjects were 185 pre-service elementary teachers from two different universities in Izmir. In this study, Science Teaching Efficacy Belief Instrument (STEBI-B) and the Attitudes and Beliefs on Classroom Control (ABCC) instruments were utilized to collect data. Results of the study indicated that almost all pre-service elementary teachers had high self-efficacy beliefs regarding science teaching. In addition, teaching experience did not affect pre-service elementary teachers’ science teaching efficacy beliefs. However, preservice elementary teachers’ classroom management beliefs tended to change with the teaching practice. While pre-service teachers’ beliefs related to instructional management decrease with teaching practice, their People Management beliefs increase with teaching practice.

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References

1999Self-Efficacy: The Exercise of Control 1998Teacher Efficacy: Its Meaning and Measure 1990Handbook of research on teacher education 1984Teacher efficacy: A construct validation.1990Toward the development of an elementary teacher's science teaching efficacy belief instrument 1990Further Development of an Elementary Science Teaching Efficacy Belief Instrument: A Preservice Elementary Scale 2003How Do Beginning Primary School Teachers Cope with Science? Toward an Understanding of Science Teaching Practice 1988Educating teachers about managing classrooms and students

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