Abstract:

The main aim of this study is to explore prospective teachers’ perceptions of screen reading. Data for the study were collected through a 27-item, five-point Likert-style screen reading self-efficacy scale, developed by the researchers, from a total of 695 prospective teachers enrolled at the Faculty of Education at Fırat University. Cronbach’s Alpha reliability coefficient of the whole scale was measured to be.758. Factor analysis revealed three subscales, namely: understanding, difficulty and bene- fit. Screen reading self-efficacy scale was administered to all participants. Independ- ent samples t-test, one way ANOVA and Kruskal Wallis H were utilized to analyze the data. Findings revealed that both male and female prospective teachers had high level of self-efficacy in understanding subscale. Both gender groups did not get difficulty in screen reading. But males benefited from screen reading more than the females. Statistically significant differences were observed among the opinions of prospective teachers in understanding and benefit subscales in terms of department variable. Some useful implications are discussed and recommendations are offered based on the research findings.  

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