Abstract:

In this study, pre-service teachers' self-efficacy levels for online learning were investigated in terms of certain variables by cross-sectional survey method. In determining the sample of the study, a total of 562 teacher candidates who volunteered to participate in the study with the easily accessible case sampling method and were educated in the Primary Education Mathematics Teaching Department of the Education Faculty of 4 different universities in the Central Anatolia region were reached. In the study, the self-efficacy scale for online learning developed by Sun and Rogers (2020) was adapted into Turkish and used. In order to find an answer to the question that the self-efficacy levels of pre-service teachers for online learning do not differ significantly depending on gender, independent t-test, one-way analysis of variance to find answers to the questions of whether the self-efficacy levels of pre-service teachers for online learning show a significant difference depending on the grade level. used. The mean scores of the pre-service teachers in the sub-dimensions of technology use, online learning task, educator and peer interaction and communication, self-regulation and motivation of the online learning self-efficacy scale were found to be at a good level. It was determined that there was a significant difference in favor of female students only in terms of technology use self-efficacy levels of teacher candidates, but there was no gender-based significant difference in terms of other dimensions of the scale. It has been determined that there is a significant difference between the 1st and 3rd grades in favor of the 1st grade and between the 3rd and 4th grades in favor of the 4th grade in terms of teacher candidates' educator and peer interaction and communication self-efficacy levels. No significant difference was found between grade levels in terms of other dimensions. Various suggestions were presented according to the results of the study.

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