Abstract:

This study aims to identify the relationship between self-capacity beliefs and feedback of teachers candidates and to identify the relationship between self-capacity beliefs with various variables, such as feedback type, frequency, class experience time, in order to understand the behavioral change that may occur. The sample of the study is made up of a state university's 2014-2015 and 2015-2016 academic years in the Spring periods of Mathematics and Science Education Department of Physics, Chemistry and Biology Education Anabolic Divisions (N=102) of the final class teachers candidates (N=102). The data collection tools used in the research are the personal information form, the fields of science (physics, chemistry, biology) teaching self-capacity is the degree of belief and the degree of feedback. In the analysis of data, the average, standard deviation, ANOVA, correlation analyses were used. Research results show that teachers’ candidates have a high level of self-quality belief in their teaching fields of science. In the scale of feedback, the appearance of high points in the scale of professional development shows that the feedback is important in evaluating the professional qualifications and performance of the teacher candidates.  In addition, the self-quality points of the teacher candidates show a significant difference in the variations in the feedback type, frequency and hours of the course experience.

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