Abstract:

Programming skills are the skills that need to be acquired and applied in today when literacy of basic information technologies is not enough to keep pace with the reflections of technology in society. Programming training with the intent of acquiring programming skills provides both educational and social benefits. There are multiple factors that influence students' success in the programming training process. One of these factors is self-efficacy. Considering the student profile expected to be trained in primary education, it is important that the teacher candidates of Information Technologies and Software course acquire various programming skills and the variables that are effective in this process to be examined. From this, it is aimed to examine the perceived self-efficacy of Information Technology and Software course teacher candidates' programming skills by using various variables in the study. A causal-comparison model of quantitative research methods was used in the research. The first and fourth grade students studying at 8 different universities in CEIT (Computer Education and Information Technologies) department participated in the research. The "Programming Self-Efficacy Perception Scale" developed by Ramalingam and Wiedenbeck (1998) and adapted to Turkish by Altun and Mazman (2012) was used in the research. In the analysis of the data, t-test and one-way analysis of variance (ANOVA) were used. As a result of the research, it is observed that the perceived programming self-efficacy of the Information Technologies and Software course teacher candidates differ significantly based on gender, class levels, department choice reasons, graduated high school education and perceived foreign language levels.

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