Abstract:

Today, countries measure the levels of success of students in the field of science and mathematics through international exams (PISA, TIMMS,). One of the key factors in the student’s achievements in the field of science and mathematics is teachers. This situation makes it compulsory for the teaching processes of the teachers of the branches that are interested in the teaching and the teaching of the science. The study aims to describe the level of self-qualification and self-regulatory skills of teachers (the departments related to teaching; science and technology, class teaching, pre-school) and the relationship between these two variables. In this study, the faculty of education of an university in Turkey has been identified as an accessible university. In determining the sample of the research, the science and technology teaching, classroom teaching and pre-school teaching department, with the courses and teaching purposes related to science teaching, were selected. In the 2nd and 3rd classes of these sections, 130 teachers who studied in the 2011-2012 academic year were determined according to the standard and simple random sampling method. As data collection tools, the Measures of Motivating Strategies in Learning (MSC) and the Measures of Self-Competence Faith in Science Teaching (MSC) have been used. The analysis of the data is done according to the SPSS program using percentage, frequency, Pearson Moments Strike statistical calculations. The study found a weak relationship between the self-regulating skills of the teachers candidates in the field of science and the levels of self-quality in the teaching of science (r=0.223, p<0.05). It can be very useful to provide teaching to teachers who will learn the self-regulating strategies in their bachelor’s training to better learn the courses in the field of science that they will have difficulties in learning and teaching in the future.

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