Özet:

In this study, it is aimed to examine the relations between self-efficacy perceptions of prospective teachers and their attitudes towards computer-aided teaching. The study is a research in the relational model conducted by quantitative methods. The study group of the research is composed of 3rd and 4th grade students who are studying at Gaziantep University Faculty of Education in 2016-2017 academic year and Science and Literature faculty students who are studying formation education at the same university education faculties. 66.5% (290 persons) of the 436 teacher candidates participating in the study were women and 33.5% (146 persons) were male. While 70.2% (306 people) of the candidates were in formation education, 29.8% (130 people) were in education faculty. Survey data was obtained by the "Teacher Self-Efficacy Scale" which was developed in 2001 by Tcshannen-Moran and Woolfolk-Hoy and validity and reliability studies in Turkish was made in 2005 by Çapa, Çakıroğlu and Sarıkaya. Also the "Attitude Scale for Computer-Aided Training" developed by Arslan in 2006 was used. The difference between the self-efficacy of the prospective teachers according to the faculty of graduation is significant t(436)=3.591, p <.01. When arithmetic averages are examined, self-sufficiency of the students in formation education who graduated from the Faculty of Arts and Sciences is higher than those who continue their education in the Faculty of Education. It was determined that the self-efficacy of teacher candidates did not significantly differ according to the division in which they were educated (F(2,433)=1.092, p>.05.). In other words, it can be said that the self-efficacy of teacher candidates does not depend on the division they study. The difference between the attitudes of the prospective teachers to the CAE according to the faculty members they graduate is not significant (t(434)=487, p> .05). In other words, the attitudes of teacher candidates who are studying in formation and education faculties towards CAE are considered to be equal. It was determined that the attitudes of the prospective teachers to the CAE did not significantly differ according to the division in which they were educated (F(2,433)=1.105, p> .05). In other words, it can be said that the attitudes of teacher candidates who are in verbal, numerical or equal weight branch to CAE are equivalent. There is a significant and weak positive relationship between the attitude toward CAE and teacher self-efficacy sub-dimensions which are the ability to support student participation, the use of instructional strategies and the ability to perform classroom management. In addition, the regression model includes significant results as a whole. R = 0.18, R2 = 0.032, F (3,432) = 4.816, p <.01. The three variables mentioned together account for 3.2% of the total variance.

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