Atıf Sayısı
19
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106
İndirme
52
This study examines elementary preservice teachers? self efficacy beliefs Quantitative and qualitative research methods were used in this study In the quantitative part data were collected from 122 final year preservice teachers The instrument developed by Tschannen?Moran and Woolfolk?Hoy 2001 was administered to preservice teachers Findings of the quantitative part revealed that preservice teachers? self efficacy towards teaching profession was not fully adequate There were no differences amongst preservice teachers? self efficacy towards teaching regarding gender and achievement In the qualitative part of the study preservice teachers responded to factors involving Student Engagement and Classroom Management based on experiences that they gained in teaching practice However their explanation relied on their theoretical knowledge regarding the Instructional Strategies factor This could be explained as they have lack of experiences regarding this factor
this study examines elementary preservice teachers self-expects experienced and experienced research methods were used in this study ın the critical part data were collected from 122 final year preservice teachers the instrument developed by tschannenmoran and woolfolkhoy 2001 was trained to preservice teachers arbitrator experiments in the harsh part experiments that preservice teachers self-improved teaching profession was not fully available since no hunger amongst preservice teachers self clinic towards teaching about gender and blur ın the hunger part of the study preservice teachers responded to factors may arise in the understanding of the student experience in this class where they are concerned about teaching experience in the difficulties of the experiments in this class
Alan : Eğitim Bilimleri
Dergi Türü : Ulusal
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