The Predictive Power of the Pre-Service Teachers' Self-Efficacy Beliefs upon Their Preparedness to Teach

Autor/inn/en	Aybek, Birsel; Aslan, Serkan
Titel	The Predictive Power of the Pre-Service Teachers' Self-Efficacy Beliefs upon Their Preparedness to Teach
Quelle	In: International Education Studies, 12 (2019) 9, S.27-33 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Predictor Variables; Foreign Countries; Preservice Teachers; Preservice Teacher Education; Student Attitudes; Self Efficacy; Beliefs; Correlation; Measures (Individuals); Models; Turkey + Suchen Sie Ihr Suchwort? Prädiktor; Ausland; Lehramtsstudiengang; Lehrerausbildung; Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Belief; Glaube; Korrelation; Messdaten; Analogiemodell; Türkei
Abstract	The aim of this study is to reveal the relationship between pre-service teachers' self-efficacy beliefs and preparedness to teach. In this context, the model of the research is the relational screening model. The sample of the study consisted of 407 fourth grade pre-service teachers who were studying in a state university. Data were collected using three types of data collection tools. These, personal information form, self-efficacy belief scale and being ready for teaching. In the analysis of the data, correlation analysis, descriptive and multiple linear regression analysis were used. As a result of the research, it was determined that the pre-service teachers' readiness and self-efficacy beliefs were high. In the study, it was found that there was a moderately significant and predictive relationship between the pre-service teachers' self-efficacy belief and preparedness to teach. Various suggestions have been made based on the results of the research. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/ies
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01