The Effect of the Teaching Practice on Pre-Service Elementary Teachers' Science Teaching Efficacy and Classroom Management Beliefs.
By Hülya Yilmaz, Pinar Cavas. 2008
132 citations recorded by the source corpus.
The purpose of this study was to investigate the effect of the teaching practice on preservice elementary teachers’ science teaching efficacy and classroom management beliefs. The subjects were 185 pre-service elementary teachers from two different universities in Izmir. In this study, Science Teaching Efficacy Belief Instrument (STEBI-B) and the Attitudes and Beliefs on Classroom Control (ABCC) instruments were utilized to collect data. Results of the study indicated that almost all pre-service elementary teachers had high self-efficacy beliefs regarding science teaching. In addition, teaching experience did not affect pre-service elementary teachers’ science teaching efficacy beliefs. However, preservice elementary teachers’ classroom management beliefs tended to change with the teaching practice. While pre-service teachers’ beliefs related to instructional management decrease with teaching practice, their People Management beliefs increase with teaching practice.
Subfields: Education, Philosophy
View Paper: https://www.semanticscholar.org/paper/a3a67fae4f0ecbd1a3dd54e1ffeaada51b46f7ef
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Citations in the corpus
- Developing Preservice Teachers' Self-Efficacy through Field-Based Science Teaching Practice with Elementary Students. (2015, background): “…of the Science Teaching Efficacy Beliefs Instrument-B (Enochs & Riggs, 1990) on 185 elementary preservice teachers, a study on self-efficacy by Yilmaz and Çavaş (2008) determined that a majority of the preservice teachers' science teaching self-efficacy scores did not increase with teaching…”