Turkish preservice science teachers’ efficacy beliefs regarding science teaching and their beliefs about classroom management

By A. Gencer, J. Çakıroğlu. 2007

216 citations recorded by the source corpus.

Abstract The purpose of this study was to explore Turkish preservice science teachers’ science teaching efficacy and classroom management beliefs. Data in this study were collected from a total number of 584 preservice science teachers utilizing the Science Teaching Efficacy Belief Instrument and the attitudes and beliefs on classroom control (ABCC) inventory. Data analysis indicated that preservice science teachers generally expressed positive efficacy beliefs regarding science teaching. In addition, results revealed that participants were interventionist on the instructional management dimension, whereas they favored non-interventionist style on the people management dimension of the ABCC inventory.

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Citations in the corpus

TURKISH PRESERVICE ELEMENTARY TEACHERS’ SELF-EFFICACY BELIEFS REGARDING MATHEMATICS AND SCIENCE TEACHING (2010, result): “However, consistent with the findings of studies conducted with Turkish middle school teacher candidates ( Gencer & Cakiroglu, 2007; Isiksal & Cakiroglu, 2005), it is heartening to observe that the Turkish female preservice elementary teachers in this study were found to have slightly higher PMTE a”
Towards a re-conceptualization of teachers' self-efficacy beliefs: tackling enduring problems with the quantitative research and moving on (2014, methodology): “In this climate, research based on earlier conceptualizations of teachers’ self-efficacy beliefs (and thus including GTE items) persists (e.g. de la Torre Cruz and Arias 2007; Gencer and Cakiroglu, 2007; Tournaki and Podell, 2005).”
The Effect of the Teaching Practice on Pre-Service Elementary Teachers' Science Teaching Efficacy and Classroom Management Beliefs. (2008, result): “Similar to this study, Gencer & Cakiroglu (2007) found that completing teaching practice course and additional educational courses were not a significant factor on preservice teachers’ self-efficacy beliefs.”
Differentiated instruction: Hong Kong prospective teachers’ teaching efficacy and beliefs (2016, background): “There is a need to explore factors that influence the development of a strong sense of self-efficacy and use of differentiated instruction strategies (Gencer & Cakiroglu, 2007) for the long-term development of teaching efficacy and to provide effective differentiation skills to teachers.”
A Review of Literature on Teacher Efficacy and Classroom Management. (2012, methodology): “The findings of Gencer and Cakiroglu (2007) have revealed that teachers‟ beliefs are different in regard to classroom management and that these differing beliefs are critical in effective instruction.”